TERRORISM AWARENESS FACILITATOR GUIDE, Slides of Law

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MICHIGAN COMMISSION ON

LAW ENFORCEMENT STANDARDS

TERRORISM AWARENESS

FACILITATOR GUIDE

July 2015

Terrorism Awareness Facilitator Guide

How to use this Guide

The terrorism awareness facilitated learning model consists of two major components: a

major table top scenario for class discussion and evaluation throughout the sessions and various

learning activities that accompany the major scenario. The MCOLES terrorism awareness

training objectives are divided into three main units: terrorism awareness, weapons of mass

destruction, and the incident command system.

Introduce part one of the major scenario and lead the students through the accompanying

learning activities. Next, introduce part two (WMD) of the scenario and lead the group through

the learning activities. Finally, introduce part three of the scenario and facilitates the ICS

learning activities. Make sure instructors with the relevant expertise and experience lead the

discussions and facilitate the learning activities in the area of their expertise.

The major scenario consists of three parts and is to be facilitated in three individual class

sessions. The primary purpose of the major scenario is to foster critical thinking, problem

solving, and judgment. Students learn these skills best when working through a real life situation.

Ask relevant questions about the facts of the scenario, questions that will best build problem

solving and critical thinking skills. The goal is to generate the higher thinking skills in the

students and to widen their worldviews regarding the nature and extent of terrorism. The

responses from the students generated during each part of the major scenario will be consistent

with the actual training objectives to be taught during the remainder of the day. In other words,

the brainstormed ideas from the class will essentially set the training “agenda” for subsequent

learning sessions.

A variety of learning activities follow each part of the scenario. Knowledge acquisition occurs

here. The purpose is for the students to acquire new knowledge by mastering the terrorism

awareness training objectives through various classroom learning activities. Although many of

Michigan Commission on Law Enforcement Standards

Terrorism Awareness Training

Model Facilitator Guide

Session I:

 Break the class into small groups of five or six. Have the group members work through the questions posed in Part I of the main scenario. Distribute Student Handout #1. Allow approximately 20 minutes for this exercise.

 Main Scenario Part I:

Late one evening while on patrol at approximately 11:30 p.m., an officer is dispatched to the downtown area of the city to investigate suspicious activity. The dispatcher indicates that a concerned citizen called about seeing an older-model, white Chevy 4-door being driven slowly around the block several times near the Jewish Community Center. The caller reported that two young white males are in the vehicle and that one of the men seemed to be taking pictures of the building. The dispatcher says that the Jewish Center is closed for the night and there are few pedestrians in the area.

At the scene, the officer observes the vehicle and stops it for investigation. Upon approach to the driver’s side of the vehicle the officer immediately observes that the two men have shaved heads, several tattoos, including Nazi swastikas, and that a US Army Field Manual on explosives is lying on the rear floor. The officer also observes one of the men holding a video camera. The driver of the vehicle states that he is a sovereign citizen and is not subject to the laws of the state, only to common law. The officer calls for back-up and continues the investigation.

Questions:

1. What is the nature of this call; what type of incident do you think this is? What information is in the scenario to help you decide?
2. What knowledge and skills will assist the officer in investigating this situation? Think about the variety of skills needed by an officer to handle such a call.
3. What expectations do the citizens of the community have of law enforcement in this situation? Think specifically about the complainant, the suspects, and the community at large.
4. Was the stop and investigation of the vehicle justified? Do your departmental policies address these types of situations?

Anticipated Responses:

1. No crime, kids just driving around, suspects planning to break and enter, suspects gathering information for future criminal activity, suspects planning to damage the Center, domestic terrorists planning to damage or bomb the Center, etc.
2. Officer safety, interviewing skills, interrogation skills, communication skills with dispatch and other responding units, knowledge of previous trouble at the Center, information on local skin-head groups, knowledge of constitutional protections, driving skills, observation skills, knowledge of terrorist groups, etc.
3. Caller: quick response to the call, follow-up contact from law enforcement, general protection from criminal activity, taking the call seriously; Suspect: constitutional protections, treated with dignity, no excessive force; Community: prevention and control of crime, responding to domestic terrorist activity, response to suspicious activity, maintaining a safe community, etc.
4. No, more information is needed in order to establish reasonable suspicion for an investigatory stop….. yes, enough reasonable suspicion has been established to allow the officers to stop and question the individuals in this situation, etc.

 Re-assemble the groups and have them report out to the full class. Make note of their responses to the questions on a flip-chart or white board. Summarize the responses. Address topics that may have been missed. Emphasize how to identify a problem and formulate a response, using multi-tasking skills, and problem solving abilities.

Session V:

[Preventing Terrorist Attacks] [Understanding Pre-Incident Indicators]

 This session addresses objectives VI.E.1.4. and VI.E.1.5. Allow approximately 25 minutes.

 Break the students into their individual work groups. Distribute Student Handout #2. Have the students work through the questions posed in the following scenario:

Late one evening, an officer is dispatched to the scene of a bombing at a local gasoline refinery. Upon arrival, the officer observes that several small work sheds are on fire and that there is debris from the explosion all around the scene. The officer notes that the main gasoline storage tanks are not on fire, but that the shed fires could easily spread to the tanks. A security guard runs up to the officer and states that no one seems to be injured in the bombing. Fire services, EMS, and other units have been dispatched to the scene. The dispatcher notifies all responding units that a local right-wing extremist group has claimed responsibility for the bombing.

Questions:

1. Identify the role law enforcement plays, in general, in fighting terrorist activities. Should the federal government assume the primary role?
2. What can you do, as a local officer, to help prevent future bombings?
3. Identify the steps taken by a terrorist group to plan and prepare for this attack.

 Reassemble the groups. Have each group report out to the full class. Record the answers on a flip chart or white board. Compare and contrast the responses from questions 2 and 3.

 Make sure that all the sub-objectives are covered.

Anticipated Responses:

1. Protection of the local community, investigate possible terrorist incidents, respond to terrorist attacks, prevent attacks, work with citizen groups, work with community leaders, raise awareness, identify potential targets, acquire training, the federal government should take the lead (local law enforcement should take the lead), etc.
2. Identify potential targets, conduct security assessments, target-harden, talk to citizen groups, be aware during routine criminal investigations, share intelligence with appropriate sources, conduct crime prevention activities, etc.
3. Surveillance, reconnaissance, coded communication, planning meetings, dry-runs, testing security measures, creating false identities, identifying potential targets, monitoring law enforcement, reading training manuals or other subversive literature, etc.

Session VI:

[Gathering Information Regarding Potential Terrorist Activities]

 This session addresses objective VI.E.1.6. Allow approximately 30 minutes.

 Break the students into their individual work groups. Distribute Student Handout #3. Have the students work through the questions posed in the following scenario:

While on patrol during the hours of darkness, an officer observes the driver of a late model pickup truck run a stop sign at an intersection in a residential section of the city. Upon approach to the vehicle, the officer observes night vision goggles and binoculars on the back seat, several maps on the front seat, and a set of blueprints on the floor near the driver. The driver is alone and presents the officer with an operator license that is clearly fraudulent. The officer investigates further by interrogating the driver about the materials in the vehicle and the fake license.

Questions:

1. In general, what types of materials found during “routine” traffic stops could be terrorist indicators? In this specific scenario, what indicators does the officer have?
2. Who in the community can law enforcement work with as important sources of information?
3. If material is uncovered that may indicate terrorist activity, what other agencies should know?
4. What role does Terry v. Ohio play in this scenario? What are the legal implications?

Instructor Note:

This concludes the Terrorism Awareness training objectives. Next, introduce part II of the main scenario. Part II introduces the students to the Weapons of Mass Destruction training modules.

Session VIII:

 Break the class into their work groups. Have the group members work through the questions posed in Part II of the main scenario. Distribute Student Handout #4. Allow approximately 25 minutes.

 Main Scenario Part II:

A back-up unit arrives on the scene as the primary officer continues to question the driver of the vehicle. The driver seems nervous, but is very uncooperative and continues to insist that he is a sovereign citizen. The passenger says the same thing. The officers conduct a frisk of both subjects, but locate no weapons. The driver and passenger are questioned separately, but neither offers a plausible explanation for being in the area. After repeated requests, the driver still refuses to show the officers an operator’s license and says, “I don’t need one to drive a car in this state.” The officers run the vehicle plates through LEIN and learn that the vehicle is legally registered to a local resident, Samuel Masser. The officers arrest the driver for having no operator’s license and call for a tow truck. A search of the passenger area of the vehicle, incident to the arrest, reveals no other materials or contraband. The officers release the passenger, transport the driver to lockup, and have the vehicle towed to the impound lot. A subsequent inventory search of the vehicle reveals that the trunk contains 120 pounds of powdered urea, which is a fertilizer used in the manufacture of explosives, three 12-oz. plastic jars containing nitroglycerin, and a circuit board to which a watch and nine-volt battery are affixed.

Questions:

1. As the situation unfolds, what specific information or additional knowledge do the officers need in order to handle this call?
2. What additional evidence is there to help the officers determine what the two subjects were doing?
3. Was the search of the passenger compartment of the vehicle legally justified?

Anticipated Responses:

1. Knowledge of explosives, information regarding weapons of mass destruction, an understanding of urea and its relationship to the circuit board and nitro, search procedures, impound and inventory procedures, laws of arrest, search incident to arrest, etc.
2. The nitro, urea, circuit board, watch, battery, Army manual, subjects found near the Jewish Center, late at night, downtown areas closed for business, refusal to answer officers’ questions, claiming sovereignty, etc.
3. Yes, incident to a custodial arrest; … No, once the subject is secured, no search without a warrant is allowed, probable cause must exist.

Session IX:

[Define Weapons of Mass Destruction]

 This session addresses objective VI.E.2.1. Allow approximately 15 minutes.

 In a brainstorming session with the full class, ask the students to define weapons of mass destruction, using the following focus statement. Question members of the class individually around the room. Focus statement:

Generate statements that describe and define “weapons of mass destruction”, including possible delivery systems and human exposure considerations.

 The students may struggle with paragraph “b” of the objective. Make sure the class understands the various types of weapons of mass destruction.

 Record the responses on a flip chart or white board. Summarize the responses with the class.

Session XII:

[Respond to a WMD Attack]

 This session addresses objective VI.E.2.7. Allow approximately 15 minutes.

 In a brainstorming session with the full class, ask the students to respond to the following focus statement. Question members of the class individually around the room. Focus statement:

Generate statements that describe the things a first responder to a WMD attack must consider once on the scene.

 Be sure to address paragraphs “a” through “d” in the training objective. Record the responses on a flip chart or white board. Address any subobjectives missed by the class.

 Summarize the responses with the class. Make sure the objective is covered.

Instructor Note:

This concludes the Weapons of Mass Destruction training objectives. Next, introduce Part III of the main scenario. Part III is a prelude to the Incident Command training objectives.

Session XIII:

 Break the class into their work groups. Have the group members work through the questions posed in Part III of the main scenario. Distribute Student Handout #5. Allow approximately 25 minutes.

 Main Scenario Part III:

As the officers continue to inventory the contents of the suspect vehicle and continue to identify the materials located in the trunk, the dispatcher notifies all units that a large explosion has just occurred at the Community Jewish Center. The first officer on the scene observes that the northwest corner of the 3-story Center has been blown away and that there is debris spread over a block-wide area. The officer also observes that the upper two stories on the northwest corner of the building have collapsed onto the ground and that the structure is burning from several small fires. No pedestrians seem to be in the area. The first responding officer activates the department’s incident command system.

Questions:

1. What further information does the first responding officer need to handle this incident?
2. Analyze and evaluate how the officers performed in this scenario. Think about the entire scenario - how well did they do?
3. Are there any long term solutions to this incident? After the bombing scene has been made safe and the criminal investigation completed, what follow-up activities should the officers initiate? Who in the community can help?

Anticipated Responses:

1. Knowledge of the incident command system, communication with dispatch and responding units, fire control information, first-aid, locating evidence, investigative skills, interviewing, interrogating, locating witnesses, etc.
2. Performed well; ... did not perform well.
3. Work with victim assistance professionals, conduct follow-up interviews, talk with domestic terrorism experts, investigate the history of domestic terrorism in your jurisdiction, work with the prosecutor’s officer, citizen groups, Neighborhood Watch, initiate crime prevention activities in the community, raise citizen awareness, be aware if local skin-head groups, but…too much focus may drive the terrorist group further underground, etc.

Session XV:

[The Role of Law Enforcement as Part of the ICS]

 This session addresses objective VI.E.3.4. Allow approximately 20 minutes.

 Break the students into their individual work groups. Distribute Student Handout #6. On the flip chart or white board, perhaps draw a free-hand map that depicts the scenario. Have the students work through the questions posed in the following case study:

Bomb Rattles Abortion Clinic 3/14/

Source: From staff and wire reports of newsobserver.com

ASHEVILLE, NC - A bomb exploded outside an abortion clinic Saturday, causing no injuries and little damage because the device detonated partially. Officials had indicated Saturday that a second bomb was found at the Femcare Clinic in Asheville, but FBI spokeswoman Joanne Morley said several hours later that the second device was actually a piece of the first bomb, although it had the potential to explode. The bomb discovered at Femcare, which last month was harassed by an anthrax mail threat, was next to a brick wall near the waiting room, Asheville Police Chief Will Annarino said. “It appeared to be a very large device,” Annarino said. The bomb went off about a half-hour before the clinic was to open at 8 a.m. The clinic received no threats immediately before the explosion, according to the FBI. Asheville Vice Mayor Edward Hay said Saturday evening that the bomb explosion is out of character for the western city. The executive director of the National Abortion Federation in Washington, D.C., described the incident as another in a recent series of attacks against abortion clinics across the country.

Questions:

1. If you were the first responder to the bomb explosion at the Femcare Clinic, what would you need to do to properly manage the scene? Make a short list.
2. Identify other agencies that could help you on the scene.
3. How can an Incident Management System help?

Anticipated Responses:

1. Assess incident priorities, tend to the injured, contain the incident, set a perimeter, call additional units, have other agencies respond, assume control of the scene, locate evidence, identify witnesses, assess the damage, investigate the potential for further damage or injury, etc.
2. Law enforcement, fire services, EMS, community health, FBI, state police, etc.
3. It structures the response, it prioritizes responsibilities, it may be known to area agencies, it can expand or contract depending on incident, it has a bottom-to-top structure, etc.

Session XVI:

[Michigan’s Emergency Management Act]

 This session addresses objective VI.E.3.5. Allow approximately 15 minutes.

 Break the students into their individual work groups. As a group, ask the students to list the main provisions of Michigan’s Emergency Management Act. For this exercise, provide the students with resource materials, such as:

• Michigan Compiled Laws
• Internet sites: Westlaw, Michigan Legislature, etc.
• Michigan Statutes Annotated

 Re-assemble the groups. Have each group report out to the full class. Record the responses on a flip chart or white board.

 Using a conventional lecture, be sure that paragraphs “a” through “c” in the objective are covered.

Session XVII:

 This session addresses objective VI.E.3.6. Allow approximately 35 minutes.

Have the students participate in a table top exercise that simulates a response to an emergency situation. As the facilitator, create such an exercise. Have the students verbally participate in the exercise, which should cover the ICS protocols used to respond effectively.

Terrorism Awareness Problem-Based Learning

Student Handout - #

Late one evening while on patrol at approximately 11:30 p.m., an officer is dispatched to the downtown area of the city to investigate suspicious activity. The dispatcher indicates that a concerned citizen called about seeing an older-model, white Chevy 4-door being driven slowly around the block several times near the Jewish Community Center. The caller reported that two young white males are in the vehicle and that one of the men seemed to be taking pictures of the building. The dispatcher says that the Jewish Center is closed for the night and there are few pedestrians in the area.

At the scene, the officer observes the vehicle and stops it for investigation. Upon approach to the driver’s side of the vehicle the officer immediately observes that the two men have shaved heads, several tattoos, including Nazi swastikas, and that a US Army Field Manual on explosives is lying on the rear floor. The officer also observes one of the men holding a video camera. The driver of the vehicle states that he is a sovereign citizen and is not subject to the laws of the state, only to common law. The officer calls for back-up and continues the investigation.

Questions:

1. What is the nature of this call; what type of incident do you think this is? What information is in the scenario to help you decide?
2. What knowledge and skills will assist the officer in investigating this situation? Think about the variety of skills needed by an officer to handle such a call.
3. What expectations do the citizens of the community have of law enforcement in this situation? Think specifically about the complainant, the suspects, and the community at large.
4. Was the stop and investigation of the vehicle justified? Do your departmental policies address these types of situations?

Terrorism Awareness Problem-Based Learning

Student Handout -

Late one evening, an officer is dispatched to the scene of a bombing at a local gasoline refinery. Upon arrival, the officer observes that several small work sheds are on fire and that there is debris from the explosion all around the scene. The officer notes that the main gasoline storage tanks are not on fire, but that the shed fires could easily spread to the tanks. A security guard runs up to the officer and states that no one seems to be injured in the bombing. Fire services, EMS, and other units have been dispatched to the scene. The dispatcher notifies all responding units that a local right-wing extremist group has claimed responsibility for the bombing.

Questions:

1. Identify the role law enforcement can play, in general, in fighting terrorist activities. Should the federal government assume the primary role?
2. What can you do, as a local officer, to help prevent future bombings?
3. Identify the steps taken by a terrorist group to plan and prepare for this attack.