1orientation and Fire Service History

Firefighter I Orientation and Fire Service History
Chapter 1
Orientation and Fire Service History
Lesson Goal
After completing this lesson, the student shall be able to summarize fire
department policies, procedures, and organizational principles as they
apply to the authority having jurisdiction (AHJ).
Objectives
Upon successful completion of this lesson, the student shall be able to:
1. Describe the history and culture of the fire service. (NFPA® 1001,
5.1.1)
2. Describe the mission of the fire service. (NFPA® 1001, 5.1.1)
3. Define fire department organizational principles. (NFPA® 1001,
5.1.1)
4. Distinguish among functions of fire companies. (NFPA® 1001,
5.1.1)
5. Summarize primary knowledge and skills the firefighter must have
to function effectively. (NFPA® 1001, 5.1.1)
6. Distinguish among the primary roles of fire service personnel.
(NFPA® 1001, 5.1.1)
7. Distinguish among policies, procedures, and standard operating
procedures (SOPs). (NFPA® 1001, 5.1.1)
8. Summarize components of the Incident Command System (ICS).
(NFPA® 1001, 5.1.1)
9. Distinguish among the functions of the major subdivisions within
the ICS structure. (NFPA® 1001, 5.1.1)
10. Define ICS terms. (NFPA® 1001, 5.1.1)
11. Discuss fire service interaction with other organizations. (NFPA®
1001, 5.1.1)
Fire Protection Publications 1-1

Oklahoma State University
Instructor Information
This is the introductory lesson to the Firefighter I course. The purpose of
this lesson is to provide the student with an overview of the course
including the course schedule, expectations of the student, requirements
for the course and the requirements for certification. Also, this lesson
introduces the student to the history and culture of the fire service, the
roles and responsibilities within the fire service, the Incident Command
System, and interaction with other organizations. The course, along with
the prerequisites, is designed to meet the requirements of NFPA® 1001,
Fire Fighter I.
This curriculum is based on the IFSTA Essentials of Fire Fighting, 5th

edition.
Generally, students will have many questions about the course and its
requirements during this lesson. Take the time to answer all questions. You
should anticipate specific questions about the following issues:
 Requirements to pass the course
 Requirements for certification as Firefighter I
 Reading assignments
 Attendance requirements
 Course schedule
Your organization should develop a course syllabus for students that

provides information specific to the Firefighter I course in your
organization. Each student should have received a course syllabus prior to
the first day of class. When discussing the course schedule and the course
requirements, use the syllabus as a discussion guide.

While teaching this lesson and other lessons, it is important that you do the
following:
 Stay on task and complete each section on time.
 Make all the concepts apply to the student's world.
 Actively engage the students in each activity.
Important instructor information is provided in shaded boxes throughout

the lesson plan. Carefully review the instructor information before
presenting the lesson.

Methodology
This lesson uses lecture, discussion, and a small group activity. The activity
is designed to gain an understanding of the needs and backgrounds of
each student. The level of learning is comprehension.
Estimated Total Time: 4 hours
Time Section/Activity Pages
10 min. Section I: Introduction to Firefighter I
30 min. Small Group Activity 1.1: Student

Introductions
35 min. Section II: Course and Lesson Overview
40 min. Section III: Introduction to the Fire Service 10-34
20 min. Section IV: The Incident Command System 35-40

(ICS)
15 min. Section V: Working with Other Organizations 40-43
15 min. Section VI: Summary and Review
15 min. Chapter 1 Quiz
60 min. Chapter 1 Test
Audiovisuals/Handouts
 Visuals 1.1 to 1.66 (PowerPoint® Presentation)
 Handout – Certification information for your jurisdiction
 Handout – Firefighter I course syllabus for your jurisdiction
Evaluation
 Chapter 1 Quiz
 Chapter 1 Test

Section I: Introduction to Firefighter I 10 min.
I. INTRODUCTION TO FIREFIGHTER
I
Instructor Note: The purpose of this section is to
welcome the students to the course and to review
emergency and facility information. If possible, a
representative from the host department should
welcome the students and provide any pertinent
information about the community, i.e. eating places,
entertainment, etc. Welcome remarks should be no
more than 10 minutes.
A. Welcome students
1. This course is being presented by

_____________________________.
2. The department that is hosting the

training is
_______________________.
3. Brief introduction of instructor(s) by

the host.
Instructor Note: You should provide some basic

information to the host for your introduction. After
the introduction, thank the host for hosting the
course and the students. Provide enough detailed
information about yourself to answer for the
students the following question, “What gives this
person the credibility to deliver this block of
instruction?”

B. Emergency procedures
Instructor Note: Emergency information should

be gathered prior to the start of the course. Contact
information should be listed on a whiteboard or
easel pad. Encourage students to record the
information and to then provide the information to
their families or agencies.
1. Emergency exits
2. Fire alarm
3. Emergency contact phone numbers
4. Severe weather procedures and

alarm sounds
5. Procedures for receiving an

emergency call
C. Facility information
1. Restrooms
2. Parking areas
3. Telephones
4. Refreshment areas
5. Rules for refreshments in classroom
Ask Students: Are there any questions about the

facility or emergency procedures?
Answer any questions. If needed, refer the question

to the host. Ensure all necessary forms have been
completed by each student.

Activity 1.1: Student Introductions 30 min.
Purpose: To learn about the background of each student.
Instructor Note: Review the purpose of the activity with the students.
Divide the students into groups of 3 to 5 students. If possible, mix students
from the various departments so that friends are not sitting together.
Read the directions to the students. Emphasize that the goal of the activity
is to learn more about each other and to begin building working
relationships for the course.
Emphasize that one person will introduce all the members in that group.
Allow 10 minutes for the students to complete the activity.
Directions to the Students:
1. Working in your assigned group, share the following information about

yourself with other group members.
 Home department/organization
 Career goals
 Reason for attending the class
2. Select one person to introduce the group to the class. You have 10
minutes to complete the activity and be prepared to make introductions.
Instructor Note: When students have completed the group activity, ask
the first group to read introductions, then group two, and additional groups
until all groups have given the introductions.
Allow no more than 20 minutes for this portion of the activity.

Summary
1. The class is a diverse group of individuals with different reasons for

attending.
2. Diversity is important in the field of fire and emergency services.

Section II: Course and Lesson Overview 35 min.
II. COURSE AND LESSON OVERVIEW

review the information in the course syllabus of
your organization. Students should be given a copy
of the syllabus of your organization. Throughout the
discussions emphasize the requirements for
successful completion of the course and certification
as a Firefighter I. Be prepared to answer questions
about the requirements.
A. Course overview
1. This is a _______day/week course

including _____ hours of instruction
and ____ hours of certification
evaluation.
2. The course is intended for personnel

who desire to be a Firefighter I.
3. The course meets the requirements

of NFPA® 1001 for Firefighter I.
B. Course prerequisites/entrance
requirements
1. NFPA® 1001 entrance requirements
2. The student's organization may have

specific requirements for taking the
course.

C. Course schedule
1. There are _____ days/weeks of

instruction and ____ day(s) for the
certification process.
2. The course may be delivered to

meet the needs of local jurisdictions.
Instructor Note: Review the course schedule in

the syllabus. Provide specific dates and times for
each class session, written quiz and exam dates,
skills practice tests and the FFI certification test.
Also note any changes in the classroom or location
of the class.
D. Student reading
1. It is imperative that students read

the text.
2. The text for the course is Essentials

of Firefighting, 5th edition, from
IFSTA.
Instructor Note: Emphasize that students must

have their own textbook. Explain that sharing a text
does not allow enough time to complete the reading
assignments.

E. NFPA® 1001 requirements
Instructor Note: Review the job performance

requirements (JPRs) for Firefighter I, including
pertinent annex items. Answer any questions about
the standard or the JPRs. Explain how each JPR is
applied by the typical firefighter.
1. The specific objectives for this

course are based on NFPA® 1001
requirements.
2. Agencies may require additional

skills or knowledge as appropriate
for local needs.
F. Certification process
Instructor Note: It is very important that all the

students clearly understand the certification process
and the requirements for certification. By
thoroughly covering this information you will reduce
student anxiety about the process. Answer any
questions students may have about certification.
Continuously remind the students that there is no
such thing as a ‘stupid’ question and model this
belief by answering any and all appropriate
questions.

G. Course exam and quizzes
Instructor Note: Review the information on the

course quizzes and tests. Emphasize that each
student must earn a total of 70% of the available
points on the quizzes and tests. Your authority
having jurisdiction (AHJ) may have different criteria;
in that case, follow the criteria given by the AHJ.
Discuss the format for the quizzes and tests and the
retest policy, if applicable.
1. There are ______ quizzes during the

course.
2. There are ______ chapter tests

during the course.
3. A total of 70% must be earned on

the course quizzes/tests to pass the
course.
4. Organizations may have additional

requirements before students are
allowed to participate in the
certification process.
H. Learning activities/psychomotor
skills
1. There are many learning

activities/psychomotor skills
throughout the course.
2. The learning activities/psychomotor

skills are designed to apply and
develop the practical skills required
of a Firefighter I.

3. It is critical that each student

actively participate in the activities
and follow safety procedures.
I. Tips for success
Instructor Note: Emphasize that the tips have

been learned through the experiences of previous
students and classes.
1. Read the text prior to each class

session. If possible, complete all the
reading at least once prior to the
beginning of the course.
2. Be prepared for each class session.

This includes being rested, arriving
at class on time, etc.
3. Get involved with the discussions

and learning activities. By the end of
the course, the activities will have
addressed all the skills tested during
the certification process.
4. Consider how the concepts and skills

apply in the student’s department or
organization.

J. Course rules

identify the classroom rules for the course. This is
intended to clearly let students know what is
expected of them in the Firefighter I course, both in
the classroom and when practicing skills.
Discuss the course rules specific for your AHJ. Write

the rules on an easel pad and post for future
reference.
K. Course and lesson goals
Instructor Note: Briefly review the course and

lesson goal. Answer any questions about the goals.
Ask Students: Why are you taking the course

and why do you want to certify as a Firefighter I?
Briefly discuss answers with students.
1. Firefighter I course goal — After

completing this course, the student
shall be able to certify as a
Firefighter I per National Fire
Protection Association (NFPA®)
1001, Standard for Fire Fighter
Professional Qualifications.

2. Chapter 1 lesson goal — After

completing this lesson, the student
shall be able to summarize fire
department policies, procedures, and
organizational principles as they
apply to the authority having
jurisdiction (AHJ).
L. Objectives
1. Describe the history and culture of

the fire service.
2. Describe the mission of the fire

service.
3. Define fire department

organizational principles.
4. Distinguish among functions of fire

companies.
5. Summarize primary knowledge and

skills the firefighter must have to
function effectively.
6. Distinguish among the primary roles

of fire service personnel.
7. Distinguish among policies,

procedures, and standard operating
procedures (SOPs).
8. Summarize components of the

Incident Command System (ICS).
9. Distinguish among the functions of

the major subdivisions within the ICS
structure.

10. Define ICS terms.
11. Discuss fire service interaction with

other organizations.

Section III: Introduction to the Fire Service 40 min.
III. INTRODUCTION TO THE FIRE

SERVICE
introduce students to the fire service. Before
beginning this section take a few minutes to discuss
where the fire service has been, where it is
currently, and where it is going. Emphasize that
traditions are important but that striving for
continuous improvement is just as important.
pp. 10-14 Objective 1 — Describe the history and

culture of the fire service.
A. History of the fire service
1. Citizens of the Old World and North

America were required to keep
containers of water to extinguish
fires and a ladder to reach the roof.
2. Bucket brigades were used to

attempt to put out fires, often
caused by sparks on the roof from
fireplace chimneys.
3. Pilgrims brought fire fighting

methods to North America.

4. The Industrial Revolution affected

many aspects of society.
a. Textile and steel industries
i. Textile mills would have

frequent and often
catastrophic fires.
ii. Iron and steel industries

began to produce fire fighting
tools and equipment,
especially pumping apparatus.
b. Cities and towns began to

organize fire companies and fire
departments.
i. Groups were organized to

protect cities and towns.
ii. Benjamin Franklin organized

one of the first groups in
Philadelphia, PA.
iii. Franklin also founded the first

successful fire insurance
company in North America.
iv. Early insurance companies

supported the local fire
companies and adopted fire
marks to post on properties
they protected
v. Many groups were made up

of military veterans and
adopted the rank structure.

vi. Then, as today, the majority

of firefighters in North
America were volunteers.
vii. These early groups evolved

into the volunteer and career
fire departments of today.
Ask Students: What types of fire department is in

your home town?
Briefly discuss answers with students. Discuss the

categories of fire departments and how they differ.
Also discuss experiences working with the different
types of departments.
B. Fire service culture
1. Categories of fire departments
a. Main categories of public

departments
i. Volunteer
ii. Paid-on-call
iii. Career
iv. Combination
b. Other fire departments
i. Federal or military fire

departments
ii. Private fire brigades at

industrial facilities

2. Volunteer fire departments
a. Found in communities of a few

hundred to tens of thousands of
residents
b. Outnumber career departments

and career firefighters
3. Paid-on-call personnel
a. Usually respond from their homes

or workplaces
b. Receive reimbursement for each

call
4. Fire departments with career

personnel — Primarily protect large
towns and cities
5. Combination departments —
Combine full-time career firefighters
with volunteers or paid-on-call
members
C. Necessary characteristics and

behaviors
1. Integrity — Doing the right thing
2. Moral character — Truthfulness and

honesty
3. Work ethic — Doing what needs to

be done
4. Pride — In self and work; starts with

how one looks and behaves

5. Courage — Facing sometimes

frightening situations with the
training, experience, and self-
discipline to assess the risks and
take those that are appropriate
Ask Students: What are some of the

characteristics and behaviors necessary in the fire
service?
Briefly discuss the answers with the students.

Emphasize why these characteristics and behaviors
are important in today’s fire service. For further
information on positive instructor traits and
engaging students, review the IFSTA Fire and
Emergency Services Instructor curriculum.
pp. 15-18 Objective 2 — Describe the mission of

the fire service.
A. Fire service mission — To save lives
and protect property
1. Saving people whose lives are

threatened
2. Protecting the lives of firefighters

involved in the incident
3. Programs to prevent fires can help

accomplish the mission
a. Fire prevention and code

enforcement
b. Public education

B. Tactical priorities of fire

departments
1. Life safety
a. Always the first and highest

priority in an emergency
operation
b. Protecting lives of firefighters and

individuals
c. Protecting lives of pets and

livestock
2. Incident stabilization — Prevent an

incident from getting any worse
3. Property conservation — Save

property without putting firefighters
in mortal danger
Ask Students: What are some examples of recent

fires that have been in the media and how were the
priorities addressed?
Briefly discuss the answers with students.

Remember that media reports do not often give the
full detail of what transpired in an incident.

pp. 18-21 Objective 3 — Define fire department

organizational principles.
A. Unity of command — The principle
that a person can report to only
one supervisor
B. Span of control — The number of

individuals or groups that one
person can effectively supervise or
manage
Instructor Note: A rule of thumb in the fire

service is that an officer can directly supervise three
to seven firefighters effectively, with five being
optimum, but the actual number can vary with the
situation. Likewise, a chief officer can manage the
same number of fire companies.
C. Division of labor — The process of

dividing large jobs into small jobs
to make them more manageable
1. Small jobs assigned to individuals
2. Necessary in the fire service:
a. To assign responsibility
b. To prevent duplication of effort
c. To make specific and clear-cut

assignments

D. Discipline — Refers to both an

organization’s responsibility to
provide the direction needed to
satisfy its identified goals and
objectives and the individual’s
responsibility to follow the
direction given
1. Setting limits or boundaries for

expected performance and enforcing
them
2. In a fire department discipline is

intended to do the following:
a. Educate and train
b. Correct inappropriate behavior
c. Provide positive motivation
d. Ensure compliance with

established rules, regulations,
standards, and procedures
e. Provide direction

pp. 21-23 Objective 4 — Distinguish among

functions of fire companies.
A. Types of companies
1. Engine company — Deploys

hoselines for fire attack and
exposure protection
2. Truck (ladder) company — Performs

forcible entry, search and rescue,
ventilation, and salvage and
overhaul and utilities control and
provides access to upper levels of a
structure
3. Rescue squad/company — Removes

victims from areas of danger or
entrapment
Instructor Note: Discuss the fact that many fire

department calls are for vehicle crashes. In some
areas the majority of calls are for vehicle crashes.
Fire department personnel must be trained and able
to respond to the incidents within their
communities.
4. Brush company — Extinguishes

wildland fires and protects structures
in the wildland/urban interface

5. Hazardous materials company —

Responds to and mitigates
hazardous materials incidents
Ask Students: How has the threat of terrorism

and terrorist tactics affected the fire service,
especially in areas such as hazardous materials
responses?

Emphasize that firefighters today face threats that
are very different than those in the past.
6. Emergency medical/ambulance
company — Provides emergency
medical care to patients
7. Special rescue company — Responds

to and performs technical rescues
Instructor Note: Emphasize that not all

departments will have each of the companies listed.
Companies in smaller departments may perform
multiple functions. Remind students that all
functions and duties are equally important to
achieving our goals and overall fire service duty and
mission.

pp. 24-25 Objective 5 — Summarize primary

knowledge and skills the firefighter
must have to function effectively.
A. Primary knowledge and skills
1. Meeting the requirements of NFPA®

Standard 1001, Standard for Fire
Fighter Professional Qualifications
2. Knowing department organization,
operation, and standard operating
procedures (SOPs)
3. Knowing the district or city street

system and physical layout
4. Meeting minimum health and

physical fitness standards
5. Meeting educational requirements

established by the AHJ
Ask Students: What are some of the typical duties

of a Firefighter I and a Firefighter II?

Emphasize that firefighters today have many duties.
Discuss the less ‘glamorous’ tasks and
responsibilities such has station cleaning, vehicle
upkeep, building inspections, etc to provide an
accurate picture of the fire service and profession.

pp. 26-33 Objective 6 — Distinguish among the

primary roles of fire service personnel.
Instructor Note: Discuss the specific NFPA®

standards associated with specific fire service
personnel.
In addition to Firefighter I and Firefighter II, other
specialized fire service personnel may be used.
Their duties and requirements vary depending on
local needs and procedures.
A. Fire department personnel
1. Fire apparatus driver/operator —

Drives assigned fire apparatus to
and from fires and other
emergencies, operates pumps, aerial
devices, or other mechanical
equipment as required
2. Fire department officer — Fulfills any

of the following responsibilities,
depending on the size and structure
of the fire department:
a. Fire chief — Responsible for all

operations within the fire
department
b. Fire department officers — May

supervise a fire company in the
station and at fires and other
emergency scenes; may also
supervise a group of fire
companies in a specified
geographical region of the city

c. Other roles assigned include

operations, training,
personnel/administration, public
information, fire prevention,
resources, and planning
3. Fire department health and safety

officer — Oversees a fire
department’s occupational safety
and health program
4. Fire department incident safety

officer — Monitors operational safety
during emergency incidents
B. Other personnel – Required to

carry out the mission of the fire
department; may be staffed by
nonsworn civilian employees
1. Communications personnel
(telecommunicators) — Receive
emergency and nonemergency
phone calls, process the information,
dispatch units, establish and
maintain a communications link to
in-service companies, and complete
incident reports
2. Fire alarm maintenance personnel —

Maintain municipal fire alarm
systems
3. Apparatus and equipment

maintenance personnel — Maintain
all fire department apparatus and
portable equipment

4. Fire police personnel — Assist law

enforcement officers with traffic
control, crowd control, and scene
security
5. Information systems personnel —

Manage the collection, entry,
storage, retrieval, and dissemination
of electronic databases such as fire
reporting
C. Special operations personnel
1. Airport firefighter — Protects life and

property, controls fire hazards, and
performs general duties related to
airport operations and aircraft safety
2. Hazardous materials technician —

Handles hazardous materials and
chemical, biological, radiological,
nuclear, and explosive (CBRNE)
emergencies
3. Technical rescuer — Handles

technical rescue situations such as
high-angle (rope) rescue, trench and
structural collapse, confined space
entry, extrication operations, and
cave or mine rescues
4. Wildland firefighter — Responds to

and mitigates fires in outdoor
vegetation including the
wildland/urban interface

D. Fire prevention personnel
1. Fire prevention officer/inspector —

Inspects a variety of occupancies to
ensure code compliance; conducts
technical and supervisory work in the
fire prevention program
2. Fire and arson investigator —

Investigates fires and makes
analytical judgments based on the
physical evidence at the fire scene to
determine the origin and cause of a
fire
3. Public fire and life safety educator —

Makes presentations and conducts
seminars to inform the public about
fire hazards, fire causes,
precautions, and actions to take
during a fire
4. Fire protection engineer/specialist —

Checks plans for proposed buildings
to ensure compliance with local fire
and life safety codes and ordinances;
acts as a consultant to the fire
department administration in the
areas of fire department operations
and fire prevention

E. Emergency Medical Services (EMS)

personnel
1. First responder — Stabilizes the

victims of accidents or illnesses until
more highly trained medical
personnel arrive
2. Emergency medical technician —

Provides basic life support (BLS) for
the victims of accidents or illnesses
3. Paramedic — Provides advanced life

support (ALS) for the victims of
accidents or illnesses
F. Training personnel
1. Training officer/chief of
training/drillmaster — Administers all
fire department training activities
2. Instructor — Delivers training

courses to other members of the
department
Ask Students: What are some career development

opportunities in your department?

Emphasize the importance of career development in
today’s fire service. Include the fact that firefighters
are always learning and improving on their skills
and that to be a constant learner is an important
characteristic in a firefighter/EMS professional.

pp. 33-34 Objective 7 — Distinguish among

policies, procedures, and standard
operating procedures (SOPs).
A. Policies, procedures, orders, and
directives
1. Policy — Guide to decision-making

within an organization
2. Procedure — Detailed plan of action

that describes in writing the steps to
be followed in carrying out
organizational policy for some
specific, recurring problem or
situation
3. Orders and directives — Used to

implement departmental policies and
procedures
a. Order — Direction based upon a

policy or procedure; compliance
is mandatory
b. Directive — Request or
suggestion not based upon a
policy or procedure; but generally
considered as orders on the
fireground
B. Standard Operating Procedures

(SOPs)
1. Provide a standard set of actions

that is the basis of every incident
action plan (IAP)

2. Primarily provide a means to start

the emergency operation
3. Should follow the most commonly

accepted order of fireground
priorities:
a. Life safety
b. Incident stabilization
c. Property conservation
4. Reduce confusion and chaos on the

fire scene
5. Establish accountability and increase

command and control effectiveness
6. Prevent duplication of effort and

uncoordinated operations
7. Safety is the highest priority when

writing SOPs
8. SOPs should be applied to all

situations
9. Administrative and personnel

functions of the department may be
carried out through SOPs
Instructor Note: Some fire departments may

have slightly different names such as Standard
Operating Guidelines (SOGs).

Section IV: The Incident Command System (ICS) 20 min.
IV. THE INCIDENT COMMAND SYSTEM

(ICS)
cover the specific objectives that introduce the
Incident Command System. Emphasize the
importance of using the ICS at emergency
incidents.
Discuss the history of the National Incident

Management System (NIMS) and why it was
initiated.
pp. 35-36 Objective 8 — Summarize components

of the Incident Command System (ICS).
A. Components of the ICS
1. Common terminology
2. Modular organization
3. Integrated communications
4. Unified command structure
5. Consolidated action plans
6. Manageable span of control
7. Predesignated incident facilities
8. Comprehensive resource
management

Ask Students: What is the advantage of using an

incident command system?

Emphasize that the incident command system
increases the safety of personnel during an
operation, better utilizes resources, and generally
improves the outcome of the operation.
pp. 36-39 Objective 9 — Distinguish among the

functions of the major subdivisions
within the ICS structure.
A. Command — Includes the Incident
Commander (IC) and the Command
Staff
1. Incident Commander — The person

ultimately responsible for all incident
activities
2. Command Staff
a. Safety Officer — Monitors

incident operations and advises
the IC on all matters related to
operational safety, including the
health and safety of emergency
responder personnel
b. Liaison Officer — Provides a point

of contact for other
governmental and
nongovernmental agencies and
private-sector organizations
involved in the incident

c. Public Information Officer (PIO)

— Responsible for interfacing
with the public and media and/or
other agencies
B. General staff — Responsible for the

functional aspects of the incident,
divided into Sections
1. Operations Section Chief —

Responsible for directing the tactical
operations to meet the strategic
goals and tactical objectives listed in
the IAP; reports directly to the IC
2. Planning Section Chief —

Responsible for the collection,
documentation, evaluation, and
dissemination of incident situation
information and intelligence to the
IC
3. Logistics Section Chief —

Responsible for all support
requirements needed to facilitate
effective and efficient incident
management
a. Support Branch — Includes

supplies, facilities, and ground
support vehicle services
b. Service Branch — Includes

medical, communications, and
food services
4. Finance/Administration Section Chief

(when established) — Established
when the agencies involved require

finance and other administrative

support services
5. Information/Intelligence Section
Chief — When required, this Section
is responsible for analyzing and
sharing incident information and
intelligence
pp. 39-40 Objective 10 — Define ICS terms.

A. ICS Terms
1. Assigned — Resources currently

committed to an assignment
2. Available — Resources that have

checked in at the incident and are
not currently assigned
3. Branch — The organizational level

between Divisions/Groups and the IC
and Operations
4. Command — The function of

directing, ordering, and controlling
resources by virtue of explicit legal,
agency, or delegated authority
5. Command Post — Location from

which all incident operations are
directed
6. Division — A geographic designation

assigning responsibility for all
operations within a defined area
7. Group — A functional designation

(forcible entry, salvage, ventilation,
etc.)

8. Incident Action Plan (IAP) — The

written or unwritten plan for
managing the emergency
9. Incident Commander (IC) — The

officer at the top of the incident
chain of command who is in overall
charge of the incident
10. Out-of-Service — Resources not

available for assignment
11. Resources — All personnel and

major pieces of apparatus on scene
or en route on which status is
maintained
12. Resource Status — Resources

assigned to a particular incident are
in one of three status modes:
available, assigned, or out-of-service
13. Single Resource — Individual

personnel and equipment items and
the operators associated with them
14. Strike Team — Set number or

resources of the same kind and type
with an established minimum
number of personnel
15. Strategic Mode — Position for

companies operating on scene; two
basic modes:
a. Offensive
b. Defensive

16. Supervisor — Someone in command

of a division or a group
17. Task Force — Any combination of

resources assembled in support of a
specific mission or operational need
Section V: Working with Other Organizations 15 min.
V. WORKING WITH OTHER

ORGANIZATIONS
pp. 40-43 Objective 11 — Discuss fire service
interaction with other organizations.

cover the specific objective about working with
other organizations. Emphasize that fire
departments must often interact and cooperate with
many different organizations
A. Emergency Medical Services
1. If fire department personnel do not

provide emergency medical services
(EMS) or medical transportation
(ambulance services), they should
develop a close working relationship
with those who do.

2. Firefighters must have an

appropriate level of first-aid training.
a. Removal (and sometimes the

initial treatment) of people
trapped in wrecked vehicles and
similar situations
b. Level of training depends on local

EMS system and department’s
SOPs
B. Hospitals — In some areas

hospitals operate ambulances and
provide EMS; in most areas
hospitals do not provide such
services, but, in rare instances,
hospital personnel may be called to
the scene of an emergency
1. Mass-casualty incident to perform

triage or conduct primary treatment
2. To perform advanced life support

(ALS)
3. Serious entrapment where major

medical procedures may be the only
way to free the victim

C. Law enforcement
1. Law enforcement and fire personnel

must understand each other’s roles
and priorities.
2. Law enforcement personnel may be

present at the fire scene.
a. Responsible for scene security,

traffic flow, investigating traffic
accidents, and conducting arson
investigations
b. Secure information by using

resources such as computer
databases when victims are
either unconscious or unable to
provide information
3. Firefighters may be called upon to

assist law enforcement (Examples:
forcible entry, emergency lighting,
etc.)
D. Utility companies
1. Many incidents involve utility

providers (electricity, natural gas,
and water), so fire personnel must
have a good working relationship
with local utility company personnel.

2. Fire units must coordinate with

utilities on mutual responses and
know what to do — and what not to
do — until utility crews arrive.
3. Utility companies may have specially

trained and equipped emergency
response teams.
E. Media
1. NIMS-ICS includes a Public

Information Officer (PIO) for dealing
with the media.
2. As a firefighter, students should not

make comments or express opinions
to the media but should direct them
to the PIO.
3. Media can play an important role in

delivery of news based on an
incident.
Ask Students: How do you view the media when

they are covering incidents?

Emphasize that the media can be a valuable asset
in some situations but that media personnel should
be professional when covering incidents.

F. Other agencies
1. Any possible contacts should be

identified and a relationship
established. Examples: Public
health departments, coroner/medical
examiner’s offices, Environmental
Protection Agency (EPA)
Section VI: Summary and Review 15 min.
VI. SUMMARY AND REVIEW

summarize the lesson and review key points.
Answer any questions students may have about the
lesson or course in general.
A. Chapter Summary
1. The fire service has a long and

proud history of protecting
communities. Today’s fire service
often performs functions such as
emergency medical services,
technical rescues, and hazardous
materials mitigation.
2. Firefighters must have certain

aptitudes and capabilities. The job of
firefighter requires dedication and
hard work but it is also rewarding.


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Firefighter I Orientation and Fire Service History

Fire Protection Publications 1-1

This curriculum is based on the IFSTA Essentials of Fire Fighting, 5th

Your organization should develop a course syllabus for students that

Fire Protection Publications 1-2

Important instructor information is provided in shaded boxes throughout

Fire Protection Publications 1-3

Estimated Total Time: 4 hours

Time Section/Activity Pages

10 min. Section I: Introduction to Firefighter I

30 min. Small Group Activity 1.1: Student

35 min. Section II: Course and Lesson Overview

40 min. Section III: Introduction to the Fire Service 10-34

20 min. Section IV: The Incident Command System 35-40

15 min. Section V: Working with Other Organizations 40-43

15 min. Section VI: Summary and Review

15 min. Chapter 1 Quiz

60 min. Chapter 1 Test

Fire Protection Publications 1-4

Section I: Introduction to Firefighter I 10 min.

1. This course is being presented by

2. The department that is hosting the

3. Brief introduction of instructor(s) by

Instructor Note: You should provide some basic

Fire Protection Publications 1-5

Instructor Note: Emergency information should

3. Emergency contact phone numbers

4. Severe weather procedures and

5. Procedures for receiving an

5. Rules for refreshments in classroom

Ask Students: Are there any questions about the

Answer any questions. If needed, refer the question

Fire Protection Publications 1-6

Activity 1.1: Student Introductions 30 min.

Purpose: To learn about the background of each student.

Directions to the Students:

1. Working in your assigned group, share the following information about

Allow no more than 20 minutes for this portion of the activity.

Fire Protection Publications 1-7

1. The class is a diverse group of individuals with different reasons for

Fire Protection Publications 1-8

Section II: Course and Lesson Overview 35 min.

II. COURSE AND LESSON OVERVIEW

1. This is a _______day/week course

2. The course is intended for personnel

3. The course meets the requirements

1. NFPA® 1001 entrance requirements

2. The student's organization may have

Fire Protection Publications 1-9

1. There are _____ days/weeks of

2. The course may be delivered to

Instructor Note: Review the course schedule in

1. It is imperative that students read

2. The text for the course is Essentials

Instructor Note: Emphasize that students must

Fire Protection Publications 1-10

E. NFPA® 1001 requirements

Instructor Note: Review the job performance

1. The specific objectives for this

2. Agencies may require additional

Instructor Note: It is very important that all the

Fire Protection Publications 1-11

G. Course exam and quizzes