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    LET 2 SYLLABUS

    Lumberton High School

     SYLLABUS

         Command Sergeant Major Patrick A McBride, USA (Ret)

    JROTC Classroom

     

     

                    

    Course Description- LEADERSHIP EDUCATION AND TRAINING (LET) II

     

    The JROTC Program prepares high schoolstudents for responsible leadership roles and making them aware of theirrights, responsibilities, and privileges as American citizens.  The program is a stimulus for promotinggraduation from high school, and it provides instruction and rewardingopportunities that will benefit the student, community, and nation.

    CourseScope

     

    This program ofInstruction (POI) focuses on the development of better citizens by building personaland group leadership skills, citizenship skills, geography, and wellness in astructured interactive environment.  JROTCis a cooperative effort on the part of the Army and Fairmont High Schoolto provide secondary school students with opportunities for totaldevelopment.  The flexibility of theprogram allows it to bear the scrutiny of professional educators and to meetthe needs of the community.  The JROTCprogram is one of the Army’s contributions to assist American’s youth to becomebetter citizens.  The program producessuccessful students and productive adults, while fostering in each school amore constructive and disciplined learning environment. 

     

    Programand Student Learning Outcomes

     

    This programintends to teach cadets to:

    1.  Maximize potential for success throughlearning and self-management

    2.  Develop leadership skills

    3.  Incorporate principles and mental and physicalwellness into behaviors and decisions

    4.  Build effective relationships with peers,co-workers, and the community

    5.  Apply physical and political geography tobuilding global awareness

    6.  Correlate the rights and responsibilities ofcitizenship to the purposes of U.S.government

    7.  Relate events in U.S. history to choices andresponsibilities Americans have today

    8. Characterizethe role of the military and other national service organizations in building ademocracy and maintaining peace in the democratic society

     

    These programoutcomes describe what JROTC cadets will know and be able to do upon successfulcompletion of the JROTC program.  Theyserve as a tool for summarizing and communicating the intended results of theJROTC program.  The program outcomesprovide the foundation for mastery of the “big picture” proficiencies and helpinstructors and cadets begin and progress “with the end in mind.”

    CoreAbilities

     

    1. Build yourcapacity for life-long learning

    2. Communicate usingverbal, non-verbal, visual, and written techniques

    3. Takeresponsibility for your actions and choices

    4. Do yourshare as a good citizen in your school, community, country, and the world

    5. Treat selfand others with respect

    6. Applycritical thinking techniques

     

    The JROTC Coreabilities describe the broad, life-long skills that every cadet needs forsuccess in all career and life roles. They are drawn from all over-all goals and values that drive the JROTCprogram.

     

    LET 3  1st Semester,Advanced Leadership and Principles of Management

     

    COURSE DESCRIPTION: Thiscourse includes classroom instruction and laboratory

    instruction expanding on the skills taught in LET 1 - 2.This course allows cadets to

    investigate the interrelationships of the services while itcontinues to build their

    leadership development and decision-making skills. Itincludes negotiation skills and

    management principles. It emphasizes staff procedures andprovides opportunities to

    handle various leadership situations. The research, identification,planning, and

    execution of service learning activities are included. Theperformance standards in this

    course are based on the performance standards identified inthe curriculum for the US

    Army JROTC. Successful completion of at least three unitsof credit in the Army JROTC

    program will qualify the student for advanced placement ina college ROTC program or

    accelerated promotion in the military service.

     

    COURSE PREREQUISITES: LET 2

     

    The Department of Defense

    1. Examine the mission of the Department of Defense (DoD).

    2. Identify the four major responsibilities inherent toDoD’s mission and relate how

    they individually and collectively contribute to itsaccomplishment.

    3. Identify the major elements of DoD.

    4. Explain the meaning of Civilian control over themilitary, include which positions

    in DoD are under civilian control.

    5. Explain the relationship of the Joint Chiefs of Staff toDoD, its composition; who

    heads it and how its missions compare to those of the DoD.

     

    The Army Part 1 - The Active Army

     

    6. Identify two Congressional acts that have impact onorganizational structure of

    Armed Forces and describe three provisions of each act.

    7. Identify the Congressional act that provides basis forrecent organization of Army.

    8. Identify the fundamental mission and three roles of theArmy.

    9. Identify the primary mission of the active Army and fiveways it contributes to

    domestic affairs.

    10. Identify two major Army commands; include the commandthat manages the

    JROTC program.

    11. Identify three categories under which the Armyclassifies its branches.

    12. Describe the basic/special branches of the Army, andclassify them by category.

    13. Identify two non-accession branches of the Army.

     

    The Army Part 2 - The Reserve Components

     

    14. Identify the primary missions of the Army NationalGuard and the Army Reserve.

    15. Contrast the major types of units the Army NationalGuard and the Army Reserve

    contribute to the Army force.

    16. Identify the three categories of the Army Reserve.

     

    The U.S.Navy

     

    17. Identify the document where the Founding Fathersprovided for the establishment

    of the Navy.

    18. State the overall mission of the Navy and the fourprimary missions during times of

    war.

    19. Examine the primary mission of the Navy in relation tothe Department of Defense.

    20. Describe the organization of the Navy.

    21. Contrast the Operating Forces to the ShoreEstablishment.

    22. List the three components of the Naval Reserve Force.

     

    The U.S.Air Force

     

    23. Identify the Act that separated the Army Air Force fromthe Army and created the

    U.S. Air Force.

    24. State the overall mission of the Air Force and the sixcore competencies and five

    pillars in support of the nation’s interests.

    25. Examine the primary mission of the Air Force inrelation to the Department of

    Defense

    26. Describe the nine Air Force commands.

    27. List the capabilities of the Force Structure.

    28. List the two components of the Air Force Reserve.

    29. Describe the mission of the Air Force Reserves.

     

     

     

     

    The U.S.Marine Corps

     

    30. State where the Marine Corps can be found in the Department ofDefense.

    31. State the present day mission of the Marine Corps.

    32. List the strategic concept of the Marines.

    33. Describe the four attributes that distinguish theMarine Corps from other services.

    34. Describe the organization of the Marine Corps.

    35. List the Reserve components of the Marine Corps.

     

    The U.S.Coast Guard and U.S.Merchant Marine

     

    36. List the five federal agencies that were amalgamated tocreate the Coast Guard.

    37. State the mission of the Coast Guard and the fiveoperating goals.

    38. State the two cabinet level departments to which the Coast Guardanswers.

    39. List when the Coast Guard answers to each department.

    40. Describe the organization of the Coast Guard.

    41. List the three components of the Coast Guard TotalForce.

    42. Outline the role of the Merchant Marine in the defenseof the nation.

     

    Goal Setting

     

    43. Demonstrate the value of goal setting for taskachievement.

    44. Demonstrate the positive role of a leader in developingthe motivation to achieve.

    45. Describe individual and small group goal-settingbehavior and achievement

    motivation.

    46. Describe feelings and outcomes of winning and losing.

     

    Performance Indicators

     

    47. Review the leadership dimensions of the BE, KNOW, DOmodel.

    48. Use the counseling process and BE, KNOW, DO model as anassessment and

    counseling tool.

     

    Negotiating

     

    49. Explore the element of trust between group members andthe effects of the betrayal

    of trust.

    50. Demonstrate the effects of competition andcollaboration in intergroup

    relationships.

    51. Study the effects of win-lose, win-win, and lose-losestrategies in negotiations

    between groups.

     

    Decision Making and Problem Solving

     

    52. Analyze some aspects of cooperation in solving a groupproblem.

    53. Describe behaviors that may contribute toward orobstruct the solving of a group

    problem.

     

    Planning

     

    54. Illustrate the need to plan adequately.

    55. Describe the four-step planning process.

    56. Explain how to create one type of plan.

    57. Describe different styles of analyzing data and ofdrawing conclusions from data.

     

    Basic Command and Staff Principles

     

    58. Describe the concept of command by comparing: commandauthority to command

    responsibility, and staff relationships to commandauthority/chain of command.

    59. Describe the primary importance of a staff and fourreasons why commanders

    organize a staff.

    60. Describe delegation of authority and identify at leastthree command functions that

    should remain with the commander.

    61. Describe four staff responsibilities and three commonprocedures that staff officers

    use to coordinate staff actions.

    62. Compare the three types of staffs and theirrelationship to the commander.

    63. Describe the nine-step sequence of command and staffactions in the correct order.

    64. Describe the scope and purpose of the commander’sestimate.

    65. Describe the procedures and personnel requirementsnecessary to conduct a regular

    or special meeting.

    66. Demonstrate command and staff principles whileperforming the responsibilities

    and duties of an earned leadership position within yourcadet battalion.

     

    Forming, Inspecting, and Dismissing the Battalion

     

    67. Identify the different types of battalion formationsand relate specific commands to

    them.

    68. Demonstrate correct responses to the commands for formingand dismissing the

    battalion.

    69. Demonstrate correct responses to the commands forforming for inspection,

    inspecting the battalion, inspecting with arms, andcompleting the inspections.

    70. Identify the locations of the key platoon, company, andbattalion personnel in

    battalion formations.

    71. Demonstrate leadership skills and abilities whileperforming the duties and

    responsibilities in an assigned command or staff position.

     

    Finding Solutions – Mediation

     

    72. Practice mediation techniques.

    73. Differentiate between arbitration and mediation.

    74. Select three strategies for controlling your anger.

    75. Indicate two techniques that you can incorporate inyour life to reduce conflict.

     

    Orientation to Service Learning

     

    76. Determine ways to make a difference to someone, thecommunity or the world.

    77. Explore team dynamics, what roles and responsibilitiesare needed to get a job

    done.

    78. Discuss reasons why providing service is important.

    79. Define service learning and its components.

     

    Plan and Train for Your Exploratory Project

     

    80. Determine an exploratory project.

    81. Identify steps to conduct a proper service learningexperience.

    82. Plan essential facets of an exploratory project.

    83. Prepare for different circumstances and/or outcomes.

     

    Project Reflection and Integration

     

    84. Evaluate exploratory project experience.

    85. Determine ways the class made a difference.

    86. Discuss the importance of service.

    87. Identify ways to integrate service learning with theJROTC curriculum.

    88. Create examples of high service/high integration.

    89. Complete a service learning project.

     

    Command and Staff Principles

     

    90. Demonstrate Command and Staff principles whilecontinuing to perform the

    responsibilities and duties of an earned leadershipposition.

     

    Presenting Instruction

     

    90. Assist in the instruction of JROTC I and II.

     

     LET 3 (Traditional)2nd Semester, Advanced Life Skills, Orienteering and

    History

     

    COURSE DESCRIPTION: Thiscourse includes classroom instruction and laboratory

    instruction expanding on the skills taught in LET 1 - 2 andLET 3 1st Semester.

    This course gives cadets the opportunity to apply basicconcepts of career

    exploration strategies and planning. Instructs on thecreation of career portfolios

    and plans for college or work. Financial management principlesincluding

    investing, credit, and insurance are studied in depth.Skills for orienteering and/or

    land navigation are developed. Includes studies in thefederal judicial system and

    how historical events shaped social systems. Theperformance standards in this

    course are based on the performance standards identified inthe curriculum for the

    US Army JROTC. Successful completion of at least three unitsof credit in the

    Army JROTC program will qualify the student for advancedplacement in a college

    ROTC program or accelerated promotion in the militaryservice.

     

    COURSE PREREQUISITES: LET 3 (Traditional), 1st Semester

    Career Exploration Strategy

     

    1. Identify personal strengths and interests and link themto possible career paths.

    2. Explain the difference between a job and a career.

    3. Identify the steps in developing a career explorationstrategy.

    4. Conduct career exploration using the techniquesidentified.

    5. Identify ways in which effective career explorationrelates to personal growth and

    career development.

     

    Career Development Portfolio

     

    6. Explain why developing and maintaining a careerdevelopment portfolio is

    important.

    7. Create a personalized career development portfolio thatcontains documentation on

    educational development and career exploration andplanning.

    8. Identify specific items of personal interest that bestrepresent achievements and

    goals.

    9. Complete an employment application, self-analysis,resume, Personal Skills Map

    and a school-to-work checklist for your portfolio.

     

    Civilian Career Opportunities

     

    10. Identify jobs/careers of interest.

    11. Research specific career information.

    12. Determine qualifications and education/trainingnecessary for desired career.

    13. Analyze future job trends.

     

    Military Career Opportunities

     

    14. Explain the difference between the three career pathsavailable in the U.S. Armed

    Forces.

    15. Identify four ways to become a commissioned officer.

    16. Identify basic enlistment qualifications and thefour-step process required to enter

    the military.

    17. Describe benefits provided to enlisted members of themilitary.

    18. Determine the purpose of the Selective Service.

    19. Relate the Military to your own career goals.

     

     

     

     

    College Preparation

     

    20. Examine whether college is right for you.

    21. Determine how careers and majors are related.

    22. Discuss different types of colleges.

    23. Describe the admissions process.

    24. List general admission requirements.

    25. Explore ways to finance college.

    26. Identify educational institutions and majorsthat fit your needs.

    27. Create a plan of action and timeline to realize career goals.

     

    Budget: Don't Go Broke

     

    28. Identify the purpose of a budget.

    29. Analyze pay stubs to determine resources available forfinancial objectives.

    30. Construct a simple budget.

     

    Ready, Go...Crossing the Finish Line - Year 3

     

    31. Practice improving your scores.

    32. Recognize scores necessary to achieve the PresidentialPhysical Fitness Award.

     

    World Geography

     

    33. Identify topographical map symbols, colors, and thefeatures they represent.

    34. Differentiate between a topographical map and astandard road map.

    35. Identify the most common unit of measure for distancein air travel and compare it

    with the unit of measure in road travel.

    36. Identify four items of marginal information found onaeronautical charts and

    contrast them with items on topographic maps.

    37. Identify ten aeronautical symbols used on aeronauticalcharts and contrast them

    with symbols on topographic maps.

    38. Identify three types of aeronautical charts, theirscales, and their characteristics.

    39. Identify the four time zones located in the continentalUS and differentiate/calculate

    times between them.

    40. Prepare a trip by air by choosing the appropriatecharts and planning a flight route.

    41. Locate and describe principal physical features of theeach continent

    42. Identify countries and regions of the each continentand summarize their physical

    and human characteristics.

    43. Explain how the interactions between groups of peopleon each continent affect the

    continent’s cultural, economic, and politicalcharacteristics.

    44. Create maps to organize and display data about eachcontinent.

     

     

     

     

    Environmental Issues - Part 1

     

    45. Identify one example of air and water pollution.

    46. Identify at least five types of waste material andstate one example or condition of

    each type.

    47. Identify three components that enable modern-day,properly engineered sanitary

    landfills to meet environmental standards.

    48. Describe three concerns of excessive concentrations ofmethane gas in landfills.

    49. Describe three ways that communities control wastevolume.

    50. Describe recycling, how source separation relates torecycling, and the three-step

    recycling process.

    51. Describe incineration and the two types of ash producedduring incineration.

     

    Citizenship and American History

     

    52. Differentiate between the purpose and types ofconstitutional and legislative courts.

    53. Differentiate between the types of cases and juries.

    54. Identify the basic steps for processing a criminal casefrom the commission of a

    crime to the sentencing.

    55. Explain the size and composition of the Supreme Courtand how justices are

    appointed.

    56. Explain three ways that cases can reach the SupremeCourt.

    57. Differentiate between the three types of decisions thatjustices can make when

    hearing a case.

    58. Explain the three ways Congress can limit the powers ofthe Supreme Court.

     

    Young America

     

    59. Identify two battles that took place between the U.S. militaryand Native-American

    Indians on both the northern and southern frontiers.

    60. Identify President Johnson’s primary reason fornegotiating with the French for the

    sale of land in Louisianaand West Florida, the United States offer to the French for

    that land, and the terms of the actual purchase with theFrench.

    61. Identify the circumstances that led to the War of 1812and three causes for that war.

    62. Identify three locations in North America where battles of the War of 1812 took

    place, the major battles of each location and theiroutcomes, and the phase of the

    war for each location.

    63. Hypothesize how the events of young America changedthe lives of American

    citizens.

     

    The Formative Years (1815-1899)

     

    64. Identify two issues that caused the Civil War.

    65. Describe how the U.S. victory in theSpanish-American War affected the northern

    and southern states and the world.

    66. Identify one song, one book, and their authors thatbecame popular during the 1850s

    and 1960s that symbolized slavery.

    67. Review the personal achievements of citizens during theCivil War.

    68. Evaluate how citizens of today and yesterday havechanged our American culture.

     

    World War I (1914-1918)

     

    69. Identify the countries that composed the Allies and the Central Powers.

    70. Identify the five principle causes of World War I.

    71. Describe the role the U.S. took at the beginning of World War I.

    72. Describe the circumstances that lead to the U.S. entering World War I.

    73. Review the results of World War I on the United States and Europe.

     

    Command and Staff Principles

     

    74. Demonstrate Command and Staff principles while continuing to perform the

    responsibilities and duties of an earned leadership position.

     

    Presenting Instruction

     

    75. Assist in the instruction of JROTC I and II

     

    TeachingContent

     

    When Instructorsteach each lesson, they explicitly introduce, teach reinforce, and assess the coreabilities that are designated as particularly relevant to the lessoncompetency.  The core abilities will bedisplayed prominently in JROTC classrooms. Cadets should know and be able to recite them early in their JROTCexperience.  They should view them as theessential, value-added skills that every employer seeks.

    Competencies

     

    A competency isa major skill or ability needed to perform a task effectively andefficiently.  Performance assessment isdriven by competencies.  Each JROTClesson addresses a competency as the intended learning result.  Competencies describe discipline-specific skills, knowledge, and attitudes that are measurable and observable.  Performance standards (criteria and conditions) provide the specifications for assessing mastery of a competency.  Cadets show they learnedcompetencies by applying them in the completion of assessment tasks that require them to do one or more of the following:  make a decision, perform a skill, perform aservice, solve a problem, and create a product.

    To meet the needs of the community, FHS High School JROTC educational courses are designed to emphasize strong academics, instill discipline, post high school career choices, leadership and character in high school students. JROTC teaches ethical values and good citizenship, leadership skills and application,effective oral and written communication, small group activities, teamwork, developing goals in life, advanced physical wellness, problem solving skills, backward planning, logical thinking, incentives to live drug-free, positive self-motivation, organization and management skills, historical perspectives o fmilitary services, service learning in the community, marching precision, Orienteering,career counseling beyond high school and motivation to graduate from high school in four years.

     

     

    TEXT:  Refer to Leadership Education and Training POI,dated Sep 2006.

     

    Lesson plans:Student and instructor lessons plans are established IAW new JROTC core curriculum and on interactive CDs. 

     

    Expectations

    A/B Honor Roll

    Develop presentation skills

    Teach a class to peers

    Lead Physical Fitness Training

    Live by cadet creed (in school andoutside in community)

    Be an active participant in classroom(discussions, being quiet hurts your grade)

    Lead by example (making right choices,academics, show respect for your peers)

    Be motivated and desire to be a senior officer .

    Be motivated in physical fitness (100%effort)

    Be positive

    Join JROTC teams and go on field trips;must be on a team

    Work as a team

    Wear uniform weekly

    Attend Parades, all mandatory formationsand meetings

     

    Rules in Classroom

     

    Complete staff-work in a timely manner IAW backward planning guide

    Turn in homework and on time

    Keep daily journal

    Enter classroom on time

    Be prepared with all materials: Pen, Pencils, and notebook

    Stay on Task

    Raise your hand to speak

    Respect the rights of others

    Clean your area before you leave room

    No gum, NO Horseplay!

    No food or drink without permission

    Use good manners (“yes sir”,“thank you”, “excuse me”)

    Be courteous

    Disrespect to instructor will get you a reduction in Rank

    Go to restroom before class

     

     

    Assessment/ Grading

     

    Classroom Participation                                                10%

    Uniform                                                                         40%

    Drill & Ceremonies                                                       10%

     Physical Fitness/dress out                                             15% (quantitative)

    Test- Curriculum/Leaders Skills/Performance-              25% (qualitative)

    Quiz -Essays/Assignments (Failure to provide an essay will result in a “0” zero.)                                                                             

     

    Major Events: (*Awards Ceremony, Cadet Command Inspection, Field Day, District Drill Meet, Raider Competition, Middle School Recruiting, Highway Clean-up, and Doughnut Fund Raiser)   *Mandatory Events

     

     

    GRADING SCALE IS IN ACCORDANCE WITH THE DISTRICT POLICY

     

     

    A=90-100     B=80-89         C=70-79    D=60-69   F=0-59

    4pts 3.5-4.0  3pts  2.5-3.49  1.5-2.49    1.0-1.49    0 pts  Below 1.0 average -1 pt  no credit

     

     

      

    Parent Contact Procedures:

    You can call me any time before 3:30 PM, Mon-Fri: PH: 910 628-4483/4453

     

    Attendance Policy

    Please refer to FHS Student Handbook

     

     

     CADET  SIGNATURE                                                                               PARENT SIGNATURE