Ohio Peace Officer Basic Training - Civil Disorders

Peace Officer Basic Training
Civil Disorders
Unit 9 – Topic 1
Ohio Peace Officer Training Commission

Education & Policy Section
1650 State Route 56, SW  P.O. Box 309  London, Ohio 43140
Phone: 800-346-7682  Fax: 866-393-1275
OPOTCEducationandPolicy@OhioAttorneyGeneral.gov
Effective Date: July 1, 2019
Course Hours: Eight (8)
Student Goal: The student will understand principles of, and options
for, effective crowd control.
O P O T C C U R R I C UL U M C O M M I T T E E
Chief Clayton A. Harris, Cuyahoga Community College Police Department, OPOTC

Commissioner and Interim Curriculum Committee Chairperson
Dr. Emily J. Passias, PhD, Ohio Department of Education, OPOTC Commissioner
S U B J E C T M AT T E R E X P E R T C O M M I T T E E
Thomas Quinlan, Deputy Chief, Columbus Division of Police
Steve Wilkinson, Lieutenant, Columbus Division of Police
Curriculum Coordinator:
John Reedy, Instructional Designer – Law Enforcement Training Officer, OPOTC
Legal Reviewer:
Justin Hykes, Esq., Deputy Director of Education and Policy, OPOTC
OHIO PEACE OFFICER TRAINING COMMISSION
PEACE OFFICER BASIC TRAINING CURRICULUM Page 2 of 76

Civil Disorders, 9-1
Effective Date: 2019/07/01
CONTENTS
References ................................................................................................................................ 4
Additional Resources ................................................................................................................. 5
Course Materials ........................................................................................................................ 6
Note to Instructor ....................................................................................................................... 7
Preparation ................................................................................................................................ 8
Student Performance Objectives ................................................................................................ 9
Principles of Crowd Management .............................................................................................10
Crowd Control Formations ........................................................................................................28
Use of Chemical Agents & Specialty Munitions .........................................................................50
Conclusion ................................................................................................................................65
Handout #1 – ORC 2917.03 ......................................................................................................66
Handout #2 – Basic Concepts of Perimeter Crowd Control (SPO #3) .......................................67
Handout #3 – Example Dispersal Order ....................................................................................68
Handout #4 – Riot Formations ..................................................................................................69
Practice Exercise ......................................................................................................................71

REFERENCES
This lesson plan is based on the following sources. However, it is the responsibility of the
instructor to use the most recent references.
California Commission on Peace Officer Standards and Training (POST). (2012). Post
guidelines – crowd management, intervention, and control. Retrieved from
http://lib.post.ca.gov/Publications/CrowdMgtGuidelines.pdf
Center for Domestic Preparedness (CDP). (2008). Managing civil actions in threat incidents basic
course [Lesson plan]. Washington, DC: Department of Homeland Security, Center for
Domestic Preparedness: Office of Grants and Training.
Columbus Division of Police (CDP). (2016a). CDP bike rapid response – Quadracopter video.
Columbus, OH: Columbus Division of Police.
Columbus Division of Police (CDP). (2016b). Recruit riot training video. Columbus, OH: Columbus
Division of Police.
Columbus Division of Police (CDP). (2018). Emergency operations manual: Field force
operations. Section 4.1. Columbus, OH: Columbus Division of Police.
Federal Emergency Management Agency (FEMA). (2010). IS-15: Special events contingency
planning. Washington, D.C. Federal Emergency Management Agency
Graham v. Connor, 490 U.S. 386 (U.S. May 15, 1989)
Hoenig, S.L. (2011). Compendium of chemical warfare agents. New York, NY: Springer.
Lawriter. (2019). Ohio laws and rules: Ohio revised code (R.C.). Retrieved from
http://codes.ohio.gov
North Carolina Justice Academy (NCJA). (2011). Basic law enforcement training: Unit 28J
crowd management [Lesson plan]. Salemburg, NC: North Carolina Justice Academy.
Police Executive Research Forum (PERF). (2011). Managing major events: Best practices from
the field. Retrieved from http://bit.ly/22zPbHH
United States Constitution. (n.d.). U.S. Const. amend. I. Retrieved from

http://constitution.findlaw.com/amendments.html
Williams-Keif, B. (2009). The Night Note: 8/6/09 Taser sets man on fire. Retrieved from
https://www.cbsnews.com/news/tasered-homeless-man-catches-on-fire/

A D D I T I O N AL R E S O U R C E S
Ohio Peace Officer Training Commission. (current version) Peace Officer Basic Training
(POBT): Unit 2-2K Crimes Against the Administration of Safety & Justice [Lesson plan].
London, OH: Ohio Attorney General, Ohio Peace Officer Training Commission.
Ohio Peace Officer Training Commission. (current version) Peace Officer Basic Training
(POBT): Unit 8-4 Building Searches [Lesson plan]. London, OH: Ohio Attorney General,
Ohio Peace Officer Training Commission.
Videos referenced in the lesson plan are available at www.ohleg.org under the current peace
officer basic training curriculum, Additional Resources folder for 9-1 Civil Disorders

C O U R S E M AT E R I A L S
TEACHING AIDS
X Erasable Board/Markers
_____ _____ Easel/Notepads
X
_____ AV Equipment
X
_____ Lectern/Table
X Practice Exercise
_____
X Training area of sufficient size to accommodate formations
_____ Other ___________________________________________________________
X Student Handouts
_____
INSTRUCTIONAL TECHNIQUES
X Lecture
_____ X Group Discussion
_____
X Demonstration
_____ X Scenario-based Training
_____
X Individual Exercise
_____ X Hands-on Techniques
_____
X Role Play
_____ _____ Problem Solving
_____ Other ___________________________________________________________
___________________________________________________________

NOTE TO INSTRUCTOR
Instructors are expected to:
• Bear in mind the legal, moral, professional and ethical implications of instructing in a
commission-approved program.
• Follow student-to-instructor ratios (if applicable)
• Follow student-to-equipment ratios (if applicable)
• Use any and all opportunities which may arise during instruction of the required material
to point out to the students the legal, moral, professional and ethical responsibilities they
will bear to their employers and communities while serving in an official capacity.
• Understand that this information provided is the minimum standard. Instructors are
expected to go above the minimum.
• Incorporate as many principles of adult learning as possible to include Problem Based

Learning (PBL), Student Centered Learning (SCL), active group discussions, scenario
activities and other responsible adult learning techniques. Emphasis should be placed
on the benefits of ethical behavior and the consequences of unethical behavior
throughout.
POWERPOINT PRESENTATIONS
Many lesson plans are accompanied by a very basic PowerPoint Presentation. These are most
often a series of slides that include a title slide and the SPOs for the topic. This is intended to
be a baseline presentation that instructors are expected to use as a starting point while
preparing to teach the topic. Instructors may save the file locally and add slides in support of
their teaching efforts. These may include instructor biographical information, expansion of the
SPOs, information pertinent to the topic, illustrations, group exercises and other items that will
enhance student learning.
PRACTICAL EXERCISES
The student will be required to demonstrate various psychomotor skills in order to
successfully complete the skill requirements of this lesson plan.
Any skills required to be demonstrated may also be tested on the written state
certification examination (SCE).

P R E P AR AT I O N
A. Introduction Intro – PPT #1
1. Instructor
2. Course
B. The purpose of this topic is to present standard procedures for

managing emergency operations in the field and will include, but not
be limited to
1. Principles of crowd management
2. Basic crowd control formations and techniques
3. Use of chemical and specialty munitions
C. SPOs List of SPOs

PPT #2 – #3

S T U D E N T P E R F O R M AN C E O B J E C T I V E S
At the end of this topic, the student will be able to:
1. Explain the balance between First Amendment rights and the need to protect public
safety and property.
2. Describe mob behavior.
3. Describe the basic concepts of perimeter crowd control.
4. State the common uses for a mobile field force.
5. Demonstrate a column formation.
6. Demonstrate a line formation.
7. Demonstrate a wedge formation.
8. Identify the color codes and each associated chemical agent that may be used by law
enforcement agencies.
9. State the steps for administering first aid to an individual who has been exposed to the
chemical agents OC or CS.

P R I N C I P L E S O F C R O W D M AN AG E M E N T
A. The First Amendment
1. Congress shall make no law respecting an establishment of U.S. Const. amend.

religion, or prohibiting the free exercise thereof; or abridging the I
freedom of speech, or of the press; or the right of the people
peaceably to assemble, and to petition the Government for a
redress of grievances
2. Common activities include speeches, demonstrations, vigils,

picketing, distribution of literature, and artistic forms of expression
3. Public gatherings, whether for lawful or unlawful purposes, may

require the presence of law enforcement
Small Group Exercise – Divide the class into two groups and ask
each group if every observed violation of the law should be
enforced with an arrest. Instruct one group to take the position
that every law should be enforced, and the other group to take the
opposite position. Instruct them to be prepared to argue their
position. Give them a period of time to formulate their reasoning.
Facilitate a large group discussion.
Anticipated Answer: Answers will vary, but the instructor should

lead the students to the point that there has to be a balance
reached between common sense and the letter of the law (e.g., we
do not write tickets for one mile over the speed limit even though it
is a violation, most demonstrators could be arrested for littering but
we do not do that either). Unnecessary violent confrontations
should be avoided by using a risk/reward assessment mindset.
B. BALANCING FIRST AMENDMENT RIGHTS AND THE NEED TO POST (2012)

PROTECT PUBLIC SAFETY AND PROPERTY SPO #1 – PPT #4
1. The First Amendment does not protect against unlawful,

violent, or destructive behavior
2. Law enforcement’s responsibility is to objectively discern POBT: Unit 2-2K

when a lawful protest becomes unlawful Crimes Against the
Administration of
3. The goal is to protect lawful activity while identifying and Safety & Justice
isolating unlawful behavior

4. Peace officers must not be influenced by the content of the SPO #1 – PPT #4
opinions, race, gender, sexual orientation, physical abilities,
religion, or political affiliation of anyone exercising their
constitutional rights
C. Ohio law
1. Inciting to Violence R.C. 2917.01
2. Aggravated Riot R.C. 2917.02
3. Riot R.C. 2917.03
4. Failure to Disperse R.C. 2917.04
5. Use of Force to Suppress Riot or in Protecting Persons or R.C. 2917.05

Property During Riot
a. A law enforcement officer or fire fighter, engaged in In riot conditions,

suppressing riot or in protecting persons or property during arrests will be at
riot … the direction of
supervision
b. Is justified in using force, other than deadly force, when and to
the extent he/she has probable cause to believe such force is
necessary to disperse or apprehend rioters
c. Is justified in using force, including deadly force, when and to Objectively

the extent he/she has probable cause to believe such force is reasonable
necessary to disperse or apprehend rioters whose conduct is
creating a substantial risk of serious physical harm to persons
D. Preparation and de-escalation FEMA (2010)
1. A special event can be defined as a non-routine activity within a

community that brings together a large number of people for a
common purpose
a. Emphasis is placed on the total number of persons involved in

the special event as well as the impact on a community’s
ability to respond in the event of a large-scale emergency or
disaster
b. This includes the exceptional demands that the activity places

on response services
c. It requires additional planning, preparedness, and mitigation

efforts of local emergency response and public safety
agencies

2. Planning, preparation, and mitigation efforts
a. Identify, in advance, problematic circumstances and situations

that have contributed to the violence of past events by
reaching out to other jurisdictions, researching your own
agency events, and utilizing online resources
(1) Understand the issue that drives the disturbance and tailor If it is not about
the response you, don’t make it
about you
(2) Limit the weapons of opportunity in advance, if possible Limits a cause of
(e.g., clearing all trash cans and potential projectiles from confrontation and
the area) injuries
(a) Participants could bring signs that contain sticks, as

well as items easily hidden in a pocket. These items
will most likely be heavy and cause the pocket to sag
and swing when walking
(b) Be on guard for these red flags and where they may
be located in the crowd
(3) Employ an organized, goal oriented implementation of a Those with

strategic plan unlawful goals
expect police
(4) Command officers should see that the least aggressive disorganization.
appearance or posture is taken when possible and Appearance can
appropriate inflame and elicit a
reaction
(5) Create space between the crowd and officers (e.g., Limits the
bicycles, horses) opportunity for
conflict to occur
(6) Once an arrest decision is made, effect the arrest in the Limits the
shortest period of time opportunity for
interference
b. Officers must be trained and practiced in all policies,
procedures, and tools in place by their agency or the agency
they are helping
3. De-escalation
a. Psychological bonding with the crowd can pay real dividends PERF (2011)
(1) Maintain a protect and serve mindset indicating you are

there to keep the public safe; that you are not there to
make arrests, to limit civil rights, or deny freedom of
speech

(2) It is very difficult for those not bent on unlawful behavior to
fight with the police when officers have been professional
and respectful to those encountered
b. Effective and ongoing communication between law

enforcement and event leaders often prevents and/or de-
escalates incidents
(1) Meet with leaders of the event before the event to

establish ground rules and understand the goals
(2) Inform the leaders that they will be responsible for the
behavior of the protestors, will be advised of any
incidents, and, if practical, will be given the chance to
solve the issue first before enforcement action is taken
c. Professional behavior must be maintained, and any actions of

an individual officer that is generated by anger cannot be
permitted to influence a group response
d. The agency’s strategic response plan carried out in concert

with the law must be the only consideration for individual
officer and group actions
e. The role of the peace officer
(1) Public and peace officer safety Protect the

community from
(2) Protecting demonstrator rights and safety the crowd. Protect
the rights of the
(3) Protection of property peaceful
demonstrator
(4) Fair and impartial enforcement of laws
(5) Constitutional policing – performing all the above actions Overriding

in an objectively reasonable way expectation
f. Officer behavior
(1) Do not show anger
(2) Remain neutral and keep calm
(3) Maintain a professional bearing
(4) Maintain high ethical standards at all times

(5) Do not engage demonstrators in any conversation without Refrain from any
supervisory direction except the giving of verbal contentious
commands remarks or retorts
(6) Refer any questions to your immediate supervisor
(7) Expect taunting, and do not respond to it
(8) Be patient and tactful when moving people; exercise

restraint
(9) Use only the minimum/reasonable amount of lawful force
(10) Choose wisely when to act (e.g., acting alone could put
the individual officer at risk and others who must rescue
the officer)
(a) Act upon the order of a supervisor
(b) Act to intervene in a life threatening situation
E. Crowds are divided into three major categories – i.e., physical, NCJA (2011)
psychological, and mob
1. Physical crowd
a. Characterized by close proximity, but have little or no

organization, no unified purpose, and members usually come
and go (e.g., mall, festival)
b. Casual crowd that is assembled for a purpose but whose

members are not dependent on each other to act
2. Psychological crowd
a. Group of people who have a sustained common interest and

respond emotionally to the same stimuli (e.g., ball game,
political speech, accidents, disturbance)
b. Types of psychological crowds
(1) Sightseeing crowd
(a) Have a single purpose for being at a certain place
(b) Characterized as curiosity seekers, mostly

cooperative, and sometimes anxious to help

(c) It is important to retain their cooperation while
attempting to get them to disperse. Removing the
focus of their curiosity will help disperse the crowd on
their own
(2) Expressive or agitated crowd
(a) Members are involved in some kind of expressive

behavior (e.g., block party, political rally)
(b) Emotionally involved and can become easily agitated

if approached improperly
(c) They are generally focused on having a good time or

expressing their point of view
(d) If possible, as long as they are not violating the law, let
the crowd release their energies by permitting them to
express themselves
(e) These crowds are willing to be led to lawlessness but

hesitate to act because they lack the …
i. Organization
ii. Courage
iii. Unity
3. Mob – hostile/aggressive crowd NCJA (2011)
a. MOB BEHAVIOR is exhibited by … SPO #2 – PPT #5
(1) Persons under the stimulus of intense excitement and

agitation …
(2) Who lose their sense of reason, law and order, and
respect for others
b. Ohio law describes a mob as a collection of people R.C. 3761.01(A)

assembled for an unlawful purpose and intending to do
damage or injury to anyone, or pretending to exercise
correctional power over other persons by violence and
without authority of law
c. These groups are most likely to violate the law

d. If an arrest is made in a mob, it is best to move the arrestee
away from the group as soon as possible to help defuse its
focus on the arrested person
e. Types of mobs
(1) Escape mob SPO #2 – PPT #6
(a) Highly emotionally charged crowd that is driven by

fear
(b) This fear creates unreasonable and frantic

behavior that drives the crowd to seek individual
safety
(c) Difficult to control, so it is best to try to control

their movement by routing them to areas where
the potential for injury is lessened
(d) Trying to block them in areas may increase the

possibility of injury to the mob and the officers
trying to contain them
(2) Aggressive mob SPO #2 – PPT #7
(a) Will attack, riot, and terrorize others
(b) Goal is the destruction of property and physical

attacks on others
(c) These acts seem to feed off of each other and

increase in severity until the mob is stopped
(3) Acquisitive (i.e., looting) mob SPO #2 – PPT #8
(a) Has the desire to acquire something for free; loot

for things such as food or merchandise
(b) May also try to take the officer hostage
(4) Expressive mob SPO #2 – PPT #9
(a) Is expressing intense feelings or revelry
(b) Usually follows some special event (e.g., rival

football game)
(c) Can be very destructive

F. Social and psychological influences
1. These factors are present in crowd confrontation and can affect

the crowd as well as law enforcement
2. Knowledge of these influences may help control the crowds,

counter riot tactics, help with crowd dispersal, and help police
maintain or gain control
Small Group Discussion – Divide the class into small groups and
have them discuss the following questions:
What are some factors that may influence participation in a civil

disorder? What are some things police officers can do to counter
these influences?
Facilitate a large group discussion and anchor the discussion with

the information below.
3. Influences NCJA (2011)
a. Anonymity – people feel like they cannot be identified in a

crowd and they may not suffer the consequences of their
actions
b. Universality – people feel like their attitudes and emotions are

shared by everyone (e.g., “everyone is doing it”)
c. Inability to withdraw – afraid to express views opposite of the

majority
d. Increased hostility – people feel they are being treated

unfairly and use confrontation as an outlet for their anger
e. Irrationality – fear and panic create hostile behavior that

results in violence
f. Emotional contagion – collective excitement that seems to be

transmitted from one person to another
g. Alcohol and/or drugs – those under the influence may have

lowered inhibitions that may contribute to unlawful behavior
4. Tactics to counter these influences NCJA (2011)
a. Disperse the crowd as soon as possible to reduce the

influence they have on one another

(1) Verbalize the need for the crowd to disperse using
diplomacy and tact
(2) Seek cooperation when explaining what actions may be

used to disperse
(3) Allowing a reasonable amount of time for the crowd to

disperse may help them avoid embarrassment, which may
help avoid a confrontation
b. Use photography and video to take away anonymity
c. Advise them of possible violations of the law and the

consequences
d. Use selective arrests aimed against core instigators whose

activities warrant the enforcement to reduce the feeling of
universality
e. Additional officers should be posted nearby but out of sight so

they do not inflame the situation but are available if needed
G. Types of civil disorders NCJA (2011)
have them discuss the following question:
What are some types of civil disorders? Provide an example for

each.
Facilitate a large group discussion and anchor the discussion with

the information below.
1. Mass demonstration – usually involves hundreds or thousands of

people; may be nonviolent and within their rights, but because of
sheer numbers, they can overwhelm law enforcement resources
(e.g., protest march)
2. Civil disobedience
a. Usually nonviolent but use tactics that put them in a place to

be arrested by law enforcement (e.g., trespassing)
b. This can place officers in an awkward position because it is

nonviolent but is usually highly visible with extensive media
coverage (e.g., student “sit-ins” on college campuses)
3. Labor disputes

a. Can be a complex issue when balancing the rights of labor
protesters and the rights of the company to operate
b. Officers must remain neutral
c. Picket lines
(1) Most unrest and violence relating to labor disputes

happens around the picket lines
(2) May involve threats, intimidation, and/or physical attacks
(3) To help control activities, seek out the leader and allow
him/her to control members; only intervene when there
are violations of the law or imminent threat to public order
4. Riot – No person shall participate with four or more others in the R.C.2917.03
course of disorderly conduct in violation of section 2917.11 of the Handout #1
Revised Code
Important for
a. Conventional mob riot – climate of violence which is caused enforcement to
by actions of a spontaneously formed mob understand the
elements
b. Riots by advocacy groups (e.g., motivated by race, religion,
gender, sexual orientation)
(1) Open confrontation between different groups (e.g., ethnic, Police must be
religious, political, or even police and citizen groups) part of the solution
(2) Once the stage is set, a single incident can spark the
groups into violent confrontation
(3) These situations are difficult to control and often require

the use of special tactics involving chemical munitions and
special impact munitions
c. Organized/planned riot
(1) Occurs when a mob is deliberately assembled and incited

to riot
(2) Uses key instigator(s) with plans to enhance the group’s

reputation and hurt law enforcement’s reputation (e.g.,
may encourage a use of force incident)
d. Spontaneous riot
(1) An event may trigger a violent action from a group of

assembled people

(2) A planned, legal event may spark into a spontaneous riot
by a few instigators
(3) Actions such as an arrest, closing a loud party, or clearing

a busy street or crime scene may incite a group of people
into violent confrontation with the police
(4) Have a proper tactical approach when entering situations

involving large groups whose behavior may escalate
Question to Class – What types of violence and tactics might

rioters use?
Anticipated answers below.
e. Riot characteristics
(1) Types of violence
(a) Verbal and written (e.g., signs, posters) abuse –

officers should anticipate both and be prepared
because the rioters’ goal is to get a negative reaction
from the police
(b) Attacks on officers and their equipment
(c) Thrown objects (e.g., rocks, bottles)
(d) Moving vehicles to block or impede traffic or access
(e) Destruction of property and looting
(f) Use of fire (e.g., Molotov cocktails, acid bombs of lye

and bleach, dummy bombs, setting fire to furniture,
trash cans/dumpsters, as a distraction)
(g) Weapons (e.g., sling shots) and use of firearms
(2) Tactics used by rioters
(a) False calls to emergency responders to scatter

resources
(b) False calls for officer assistance to divert manpower
(c) Interfering with law enforcement’s duties to force Why the core
police to make arrests, and then claiming police agitators must be
brutality to create an emotional appeal to the crowd removed quickly

(d) May take pictures and video of officers and try to get
officers to react negatively
(e) Use of radios or cell phones by the lead instigators to

organize and control the mob
(f) Use direct coordinated attacks on the police that are

similar to police tactics (e.g., World Trade
Organization protests in Seattle-1999)
H. Crowd strategies and dispersal
1. Monitor
a. Watching the crowd’s progress and development will help

gauge their intent, which will, in turn, assist officers in
determining the best response
b. It is a good option for large non-violent demonstrations when

more decisive action may cause the situation to escalate
c. Includes passive observation and communication with the

crowd leaders
d. If the crowd is not out of control, officers should monitor all

areas of the demonstration to identify the leaders and find
what dispersal techniques may be used
2. Containment
a. Consists of restraining a large number of individuals within the

area, thereby containing any further aggressive activity
b. Can be effective in college campus situations to prevent

demonstrators from spreading off campus and to prevent
unauthorized personnel from entering the campus
c. Perimeter control is of special importance in limiting access to

areas where a disturbance is occurring
d. BASIC CONCEPTS OF PERIMETER CROWD CONTROL NCJA (2011)

SPO #3 – PPT #10
(1) Linear strategy – deploys police forces as a blocking Handout #2
force along a roadway or geographic barrier
perpendicular to access routes into the impacted area

SPO #3 – PPT #11
(2) Cordoning – surrounding a particular problem area by SPO #3 – PPT #12

using linear strategy to seal off access on all sides
SPO #3 – PPT #13
(3) Sectoring – dividing the cordoned area into smaller PPT #3 – PPT #14
sized units in which control can be re-established
sector by sector once sufficient police resources are
assembled to regain control
PPT #3 – PPT #15

3. Blocking
a. Physical denial of a crowd’s advance upon an area or facility

that is the potential or actual target of rebellious activity
b. Riot formations and barricades are the most effective

techniques for this option
c. Barricades, such as vehicles and traffic barrels, can be

erected to block or channel the movement of crowds
4. Dispersion
a. Consists of action taken to fragment a crowd; especially

effective on small crowds and in congested urban areas
b. Keep in mind that this technique may spread lawlessness

rather than reduce it, so it is important to control the escape
routes
c. Includes dispersal warning, show of force, use of riot

formations, and chemical/specialty munitions that are done
upon the order of the ranking person
(1) A dispersal order establishes the illegal nature of the Handout #3

crowd’s actions and shows the intent of the police to
arrest perpetrators and/or use chemical/specialty
munitions
(2) The dispersal order may help reduce the size of the crowd POST (2012)
prior to direct action from the crowd control unit
(3) Must be given in a manner reasonably believed to be Should be

heard and understood by the intended audience delivered in a
language
(4) Give the protesters a way out (egress) and make it known appropriate to
to them, to avoid confrontations brought on by confusion the crowd
d. Law enforcement actions must be based on the crowd’s Emphasize

actions only, not their speech (e.g., assembly may be lawful
within a certain area, and though threats are made to move
into and block the street, until the crowd actually moves to do
it, and thereby put people in danger, action must wait until the
crowd becomes unlawful)
I. Law enforcement crowd management responsibilities
1. Crowd management is generally associated with lawful events

and crowd control with unlawful events/activities

2. Some jurisdictions help manage the impact of gatherings by
having a permit system
a. In a permit system, organizers must apply for a permit to hold The use of permits
meetings or conduct gatherings will vary between
jurisdictions
b. This allows the permit issuer (i.e., government) to set rules
and guidelines for public gatherings. If these rules are
violated, the gathering can be shut down
c. Promoters and organizers of such gatherings can also be

held legally responsible for the group’s behavior
(1) These individuals should be advised of this possibility in

advance
(2) In the case of universities, the possible withdrawal of

funding (e.g., scholarships and grants) should be
communicated
3. Crowd management of a planned event
a. Observe spectators rather than the event
b. Avoid unnecessary conversation
c. Stay outside of the crowd
d. Identify and watch crowd agitators
4. Crowd management of lawful demonstrations
a. Protect rights guaranteed by the First Amendment and remain

neutral (i.e., do not show approval or disapproval)
b. Visible officers should be kept to a minimum and wear their

normal uniform
c. Good communication between law enforcement and the

demonstration leaders often prevents trouble
Questions to Class – Why do you think communication with

demonstration leaders would be helpful? What trouble could it
prevent?

(1) Generally, leaders of lawful demonstrations want to avoid
violent confrontations with law enforcement
(2) Understanding the goal and purpose of the demonstration

can help law enforcement craft an appropriate response
(3) Sometimes meeting with organization leaders reveals they

want arrests to take place and already have volunteers
selected. This can be orchestrated without violence
(4) Leaders may also help police identify crowd instigators Many times these
during the demonstrations are outside entities
unknown to the
J. Law enforcement duties at a potentially violent demonstration or protest leaders
gathering
1. When confronting a crowd, you should become familiar with the

reason for the gathering of people, the crowd’s characteristics,
and the area of the gathering
2. When safe to do so, use plain clothes officers to monitor the

crowd from within the group to identify potential instigators
3. Crowd control of an unlawful disturbance or riot
a. Dispersal, not mass arrest, is key when trying to stop a Mass arrests
riotous crowd require extensive
resources and
b. Diplomacy is preferred over a show of force, if possible time away from the
area to process
c. It is important for officers not to overreact, but they must be
prepared to act quickly in order to disperse the crowd as soon
as possible
d. When forming a dispersal squad, do so out of sight of the

crowd, yet close enough to respond quickly if needed
e. When attempting to break up a crowd, continue to spread Hold ground

them out so they do not regroup somewhere else gained to prevent
gathering behind
K. Law enforcement duties at a nonviolent, passive protest
1. Tactics used when confronting passive protests is different than

violent crowds
2. You must decide if the gathering is lawful or unlawful
3. Maintain open communication with the group

a. Identify the leadership
b. Identify possible outside agitators
c. Use informants
4. Passive protester tactics
a. Blocking entrances – they may stand, sit, or lie in doorways

and loading docks
b. Locking arms – join arm to arm to make a human chain
c. Singing and chanting – causes officers to have to yell when

trying to communicate
d. Name calling or accusing officers of taking sides in the protest
e. Devices used
(1) Metal chains with padlocks to secure themselves to Defeated by bolt

environmental features or other persons cutters
(2) Sleeping dragons are devices that cover the hands and May have to saw
arms of two individuals who are joined at the hands by into the device to
handcuffs or other items. The purpose is to make it as get an access hole
difficult as possible to separate the participants.
PPT #16
5. Officers must remain professional and not allow any actions or Refer to earlier
accusations to influence their own actions section D.3.f.
a. Follow de-escalation guidelines
b. Most demonstrators are law abiding people but are vulnerable

to manipulation by agitators
c. If not managed properly, a peaceful demonstration can

change into a violent mob
d. Inappropriate police response can be responsible for this

change

e. Professional agitators are trained to provoke officers into
over-reacting
f. Inform group leader(s) that the group has a right to peacefully Emphasize
demonstrate, but the public has a right to conduct normal
business
6. Counter protests
a. At some protests, there is the possibility of having two groups
protesting opposite sides of the same issue (e.g., pro-life vs.
pro-choice groups)
b. Be aware of the dynamic between the two groups and watch

for people or situations that may incite or provoke either side
c. If groups with opposing beliefs are demonstrating, they should

be physically separated from each other to avoid
confrontation
d. The neutral zone between two opposing groups should be

sufficiently wide to prevent them from throwing objects at
each other
L. Arrests
1. In a crowd control situation, it is imperative that officers do not act

independently. All arrest action is directed by the supervisor
2. Arrest decisions
a. Must be made by the field force leader or the arrest team

sergeant
b. Making arrest decisions alone may divert useful resources or Follow agency
weaken the field formation policy and
procedure as to
c. Only in the case of life threatening circumstances should what is considered
officers make arrests at their own discretion an emergency
3. Police must act to arrest violators of the law

a. To restore order, and under supervisory direction, violators
must be apprehended and taken off the street
b. When arrests are made, separate the arrestee(s) from the Arrest the active
crowd as quickly as possible so the arrest does not escalate core as identified
the crowd’s behavior by supervision

C R O W D C O N T R O L F O R M AT I O N S
A. Crowd control formations are used by field force units to perform the
techniques described in the previous section (i.e., monitor,
containment, blocking, and dispersion) and achieve the goals
associated with each technique
1. Crowd control formations must be of such composition that
a. The formation can be maintained
b. A line is held in the face of threatened or direct mob action

and physical contact
2. The guiding principle is that any action taken, whether it be

offensive, defensive, or static, is always to be taken as a unit
under the direction of a supervisor
Questions to Class –
If a unit is taking offensive action, what might it be doing?

If a unit is taking defensive action, what might it be doing?
If a unit is taking static action, what might it be doing?
a. Offensive – dispersing the crowd
b. Defensive – using gas to counter the crowd throwing objects

at them
c. Static – observing the crowd
3. This is true regardless of the unit size
4. Individual members of the police units must never be permitted to

operate separately, both for safety and efficiency
5. Appropriate use of an advancing, well trained, determined, and

disciplined unit of officers may be enough of an intimidation factor
to disperse a hostile crowd
6. Formations are designed for accurate control by commanders of

law enforcement personnel specially trained in and equipped for
dispersing unruly crowds or controlling an area
7. Mobile Field Force (MFF) concept

a. Has been adopted by many police departments to address
civil disorder incidents
b. The field force is flexible in its construction and can easily be

adapted to smaller or larger groups of officers, depending on
circumstances
c. With proper training, the field force is a well-organized

response to any crowd control problem
d. It is designed to provide a rapid and organized response to

events with officers arriving on the scene before riotous
individuals are in control
e. Rioters expect to catch law enforcement off guard; a quick

response may stifle their actions because they rarely have a
backup plan
f. It is an organized response to present a show of force which

reflects ability and readiness for enforcement action
g. As a well-planned response, it is one that minimizes loss of life

and property
What would be some common uses for MFF?
Facilitate a large group discussion on the answers.

h. COMMON USES FOR MOBILE FIELD FORCE CDP (2008)

SPO #4 – PPT #17
(1) To control unruly crowds, whether hostile or passive
(2) To seal off problem areas, regardless of size
(3) To rescue citizens or officers from crowds
(4) To clear an area of hostile individuals by use of

proactive tactics
(5) To apprehend multiple offenders, if required
i. Keys to successful use of a field force
(1) Pre-planning

(2) Training
(3) Discipline
(4) ID system for officers and command (e.g., colored duct

tape)
(5) Leadership
B. Crowd control equipment Adhere to agency

policy &
1. Protective procedure
a. Gas masks
b. Helmets with face shields
c. Body armor
d. Gloves
e. Shin guards
f. Boots
g. Groin guard
h. Shields
2. Weapons
a. Impact weapons
b. Chemical weapons
c. Electrical weapons
d. Special impact devices (e.g., direct impact rounds)
(1) Beanbag
(2) Wooden baton
(3) Sponge
e. Firearms (display of shotguns or rifles may inflame the

situation, but should be available if needed)

f. Planned use of grenade or special impact guns should be
communicated to all officers to prevent contagious gunfire
3. Vehicles
a. Patrol cars
b. Bicycles
c. Special vehicles
4. Other equipment
a. Barricade options (e.g., signs, tape, fencing)
b. Distraction devices
(1) Flash bangs
(2) Aerial signaling rounds
(3) Blast balls
c. Horses
C. Any use of force in a crowd control environment still falls within the Graham v. Connor
objective reasonableness standard determined by answering three (1989)
questions
1. What was the severity of the crime that the officer believed the
suspect to have committed?
2. Did the suspect present an immediate threat to the safety of

officers or the public?
3. Was the suspect actively resisting arrest or attempting to escape?
4. An officer may use only that force which is both reasonable and Refer to your
necessary to effect an arrest or detention agency policy
D. Composition of a field force unit
1. An important aspect of controlling crowds with a field force is the Numbers given
supervisor’s span of control (i.e., low ratios of supervisors to are not absolutes
officers is most effective) and can be
adjusted for
available
resources

PPT #18
2. Field force team leader
a. A supervisor serves as leader of the field force
b. Leader’s staff is comprised of a supervisor and two officers

who ride in the field force leader’s vehicle
c. The leader’s staff supervisor
(1) Serves as the executive officer
(2) Serves as alternate field force leader
(3) Maintains an activity log for the after action report
d. The leader’s staff officers
(1) Serve as aides
(2) Are under the direct control of the leader
(3) May be used as vehicle security in situations where

vehicles are parked in hostile areas, as video officers, or
as liaisons with other entities
3. Field force squad CDP (2008)
a. The basic elements of the field force
b. Led by a supervisor

c. Consists of seven police officers, one supervisor, and two to Use seven as the
three marked vehicles base number, but
that number can
4. Field force platoon expand or contract
contingent on the
a. Composed of two or more squads need and resources
available
b. A subdivision of a company
5. Field force company
a. Personnel for a field force company
(1) Field force leader
(2) Seven supervisors
(a) One to serve as the field force leader’s executive

officer to maintain activity log and serve as the
alternate field force leader
(b) Six to serve as squad leaders
(3) 46 officers
(a) Seven per squad
(b) Two to serve as squad leader’s aides
(c) Two in arrest vehicle
(4) Total personnel is 54 May encompass

mutual aid
c. Arrest vehicles agreements with
other agencies
(1) A prisoner transport vehicle will be assigned to each field Numbers can be
force scaled down
based on need
(2) Vehicle should be occupied by two officers
(3) Vehicle should be located to the rear of the field force
E. Field force formations
1. Initial officer/small agency formations NCJA (2011)
a. Small agencies often do not have the resources of larger

agencies and any size agency may be caught off guard by a
spontaneous crowd incident

b. Small formations (e.g., box, wedge, and line formations) are a POBT: Unit 8-4
good option for dealing with these situations in a tactically Building Searches
sound manner
c. The goals with all formations are to function as a team and

stay together
d. Small formations
(1) Use basic contact/cover approach to begin building the

formation
(2) Initial officer is the contact officer and
(a) Assumes command of the situation until a supervisor

takes over
(b) Responsible for communicating with the group and

issuing orders to disperse
(c) Makes arrest decisions when other options are

exhausted
(3) Second officer takes a cover position to the right or left of

the contact officer and one step back
(a) Responsible for watching the crowd for dangers
(b) Cover and contact officer
(4) Third officer takes up position opposite of the second

officer
(5) Fourth officer takes up a rear guard position to provide

coverage behind the officers
(a) This formation provides 360˚ coverage
(b) Helps the officers work as a team rather than spread

out among the crowd
(6) Supervisor or fifth officer takes position in the center of the

formation
(a) If this person is a supervisor, he/she acts as the

controlling member to protect the squad’s integrity

(b) This person may control an arrestee if an arrest is
made
(c) May deploy chemical or specialty munitions to get the

crowd to disperse or help the formation withdraw safely
(7) This formation allows officers to respond to a scene in one

or two vehicles, and can easily be redeployed to where
needed
(8) These formations can also be used as small teams of a

larger formation to perform officer rescues, make arrests,
and/or function as dispersal teams using chemical and
specialty impact munitions
e. Additional arriving units
(1) As more officers arrive, the field force leader will have to
determine to what staging area they should respond
(2) Too many officers on the scene may escalate the

situation, so they should proceed to another area, if
possible
(3) The other units should form another small unit formation
and …
(a) Establish a safe withdrawal area if they move in and

assist the first team with withdrawal
(b) Coordinate the isolation of the area
(c) Extract/cover withdrawal of the first team, if the crowd

becomes hostile
(d) Act as a dispersal team, if it becomes necessary to use

force to break up the crowd
(4) When at least two teams arrive, you may be able to

transition to squad tactics/formations
2. Principles of squad formations
a. With seven officers, some other formations become available
b. As more people get involved, it becomes necessary to have

universal commands, hand signals, and movement
c. Oral commands

(1) Are given by the squad leader and should be direct and
forceful because it may be difficult to communicate during
a civil disorder
(2) Oral commands begin with preparatory commands

followed by commands of execution
(a) Preparatory commands (e.g., “Line Formation, MOVE”

- “Wedge formation, MOVE”)
i. Alert the squad/platoon that a further command will

be coming
ii. Preparatory commands are followed by a short

pause
iii. Have the formation repeat the preparatory Loud commands

command back to the leader before the command are a
of execution is given to ensure it is understood and psychological
relayed to the lowest level deterrent to the
crowd
(b) Commands of execution – (e.g., “Move,” “Halt,”
“March”) upon command, the squad/platoon will
immediately respond by conducting the necessary
movement directed in the preparatory command
d. Hand signals – used in conjunction with oral commands due to

the loud nature of civil disorders
e. Whistle/air horn – pre-determined signals are used to ensure

clarity of commands in excessively loud environments and/or
where gas masks are utilized
f. Formation speeds
(1) Half-step
(a) Slow walk by moving your left foot forward and

bringing your right foot forward so it is almost even with
your left
(b) The right foot never goes in front of the left
(c) The half-step is used in combination with verbal

commands and impact weapon techniques to
encourage the crowd to move
(2) March – normal walk


(3) Double-time – quick, shuffling run
g. Line spacing
(1) Spacing can vary based on the number of officers present,

the number of protesters, and the threat the protesters are
posing
(2) Tight spacing
(a) Requires a large number of officers or a small space to

protect
(b) Very effective in presenting an intimidating show of

force and is difficult to breach
(c) Officers are shoulder to shoulder with just enough

room between officers so they don’t interfere with each
other
(d) Guide right (i.e., right foot forward, then left moves
even – repeat) so the line stays intact and on the same
pace
(3) Tactical spacing
(a) Allows for fewer officers to cover a larger area and can
be used in all field force formations
(b) Width of spacing can be one to several feet
(c) May make it difficult to hold some positions without

reinforcements or restructuring of the formation
(d) The field force leader must decide how officers will
respond (e.g., arrest teams, impact weapon strikes,
chemical and specialty munitions) to attempts to
breach the line based on the agency’s goal and the
totality of the circumstances
3. Field force formation maneuvers Handout #4

Physical Skills – The following material contains information on
how to conduct the three physical skills that the student must
perform for this topic. The student must be able to demonstrate a
column, line, and wedge formation. It is also important that the
students practice moving while in these formations. The
completion of these SPOs must be documented on the Practice
Exercise.
This section contains formations for 8 to 54 officers. Based on

class size, it is up to the instructor to determine how in-depth the
formations beyond the 3 required SPOs are taught.
a. The following figure depicts the symbols by which the various

team members are identified
CDP (2018)
PPT #19
Legend
b. COLUMN FORMATION SPO #5 – PPT #20

(1) Single squad column
(a) The squad leader moves to the front of the squad and
gives the preparatory command – “Single column”
(b) As the squad leader gives the preparatory command,

he/she also uses the appropriate hand signal – i.e.,
one arm straight over his/her head and then points to
the location at which he/she desires the squad to
assemble
(c) The squad leader gives the command execution –

“Move!”
(d) At the command of execution, the number 2 officer

advances to the position designated by the squad
leader
(e) The others form the column in sequence and in normal

intervals within arm’s reach of the officer in front of
them
(f) Each officer will end up in either an even or odd

numbered position which will be used to move into
other formations
(g) The squad leader then takes his/her position at the

center of the column
(h) The grenadier (i.e., chemical/specialty munitions

person) is usually at the back of the column
(2) Two squad/platoon – double column
(a) Same as the single squad movements except the hand

signal given by the squad leader is different
(b) Hand signal is to hold both arms straight over his/her

head
c. Squad assembles in line formation
(1) As an offensive formation, the line is used to push or drive

a mob straight back or across an open area or up a city
street
(2) As a defensive formation, the line is suitable for holding

mobs or denying access to restricted areas or streets

(3) This formation is also used as a display of force
(4) Barricades will aid police in maintaining a defensive

position
(5) LINE SPO #6 – PPT #21
Show video “Line

Skirmish” found in
Additional
Resources
CDP (2016b)
Show bicycle
option video
“Rolling Skirmish
Line” found in
Additional
Resources
CDP (2016a)
(a) Squad leader gives the preparatory command – “Line

formation, MOVE!”
(b) Squad leader indicates where he/she wants the squad

to form and uses the following hand signal
i. Raise both arms to the side until horizontal
ii. Arms and hands extended
iii. Palms down
(c) The squad leader audibly gives the command of

execution – “MOVE!”, or visually gives the command
by dropping both arms

leader
(e) The odd numbered officers align themselves in

sequence on line with the number 2 officer, one pace
to the left of each preceding officer

(f) The even numbered officers align themselves in the
same manner to the right of the number 2 officer
(g) If the squad leader desires it, he/she may designate a

specific number of paces between officers
d. Wedge formation
(1) As an offensive formation, the wedge is used to penetrate

and split mobs
(2) It is used to apprehend an agitator or rescue a trapped

officer or injured person
(3) WEDGE FORMATION CDP (2008)

SPO #7 – PPT #22
Show video
“Wedge
Formation” found
in Additional
Resources
CDP (2016b)
Show bicycle
option video
“Walking Wedge
with Bicycle”
found in
Additional
Resources
CDP (2016a)
(a) Squad leader indicates where he/she wants the squad

to form and gives the preparatory command – “Wedge
formation, MOVE!”
(b) Squad leader performs the appropriate hand signal –

i.e., arms and hands extended in a “V” position above
the shoulders
(c) The squad leader audibly gives the command of

execution – “MOVE!”, or visually gives the command
by dropping both arms

leader

(e) Odd numbered officers align themselves in sequence
on the number 2 officer, one pace to the rear and one
pace to the left of each preceding officer
(f) Even numbers align themselves in the same manner

on the right of the number 2 officer
(g) The squad leader assumes a position inside the wedge

so as to control the unit
(h) The assistant squad leader is also inside the wedge to

assist and direct
(i) A moving wedge formation may encounter resisting

subjects, making it necessary to make an arrest
(j) An arrest team, in an accompanying column, takes

charge of these individuals and moves them to the
booking area
4. Platoon formations
a. Normally, each platoon consists of at least three squads
b. In forming all riot control formations from the column, the

platoon commander moves out to the right or left of his/her
platoon and faces it when giving commands
c. As preparatory commands are given, the platoon commander

points to the approximate location at which he/she desires the
platoon to form
d. If the platoon leader does not point, the formation is formed

immediately in front of the column
e. The platoon leader should pause between the preparatory

command and the execution command to permit each squad
leader to issue a preparatory command to his/her squad
f. Communications
(1) The platoon leader will direct the squad leaders to

maintain contact with him/her
(2) The platoon leader, in turn, must, at all times, have radio
contact with the company commander in order to advise
him/her about the situation in the platoon area

(3) If radio communication is not available, then a runner must
be used
(4) At no time can the communication system be allowed to

breakdown completely, so preplanning and officer training
for circumstances that may arise is critical
g. Platoon leader delivers preparatory command
(1) The platoon leader indicates where he/she wants the

platoon to form and gives the preparatory command –
“Platoon assemble!”
(2) If the platoon leader does not point to where he/she wants
the platoon to assemble, the platoon forms directly in front
of its present location
(3) Immediately following the platoon leader’s preparatory

command, the squad leaders move to the head of their
respective squads and command – “Form on me!”
(4) At the execution command – “Move!”, the squads follow

their squad leaders to their positions to form a platoon
column
(5) When forming, each officer shall assume his/her normal

tactical spacing
h. Platoon leader gives command
(1) Command – “Platoon move!”
(2) Upon the platoon leader’s command of execution, the 2nd

squad moves to the front and establishes a squad at the
position designated by the platoon commander
(3) As soon as the 2nd squad has established the base, the 1st
and 3rd squad leaders move their respective squads into
position
(4) When forming, each officer shall assume normal tactical

spacing and dress on the 2nd squad
i. Platoon leader gives platoon wedge commands
(1) Preparatory command – “Platoon, wedge!”
(2) Execution command – “Move!”

(3) Upon the platoon leader’s execution command, “Move”,
the 2nd squad leader moves that squad to establish a
squad wedge at the position designated by the platoon
commander
(4) The 1st squad leader moves that squad to its left and the
officers align themselves off of the last person on the left
side of the wedge made by the 2nd squad (i.e., one pace to
the rear and one pace to the left)
(5) The 3rd squad leader moves that squad to its right and the
officers align themselves off of the last person on the right
side of the wedge made by the 2nd squad (i.e., one pace to
the rear and one pace to the right)
j. Support
(1) General support – on command, the squad or platoon

designated to be general support will form
(a) Immediately to the rear
(b) About 10 paces from the assault or leading element

which is to be supported
(2) Lateral support
PPT #23
Show video
“Moving Box
Formation” found
in Additional
Resources
CDP (2016b)
Show bicycle
option video “Box
Formation
Bicycle” found in
Additional
Resources
CDP (2016a)
(a) On command, the squad or platoon designated to be in

lateral support shall give flank security to the formation
by putting a squad and/or platoon on each flank of the
formation

(b) The unit designated as lateral support will draw back
each flank directly to the rear and the officers will be in
numerical sequence
(c) The only exception to this is in the event only one

squad is assigned lateral support
i. The squad leader with the odd numbered officers

moves to his/her left flank
ii. The assistant squad leader, with the even

numbered officers, moves to his/her right flank
F. Overview of field force incidents
1. The goal of a field force is to maintain safety and security and

protect the public peace
a. If you arrest or injure someone during the course of dispersal

attempts, you must provide care, custody, and control of that
person, which includes …
(1) Safely transporting to a holding cell
(2) Providing needed medical care
(3) Protecting them from themselves and others
(4) Securing his/her property and evidence
b. Fewer arrests or injured persons mean you keep the team

intact and limit the chance of injuries to officers
c. The bottom line is to disperse the crowd, not to engage in

hand-to-hand combat
2. Moving a hostile crowd does not mean touching them
a. When approaching the crowd from a few blocks away
(1) Be organized
(2) Project a professional demeanor
(3) If you convey the idea that you know what you are doing,
some of the crowd will leave
b. As line formation moves forward toward the crowd

(1) If line integrity is maintained, it presents a vivid image of
organization and the ability to get the job done
(2) Use a counting method to move forward so all maintain

the line. When the command is given to move, the line
takes five steps forward and stops
c. The crowd is given a clear dispersal order at a reasonable

distance over a loud speaker. If the agency has a Long
Range Audio Device (LRAD), it can be utilized here
(1) Make certain the order can be heard
(2) Make certain the crowd is notified of exit routes
(3) Some of the crowd will leave
d. If a hostile crowd is still present at this point
(1) The field force personnel put their gas masks on
(2) Method – every other officer – one supplies cover while Horse units can
the other puts mask on provide a
protective barrier
(3) Some of the crowd will leave as well
PPT #24
Show video
“Donning Gas
Masks” found in
Additional
Resources
CDP (2016b)
e. If a hostile crowd is still present at this point
(1) Transition from psychological tactics to more physical

tactics

(2) Warn the crowd of intent to use specialty munitions and/or
arrest
(3) Use white smoke first and gauge the response
(4) Use chemical and specialty munitions
(5) Some of the crowd will leave
f. Move forward slowly using five step cadence – most of the

crowd will leave
g. For those who remain and do not intend to disperse
(1) Continue to use appropriate chemical/specialty munitions

for the situation
(2) Continue forward in a straight, slow moving line
h. At this point, arrests should be considered based on a

risk/reward assessment and may not be required at all; arrests
are made only at direction of the platoon leader
i. Provide a predetermined escape route so the crowd can

disperse; assess and adjust until the crowd is no longer a
threat
3. Moving a non-hostile crowd
a. Move into area in same organized manner without gas masks

on
b. Give the same dispersal warning
c. Predesignate an arrest squad to arrest individuals one by one
(1) Hold other arrest squads in reserve in case the crowd

turns hostile
(2) Time consuming, but effective
d. Do not overreact and cause the crowd to become hostile
G. Looting – protection of the public takes priority over the protection of

property
1. When a field force is dispatched to small looting scene

a. Usually targeted are small businesses close to heavily
populated residential areas for easy escape (e.g., small
grocery stores)
b. Groups of looters are usually unorganized
(1) Mentality is “everyone for themselves”
(2) May be 6 people; it may be 50-100 people
c. Field force commander can elect to send one, two, or three

squads
(1) If entire field force responds to small scenes, they tend to

get in each other’s way
(2) Set up perimeter around the building in question to contain

looters
(3) Perimeter should be on the opposite side of street from the

building, if at all possible, in order to allow maximum view
and control
(4) Do not set the perimeter along the walls of the building
being looted since the result will be officers chasing looters
(5) The number of squads and designated arrest squads to

handle this type of perimeter will be contingent on the
situational assessment
d. Perimeter personnel must remain on the perimeter
(1) Perimeter personnel do not chase looters who find a way

to break the perimeter
(2) They are there to contain the situation for the arrest squad
(3) Demands active supervision of the squads assigned to the

perimeter
e. Rapid deployment is the essential element
(1) Move in quickly
(2) All perimeter assignments should be given prior to

responding to the area of concern
(3) Establish the perimeter quickly

(4) Make any arrests that are directed by the platoon leader
(5) Leave one squad at the scene to secure the building until
the owner arrives
2. When a field force is dispatched to large area of looting (e.g.,

warehouse area)
a. Assign perimeter posts for squads via radio while responding
(1) One squad on each of the four sides of the perimeter
(2) Use fifth squad if required to fill any open spaces in the
perimeter
(3) Have personnel on perimeter seek out any available cover
b. Essential element on the perimeter
(1) Units on perimeter must maintain their positions
(2) They do not chase looters
(3) They contain the looting so it doesn’t spread
(4) It is essential to maintain radio discipline during the entire

operation

U S E O F C H E M I C A L A G E N T S & S P E C I AL T Y M U N I T I O N S
A. An agency should have a policy on chemical agents and specialty

munitions employed; the policy should describe the specific
purpose and circumstance of use for each type
1. Officers should have documented training in each force option
2. Agencies should have a standard use of force report
What are the advantages of using chemical agents as riot control

measures?
Facilitate a large group discussion using the information below to

anchor the discussion.
B. Advantages of using chemical agents as riot control measures
1. They have an immediate effect on a large group
2. Can cause psychological effects, such as mental disorientation

and confusion, which may keep the crowd from regrouping
3. In most cases, they will not cause permanent damage
4. Law enforcement officers do not have to come into physical

contact with rioters
5. They provide law enforcement officers with a less lethal force

option
6. They serve as a deterrent to violent behavior
7. The purpose of using chemical agents is to disperse the crowd

and encourage them to leave the area
C. THE COLOR CODES OF CHEMICAL AGENTS THAT MAY BE Hoenig (2011)

USED BY LAW ENFORCEMENT AGENCIES SPO #8 – PPT #25
1. HC (i.e., smoke)
a. Labeling color code – yellow
b. Produces a thick, heavy cloud of smoke

c. Uses
(1) Cover for tactical movement
(2) Checking wind direction
(3) Used with other chemical agents to hold that agent closer
to the ground
(4) Helps carry other agents further
d. Odor ranges from none to a sweet smell
e. Physiological effects – slight irritation to the eyes and

respiratory system
2. CS Caution: some of
these are
a. Labeling color code – blue flammable
SPO #8 – PPT #25
b. Lachrymator
c. Has a peppery odor
d. It is manufactured from two chemicals that form a wet, flaky

powder and is classified as an irritant
e. Incapacitation time factor
(1) Effective in 3-5 seconds
(2) More potent than OC
f. Characteristics
(1) 30-45 minute effective time
(2) Subjects under chemical influences or those with a mental

illness may react slowly
(3) CS gas rises (i.e., apply low on a crowd and it will rise)
g. Physiological effects
(1) Extreme burning of the eyes accompanied by copious flow

of tears
(2) Involuntary closure of the eyes; however, strong willed

individuals may be able to overcome this response

(3) Runny nose, sinus discharge, nasal drip
(4) Stinging sensation on moist skin
(5) Tightness in the chest airways and throat that is

sometimes described as feeling like a heart attack
(6) Dizziness
(7) Prolonged exposure can result in nausea and vomiting
3. OC SPO #8 – PPT #25
a. Labeling color code – orange
b. Flammability
(1) Stream delivery products are non-flammable Emphasize
(2) Foaming products are flammable
c. The effects are mostly evident within seconds after use and
last approximately 30 minutes
d. OC gas is heavier than air (i.e., apply it high and it will fall)
e. Description
(1) Oily resin in a refined form
(2) Odorless
f. Physiological effects
(1) Burning and inflammation to
(a) Exposed skin
(b) Mucous membranes
(c) Eyes
(d) Nose
(2) Causes involuntary eye closure
g. General psychological effects

(1) Panic Point out how
goal oriented
(2) Possible loss of will to fight persons can fight
through exposure
D. Possible health hazards of chemical agents ( these hazards occur in
very high concentrations)
1. Can cause dehydration under heavy concentration
2. Can cause chemical burns
3. Death can result for people who have had heart, lung, or kidney
problems
4. Contact lenses can trap the agent, causing blindness
5. Using wet towels as a mask may cause the skin to burn
6. Repeated contact with some agents may cause skin inflammation
7. Ingestion may cause nausea, vomiting, and diarrhea
8. Temporary effects may be more severe on those persons who are

asthmatic or suffer from emphysema
9. May affect the elderly as well as small children more severely
E. Forms of chemical agent dissemination
1. Micro-pulverized powder (i.e., expulsion)
a. Agent is disseminated in a dust cloud
b. Presents little or no fire hazard
c. May be deployed indoors or outdoors
d. Agents in expulsion form
(1) CS
(2) OC
2. Pyrotechnic (e.g., combustible that creates fire)
a. Compressed agent cakes or pellets are combined with a

pyrotechnic compound

b. The pyrotechnic compound is ignited and the agent is carried
in the smoke cloud
c. Best used in outdoor deployments where there is less risk of

igniting fires
d. Available in continuous discharge grenade form or canister

form that can be fired from a 40mm launcher
3. Fog
a. Outdoor deployment
b. Heated formula creates a vapor to carry the agent
4. Liquid
a. An agent is suspended in a liquid
b. Agent is disseminated by evaporation or direct contact
F. Chemical agent delivery systems
1. Grenades
a. Types
(1) Expulsion/blast dispersion
(a) Powdered agent
(b) Generates a dust cloud
(2) Aerosol
(a) Fuse ignition delivers an aerosol fog
(b) Non-flammable
(3) Pyrotechnic
b. Deployment
(1) Hand thrown
(2) Launched Effective ranges

vary
(a) 12 gauge shotgun with launching apparatus

(b) 37 mm gas gun with launching munitions
(c) 40 mm gas gun with launching munitions
2. Powder cartridges
a. Types
(1) Blast dispersion
(a) Dust cloud initiated by primer ignition
(b) Waist level dissemination
(c) Range – 30 feet
(2) Aerial burst dispersion
(a) Non-stabilized projectile launched into the air
(b) Projectile burst releases a dust cloud
b. Calibers
(1) 37 mm
(2) 40 mm
3. Thermal generators
a. “Pepper fogger”
b. Liquid agent is heated and the agent is carried in the vapor
c. Outdoor deployment
4. Aerosol projectors
a. Compressed gases force a chemical laden carrier from a

container toward a target
b. Delivery
(1) Mist
(2) Stream
c. OC aerosol projectors

(1) Nomenclature of projector
(a) Canister
(b) Cover
(c) Actuator
(d) Cap
(e) Valve
(f) Internal volume components
i. Solvent – dissolves or spends OC
ii. Carrier – transfer the agent from the container to

the target
iii. Propellant – forces the carrier from the container

through the nozzle
iv. Active ingredient – OC
(2) Application
(a) Draw with non-dominant hand
(b) Aim for the forehead of the threat person and it should
filter down to eyes, nose, and mouth
(c) Engage actuator
(d) Deliver as many one half second bursts to the threat as

needed
i. OC is target specific
ii. Failure to hit the threat may result in application

failure
(e) Delivery should be no closer than 7 feet and maximum
range is approximately 12 feet
(f) Follow through
i. If one target specific application fails, subsequent

applications will likely produce the same results

ii. Be ready to follow up with another less lethal
technique
(3) Application concerns
(a) Hydraulic needle effect
i. Puncture effect of a concentrated high pressure

liquid stream
ii. High pressure liquid streams can produce tissue

injury at short ranges, especially to the eyes
iii. Generally, stream delivery projectors can produce

eye injury on applications under 3 feet
iv. Follow the manufacturer’s specifications
(b) Know the internal volume ingredients of the aerosol Adhere to agency
projector (alcohol or non-alcohol based) policy &
procedure
i. Flammable ingredients (i.e., alcohol)
ii. Harmful or carcinogen ingredients (i.e., Dymel,

methylene chloride, Freon or other industrial
chemical)
iii. In August 2009, a man caught fire after Lancaster Williams-Keif

police officers tased him. The suspect had been (2009)
sniffing gas from an aerosol can as he ran through
traffic. The suspect’s face, head, and chest area
burst into flames and was described as a flash fire
G. Uses of chemical agent for riot control
1. Disperse rioters
2. Minimize physical confrontations
3. Deployment
a. Approach from an upwind position
b. Provide rioters a predetermined escape route
c. Police line
d. Release line

(1) Point where the chemical agent is to be released into the
crowd
(2) Distance between the crowd and the release point will vary
with wind velocity
(a) High velocity wind
i. The smoke cloud becomes more linear
ii. A greater distance between the crowd and release

line is needed so the agent can form into a single
cloud in combination with other released
dissemination units
(b) Low velocity wind
i. The smoke cloud tends to enlarge quickly
ii. A shorter distance is required between the crowd

and the release line
e. Line of conversion
(1) Point where the chemical agent joins into a single cloud
(2) For effective crowd application, the line of conversion

should be at the crowd line
4. Effects of wind on chemical agent deployment
a. Direction
(1) Determines the deployment point
(2) Deploy from an upwind position
(3) It may be determined that wind conditions are such to

prevent deployment due to risk of exposure to the field
force
b. Velocity
(1) Higher velocity
(a) Higher evaporation rate
(b) Quicker target area coverage

(c) Higher amount of chemical agent needed to cover the
target area due to movement and evaporation
(d) The general chemical agent deployment rule – winds

less than 10 mph are the most effective
(2) Lower velocity
(a) Slower target area coverage
(b) More direction fluctuation
(c) Less munitions needed to cover target area
(3) Air turbulence
(a) Short gusts
(b) Causes temporary irregular air flows
(4) Mechanical turbulence
(a) Sharp, upward angled air from heated surfaces
(b) Rising warm air is replaced by descending cooler air
H. Chemical agent first aid and decontamination procedures
1. Even the most discriminate use of a chemical agent is likely to

create the need for first aid and decontamination measures
2. The measures that follow are general decontamination

procedures. It is understood that the process timing may vary
dependent on whether it is officer exposure or arrestee exposure,
but the basic process is the same (e.g., arrestees would go
through the process by EMS or at the jail)
a. The symptoms associated with CS exposure are largely the

result of irritation produced by extremely small particles that
contact moist areas of the skin or are inhaled into the mouth,
nose, or lungs
b. Uncomfortable physical and/or psychological responses to CS

can be expected, although the discomforts are typically
relatively short in duration
c. Severity of the symptoms is generally related to …
(1) The concentration of the chemical agent


(2) The duration of exposure
(3) The physiology of the victim
3. Steps for administering first aid to an individual who has been

exposed to the chemical agent HC (i.e., smoke)
a. Remove the individual from the contaminated area
b. Expose to fresh air
4. STEPS FOR ADMINISTERING FIRST AID TO AN INDIVIDUAL Hoenig (2011)

WHO HAS BEEN EXPOSED TO THE CHEMICAL AGENT CS SPO #9 – PPT #26
a. First aid
(1) Remove the individual from the contaminated area
(2) Encourage the individual to remain calm
(3) Advise the individual not to rub his/her eyes
(4) Flush affected tissue areas with clean, fresh water
(5) If the individual’s condition is questionable, seek

professional medical attention
b. Decontamination
(1) Allow the contaminated individual to shower and change

clothing
(2) Dry clean clothing and fabrics
5. STEPS FOR ADMINISTERING FIRST AID TO AN INDIVIDUAL Hoenig (2011)

WHO HAS BEEN EXPOSED TO THE CHEMICAL AGENT OC SPO #9 – PPT #27
a. First aid
(1) Remove the individual from the contaminated area
(2) Flush exposed tissue with clean, fresh water
(3) Do not use oily ointments or soaps containing oils or

lotions as they tend to hold OC particles on the skin.
Never use any decontaminant that contains chlorine
bleach as it may cause a reaction that is worse

(4) If the individual’s condition is questionable, seek SPO #9 – PPT #27
professional medical attention
b. Decontamination
(1) Allow contaminated individuals to shower and change The use of baby
clothing shampoo may be
effective to
(2) Do not apply salves, lotions, or creams decontaminate
I. Protective chemical agent mask (i.e., gas mask)
1. Designed to filter out the specific agent
2. Does not …
a. Supply oxygen
b. Filter certain gases or vapors (e.g., carbon monoxide gas or

ammonia vapors)
3. Filters
a. Shelf life varies from one manufacturer to another
b. Most are designed to provide eight hours of continuous

filtration
c. Factors affecting filter life
(1) Agent concentration
(2) Moisture
(3) Respiration rate
(4) Type of chemical agent
d. Bad filter recognition
(1) Inhalation resistance
(2) Smell and taste of the agent
e. Bad seal recognition – make sure the mask fits
4. Worn anytime chemical agents are deployed

J. Impact munitions
1. Less lethal force options for crowd control/riot situations Adhere to agency
policy &
2. Types procedure
for use of less
a. 37mm/40mm cartridges lethal force
(1) Foam rubber direct impact projectiles
(2) Wood baton projectiles
(3) Rubber pellets Less control over

these than other
(a) .33 caliber munitions and
now have limited
(b) .60 caliber use among
agencies
(4) Bean bags
b. 12 gauge shells Use becoming

more limited by
(1) Bean bags agency policies
(2) Rubber pellets
(a) .33 caliber
(b) .69 caliber
(3) Wood baton
3. Impact munitions deployment
a. Direct fire – there are target zones and ranges provided by the Emphasize
manufacturer for each of the following munitions that should
be studied and adhered to so as to avoid lethality
(1) Foam baton rounds
(2) Small caliber rubber pellets
(3) Bean bags
b. Skip fire
(1) Wood baton rounds (i.e., knee knockers)
(2) Large caliber rubber pellets


(3) Projectiles are skipped on the ground to lower the velocity
of the projectile
(4) Direct fire with skip-fire deployment munitions can be lethal
K. After-action procedure
1. Secure subject(s) that are to be arrested
a. They should be properly handcuffed (i.e., gap and double

lock)
b. Maintain care, custody, and control to prevent further violent

activity
2. Render first aid
a. As soon as possible
b. Provide on-scene, immediate decontamination
3. Transport
a. As soon as possible
b. Transport subject in an upright position to avoid positional

asphyxia
4. Monitor
a. Observe for medical complications
b. When the subject’s condition is questionable, obtain medical

assistance
5. Document
a. Use of force action report – what force, on who, and why Refer to agency
policy
(1) Make sure superiors are completely informed
(2) Arrests are documented
b. Time and type of first aid measures provided
(1) Record when you addressed the issue (which should be

as soon as possible)

(2) Include identifying information on the immediate, on scene
officer who rendered care, as well as any professional care
provided
c. Transport
(1) Record when you addressed the issue (which should be

as soon as possible within a reasonable time frame)
(2) Record the position of the subject (which should be upright

to avoid positional asphyxia)
d. Monitoring observations
(1) Made for onset of medical complications
(2) When the suspect’s condition became questionable and

what medical assistance was rendered or obtained
e. Decontamination – record when this occurred
6. After action debriefing
a. Should take place as soon as possible after the event or

incident
b. An opportunity to analyze what went well and what needs

improvement
c. Resupply utilized equipment

CONCLUSION
A. Summarize material
B. Practice
1. Distribute practice exercise to students
2. Have students complete exercise
3. Review exercise with students
4. Be available for questions, if necessary
C. Test/SPOs (if applicable)

H AN D O U T # 1 – O R C 2 9 1 7 . 0 3
2917.03 Riot
(A) No person shall participate with four or more others in a course of disorderly conduct in
violation of section 2917.11 of the Revised Code:
(1) With purpose to commit or facilitate the commission of a misdemeanor, other than
disorderly conduct;
(2) With purpose to intimidate a public official or employee into taking or refraining from
official action, or with purpose to hinder, impede, or obstruct a function of government;
(3) With purpose to hinder, impede, or obstruct the orderly process of administration or
instruction at an educational institution, or to interfere with or disrupt lawful activities
carried on at such institution.
(B) No person shall participate with four or more others with purpose to do an act with unlawful
force or violence, even though such act might otherwise be lawful.
(C) Whoever violates this section is guilty of riot, a misdemeanor of the first degree.
Source: Lawriter (2018)

H AN D O U T # 2 – B A S I C C O N C E P T S O F P E R I M E T E R C R O W D
CONTROL (SPO #3)
Linear strategy – deploys police forces as a blocking force along a roadway or

geographic barrier perpendicular to access routes into the impacted
area
Cordoning – surrounding a particular problem area by using linear strategy to seal off
access on all sides
Sectoring – dividing the cordoned area into smaller sized units in which control can be
re-established sector by sector once sufficient police resources are
assembled to regain control

H AN D O U T # 3 – E X AM P L E D I S P E R S AL O R D E R
Dispersal Warning: In the event it becomes necessary to disperse crowds of people, the
following dispersal warning will be given prior to and during the dispersal. The Incident
Commander (designee) should be available to give the warning. If the Incident Commander is
not at scene, the senior ranking supervisor will be responsible to give the order based on what
they observe. The order must be read in a loud and clear manner using an amplification device,
if available. *Ideally, this warning is to be videotaped when possible.
Warning Prior to Deployment / OFFICIAL DISPERSAL COMMAND

An emergency exists on and around (Give Location(s), Example: Chittenden & Indianola). You
are ordered to immediately leave this area by the order of (on-scene ranking supervisor). If you
remain in the area just described, regardless of your purpose, you will be in violation of
Columbus City Code and Ohio Revised Code and the police will move you from this area.
Crowd control devices including chemical agents may be deployed to move you from this area,
and you are subject to being arrested and prosecuted. The following routes of dispersal are
available (describe available exit areas). You must leave the area now, and you may not return
until the emergency has ceased.”
Warning continued during deployment

“This is an emergency situation… An emergency exists in this location (Give Location). Leave
the area immediately. Crowd control devices including chemical agents may be deployed. If
you refuse to leave the area, you are subject to arrest. Leave the area immediately.”
(ADD TO LAST WARNING ONLY) – THIS IS YOUR FINAL WARNING
Day: ______________ Date: ____/____/____ Location: __________________
1st Warning : (Wait :05 minutes before reading 2nd warning)

2nd Warning : (Wait :02 minutes before reading 3rd warning)
3rd Warning : (Await order of platoon leader to begin arrests)

H AN D O U T # 4 – R I O T F O R M AT I O N S

H AN D O U T # 4 – R I O T F O R M AT I O N S ( c o n t . )
This is a column of two’s

conducting a left and right about.
The left and right about, each
column will follow the arrows as
indicated above. All personnel will
go to the original turning point of
where the first person made their
turn before executing their left or
right about. Once the lead
personnel have passed the last
element in the formation, they will
merge back together as they were
in the original column of two’s only
traveling the opposite direction.

P R AC T I C E E X E R C I S E
1. Explain the balance between First Amendment rights and the need to protect public safety
and property.
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P R AC T I C E E X E R C I S E ( c o n t . )
2. Describe mob behavior.
_________________________________________________________________________
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_________________________________________________________________________

3. Describe the basic concepts of perimeter crowd control.
_________________________________________________________________________
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4. State the common uses of a mobile field force.
_________________________________________________________________________
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5. Demonstrate a column formation.
DID THE STUDENT… YES NO

Demonstrate a column formation with other students or role players?
STUDENT NAME: _____________________________________________________________
INSTRUCTOR NAME: _________________________________________________________
ACADEMY NAME: ____________________________________________________________
ACADEMY NUMBER: __________________________________________________________
DATE: ______________________________________________________________________

6. Demonstrate a line formation.

Demonstrate a line formation with other students or role players?
STUDENT NAME: _____________________________________________________________
INSTRUCTOR NAME: _________________________________________________________
ACADEMY NAME: ____________________________________________________________
ACADEMY NUMBER: __________________________________________________________
DATE: ______________________________________________________________________
7. Demonstrate a wedge formation.

Demonstrate a wedge formation with other students or role players?
STUDENT NAME: _____________________________________________________________
INSTRUCTOR NAME: _________________________________________________________
ACADEMY NAME: ____________________________________________________________
ACADEMY NUMBER: __________________________________________________________
DATE: ______________________________________________________________________
8. List the color codes and each associated chemical agent that may be used by law
enforcement agencies.
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9. State the steps for administering first aid to an individual who has been exposed to the
chemical agents OC or CS.
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Submit to OPOTC
OPOTC BASIC TRAINING

LESSON PLAN MODIFICATION FORM
PLEASE USE THIS FORM TO INDICATE ANY PROPOSED CHANGES OR ERRORS WHICH REQUIRE
MODIFICATION TO THE LESSON PLAN FOR THE COMMISSION-APPROVED PROGRAM IN WHICH YOU
ARE TEACHING.
PROGRAM/CURRICULUM NAME: UNIT NUMBER: TOPIC NUMBER:
LESSON PLAN EFFECTIVE DATE: PAGE NUMBER TO COPY OF MODIFIED

BE MODIFIED: PAGE ATTACHED:
(CHECK ONE)
YES NO
REASON(S) FOR MODIFICATION:
CONTENT ISSUE:
GRAMMATICAL ERROR:
LAW CHANGE:
TYPOGRAPHICAL ERROR:
OTHER (PLEASE SPECIFY):
RATIONALE FOR MODIFICATION (ATTACH DOCUMENTATION IF NEEDED):
______________________________________________________ ______________________________
Commander or Instructor Name Date
Contact Phone Number: ____________________________________________________________________
Email Address: ____________________________________________________________________________
Ohio Peace Officer Training Commission

Education & Policy Section
● P.O. Box 309 ● London, Ohio 43140 ● PHONE: 800.346.7682 ● FAX: 866.393.1275 ●
OPOTCEducationandPolicy@OhioAttorneyGeneral.gov

Ohio Peace Officer Basic Training - Civil Disorders

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Peace Officer Basic Training

Ohio Peace Officer Training Commission

Effective Date: July 1, 2019

Course Hours: Eight (8)

Chief Clayton A. Harris, Cuyahoga Community College Police Department, OPOTC

Dr. Emily J. Passias, PhD, Ohio Department of Education, OPOTC Commissioner

Thomas Quinlan, Deputy Chief, Columbus Division of Police

Steve Wilkinson, Lieutenant, Columbus Division of Police

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 2 of 76

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 3 of 76

Graham v. Connor, 490 U.S. 386 (U.S. May 15, 1989)

United States Constitution. (n.d.). U.S. Const. amend. I. Retrieved from

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 4 of 76

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 5 of 76

_____ Other ___________________________________________________________

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 6 of 76

Instructors are expected to:

• Follow student-to-instructor ratios (if applicable)

• Follow student-to-equipment ratios (if applicable)

• Incorporate as many principles of adult learning as possible to include Problem Based

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 7 of 76

A. Introduction Intro – PPT #1

B. The purpose of this topic is to present standard procedures for

1. Principles of crowd management

2. Basic crowd control formations and techniques

3. Use of chemical and specialty munitions

C. SPOs List of SPOs

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 8 of 76

At the end of this topic, the student will be able to:

2. Describe mob behavior.

3. Describe the basic concepts of perimeter crowd control.

4. State the common uses for a mobile field force.

5. Demonstrate a column formation.

6. Demonstrate a line formation.

7. Demonstrate a wedge formation.

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 9 of 76

A. The First Amendment

1. Congress shall make no law respecting an establishment of U.S. Const. amend.

2. Common activities include speeches, demonstrations, vigils,

3. Public gatherings, whether for lawful or unlawful purposes, may

Facilitate a large group discussion.

Anticipated Answer: Answers will vary, but the instructor should

B. BALANCING FIRST AMENDMENT RIGHTS AND THE NEED TO POST (2012)

1. The First Amendment does not protect against unlawful,

2. Law enforcement’s responsibility is to objectively discern POBT: Unit 2-2K

OHIO PEACE OFFICER TRAINING COMMISSION

PEACE OFFICER BASIC TRAINING CURRICULUM Page 10 of 76

1. Inciting to Violence R.C. 2917.01

2. Aggravated Riot R.C. 2917.02

3. Riot R.C. 2917.03

4. Failure to Disperse R.C. 2917.04

5. Use of Force to Suppress Riot or in Protecting Persons or R.C. 2917.05

a. A law enforcement officer or fire fighter, engaged in In riot conditions,

c. Is justified in using force, including deadly force, when and to Objectively

D. Preparation and de-escalation FEMA (2010)

1. A special event can be defined as a non-routine activity within a

_ Other _______________________________________________________