LET 2 SYLLABUS
Lumberton High School
Command Sergeant Major Patrick A McBride, USA (Ret)
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.
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.”
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
10. Identify two major Army commands; include the commandthat manages the
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.
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
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
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.
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
46. Describe feelings and outcomes of winning and losing.
47. Review the leadership dimensions of the BE, KNOW, DOmodel.
48. Use the counseling process and BE, KNOW, DO model as anassessment and
49. Explore the element of trust between group members andthe effects of the betrayal
50. Demonstrate the effects of competition andcollaboration in intergroup
51. Study the effects of win-lose, win-win, and lose-losestrategies in negotiations
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
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
68. Demonstrate correct responses to the commands for formingand dismissing the
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
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
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.
90. Assist in the instruction of JROTC I and II.
LET 3 (Traditional)2nd Semester, Advanced Life Skills, Orienteering and
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 Portfolio
6. Explain why developing and maintaining a careerdevelopment portfolio is
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
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
15. Identify four ways to become a commissioned officer.
16. Identify basic enlistment qualifications and thefour-step process required to enter
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.
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.
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
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
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
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.
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
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.
75. Assist in the instruction of JROTC I and II
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.
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.
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)
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”)
Disrespect to instructor will get you a reduction in Rank
Go to restroom before class
Classroom Participation 10%
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
Please refer to FHS Student Handbook
CADET SIGNATURE PARENT SIGNATURE