Hutchinson Central Technical High School
Course Syllabus
Course Name: JROTC
Instructor: Abramowitz, Jeffrey Contact Time: 11:42-12:23 or 12:27-1:08 Phone Ext: 816-3885
Grading Policy
1. Grades:
- Test/Quiz and Evaluations/Assessments 40%.
- Lab Uniform Wear/Inspection and Conduct 30%.
- Daily Class Assignments and Participation 15%.
- Homework, Distant Learning, Schoology 10%
- Essays 5%
2. Wearing of the Uniform: See Uniform Policy Letter (Contract) provided to each student at the beginning of the school year.
3. If you have difficulty in your JROTC course. I am available to assist you daily before and after school.
4. Extra credit is available for all units. It is the student's responsibility to coordinate with me for re-testing or extra credit.
5. Battalion Formation: Students are required to attend a quarterly battalion formation. Formations are normally held prior to school starting at 7:15 AM on the last Thursday of each month.
Students receive a lab grade for their uniform at this formation.
Homework Policy
Homework requirements normally consist of lesson exercises or read ahead assignments posted on Schoology. Classwork that is not completed during class time will be assigned as homework. One Essay will be required by each student per semester.
Test Policy
An end of chapter test is given after the completion of a Chapter. If you score below a 70% on any test/assessment you can retake within one week of the test. The highest attainable score on the retest is a 70%. Extra credit is available for all units. It is the student's responsibility to coordinate with his/her instructor for re-testing or extra credit.
All assessment scores should be posted to IC no later than 24 hours after assessment is completed.
Quiz Policy
Student can expect a quiz for almost every lesson (weekly). In the event that you are absent material covered in the class can be found on Schoology. All assessment scores should be posted to IC no later than 24 hours after assessment is completed.
Projects
Several service-learning projects will be completed during the school year. We highly encourage all cadets to take part in these projects.
JROTC CO-CURRICULAR ACTIVITIES: The following JROTC co-curricular activities are available to all cadets who desires to participate:
- Drill team
- Color/Honor Guard
- Raider Team
- Cadet of the month review board.
- Leadership Education Application Drill (LEAD)
- Junior Achievement (JA)
- JROTC Leadership Academic Bowl (JLAB)
- Italian Heritage, Veterans Day, and Memorial Day Parade
- Academic Team
- Financial Literacy Team
Course Outline
Mission: Is to motivate young people to become better citizens.
Objectives. The objectives of the JROTC Program are to:
a. Promote citizenship. To develop and improve your qualities of citizenship, proper conduct, and manners.
b. Develop leadership. To develop leadership traits and a sense of responsibility in yourself, your family, and to your school, your community, and the JROTC battalion.
c. Communicate effectively. To improve your ability to express yourself orally and in writing.
d. Improve physical fitness.
e. Provide incentive to a live drug-free.
f. To plan and prepare yourself morally, mentally, and physically to take your place in society after graduation from high school and to be able to contribute to the betterment of our society.
Mandatory Training for LET 1 (Leadership Education & Training)
UNIT 1 - Introduction to JROTC - A Character and Leadership Development Program
Introduces cadets to American symbols, customs, and traditions and the history and purpose of Army JROTC. An introduction to the Department of Defense and other services presents the differences and similarities of each service and their unique roles in the defense of the nation.
Chapter 1: Foundations of Army JROTC and Getting Involved
Purpose: This introductory unit gives a greater appreciation of American symbols, customs, and traditions and the history and purpose of Army JROTC. Cadets will have the opportunity to self-assess their own motives for joining JROTC.
Competency: Relate to the JROTC program
Chapter 2: The Nation's Defense Forces
Purpose: Introduces cadets to the Department of Defense and the military services. Cadets will learn about the different missions of the Army, Navy, Air Force, Marines, Coast Guard, and Merchant Marine through research and guest speakers discussing their service. Cadets will investigate the joint operations issues and interrelationships of the services in a conflict or peacetime environment.
Competency: Explore the components of the nation's defense forces
UNIT 2 - Leadership Theory and Application
Introduces cadets to basic leadership concepts (principles, styles, values, the BE, KNOW, and DO attributes, planning process, decision-making/problem-solving process, and supervision). Cadets will have the opportunity to demonstrate - and be assessed/evaluated on - their leadership potential through the application of those concepts in command or staff positions. This Unit also takes a look at understanding human needs as well as race relations and equal opportunity. It also introduces cadets to mentoring and prepares them to participate in a mentoring relationship. Chapter 4, Leadership Lab, contains all the lesson material for drill, from novice to expert.
Chapter 1: Being a Leader
Purpose: Introduces cadets to leadership, its definition, the importance of knowing and applying basic leadership skills (principles, styles, values, the BE, KNOW, and DO attributes). Cadets will have the opportunity to demonstrate - and be assessed/evaluated on - their leadership potential through the application of those concepts in command or staff positions. This chapter also takes a look at understanding human needs as well as race relations and equal opportunity.
Competency: Assess attributes of leadership
Chapter 2: Knowing How to Lead
Purpose: Continues to build cadets' leadership development by concentrating on basic individual leadership responsibilities/techniques and introducing the responsibilities of team leaders. Cadets will have the opportunity to identify the impact of their actions on themselves as well as on other team members in the areas of individual responsibility, self-reliance, follower-ship, and teamwork. Introduces cadets to the basic principles of management - including time management, how leaders use these principles to effectively manage resources, and the basic differences between leadership and management techniques.
Competency: Explore leadership styles and behaviors
Chapter 3: Leading Situations
Purpose: Introduces cadets to the elements of a leadership situation, the factors that can influence each element, how leaders can create a positive leadership situation, and the results or benefits of a favorable leadership situation. Focuses on negotiating, decision making, problem solving, planning, team development, project management, and mentoring.
Competency: Analyze situations that require leadership
Chapter 4: Leadership Lab
Purpose: Gives cadets the opportunity to demonstrate proficiency as a drill participant and/or drill leader during drill (with or without arms), inspections, and/or ceremonies and to demonstrate leadership potential in an assigned command or staff position within the cadet battalion. Gives cadet leaders (officers) the opportunity to demonstrate proficiency in the manual of arms for the saber. Gives the cadets practical time exercising theories and practices learned in other leadership lessons.
Competency: Relate your leadership skill to the JROTC program
UNIT 3 - Foundations for Success
Introduces cadets to the essential skills they will need to maximize learning potential and future success. Cadets will assess their current skill set and work to develop their maximum potential. Cadets will apply learning theory and techniques to improve study, communication, teaching, and planning skills. Social responsibility, conflict resolution, and service learning opportunities provide further cadet development.
Chapter 1: Know Yourself -- Socrates
Purpose: Introduces cadets to: brain theories and the learning process; how information is perceived and organized by the brain; and how each individual has a preferred or dominant way of learning, including a preferred learning environment. This chapter creates self-awareness and promotes personal intelligence that will empower cadets to think clearly, solve problems, make decisions, and enjoy success in school and in life. Cadets will have the opportunity to determine and study their preferred perceptual learning style and to complete a Personal Skills Map that provides more information on how they learn and provide feedback to others. Cadets will use self-assessments to determine their current skill set, communication powers, brain dominance, learning styles, and multiple intelligences. This will enable them to create a personal growth plan and appreciate diversity.
Competency: Develop self-understanding and an appreciation for diversity
Chapter 2: Study Skills
Purpose: Introduces cadets to proper reading techniques, study habits, and test-taking procedures. Cadets will learn how to be active learners and employ comprehension and vocabulary strategies in order to sharpen reading skills, study routines, and test-taking ability.
Competency: Develop efficient study skills
Chapter 3: Communication Skills
Purpose: Introduces cadets to the communication process among individuals and the communication principles of writing, speaking, and listening. Describes the basic principles necessary for preparing and presenting effective oral communications. Cadets will have numerous opportunities to present information/ideas orally and in writing. Examines the communication process, characteristics and social influences that affect group communications, and group communication roles.
Competency: Use communication processes for relating to others
Chapter 4: Conflict Resolution
Purpose: Introduces cadets to basic guidelines for managing conflicts and communication skills necessary for finding solutions to resolve conflicts. Specifically, discusses conflict and violence, how to recognize them, how to prevent them from occurring, and how to handle them when they do occur. Cadets will have opportunities to determine solutions through several techniques, including an in-depth examination of mediation techniques
Competency: Use problem solving techniques
UNIT 4 - Wellness, Fitness, and First Aid
Develops cadets' appreciation for the importance of physical fitness in maintaining good health and appearance. Gives cadets the opportunity to perform satisfactorily, at age group level, in the President's Physical Fitness Program. Additionally, explains basic information about nutrients and how to obtain them, how to select the proper foods to ensure a good diet, how to control fat, and provides information on several common eating disorders. Also gives cadets the opportunity to demonstrate proficiency in basic first aid/life-saving skills. Lastly, it enhances cadets' awareness of substance abuse and prevention by providing information on the most commonly abused drugs and their effects, and the methods of/agencies that assist in preventing drug, alcohol, and tobacco use/abuse.
Chapter 1: Achieving a Healthy Lifestyle
Purpose: This chapter demonstrates how to eat a well-balanced diet, explains the importance of controlling fat, and the relationship of food intake/ physical activity to weight control. Introduces cadets to the importance of physical fitness and diet in maintaining good health and appearance. Specifically discusses types of exercise, benefits of exercise, calories, and the Food Guide Pyramid. Provides guidelines for a healthier lifestyle by explaining what should go into an exercise program, how to balance calories, and what foods to eat more of or in moderation. Educates cadets about stress, including its beneficial and negative effects, causes, strategies to prevent stress overload, and the link between leadership and stress levels.
Competency: Assess your awareness of fitness and a healthy lifestyle
Chapter 2: Taking the Cadet Challenge
Purpose: Develops an appreciation for the importance of physical fitness, self-confidence, and a desire to improve/excel in physical fitness through healthy individual and group competition. Caution: Ensure that cadets are physically able to participate in the five events of the Cadet Challenge program.
Chapter 3: First Aid for Emergency and Non-Emergency Situations
Purpose: Prepares cadets to help in emergency situations by teaching the most common first aid procedures for: heart attacks, strokes, choking, burns, broken bones, poisoning, common bites and stings, and both hot and cold weather related injures. Note: For cadets to be certified by a recognized first aid training agency, invite a certified instructor to give the presentations.
Competency: Apply first aid techniques in emergency and non-emergency situations
Chapter 4: Drug Awareness and Substance Abuse
Purpose: This chapter enhances cadets' awareness of substance abuse by providing information on drug, alcohol, and tobacco use/abuse. Promotes drug-free living by: discussing why people abuse drugs and stressing that drugs are not the answer; explaining how use develops; pointing out the legal risks of illegal drug use; providing suggestions on how to handle internal and external pressures without the use of drugs; and listing tell-tale signs of drug abuse and what steps cadets should take if they recognize these signs in a friend.
Competency: Illustrate your awareness of drugs and drug abuse
Chapter 5: Substance Abuse - Intervention and Prevention
Purpose: This chapter develops cadets awareness of the prevention and intervention strategies used in the U.S. over the past three decades as well as the resources currently available at the national level that provide assistance, prevention, or treatment. With this knowledge serving as a stimulus, cadets will have the opportunity to become involved in community projects to help make citizens aware of the drug problem and ongoing prevention efforts.
Competency: Explore prevention strategies for substance abuse
Financial Literacy and Social Emotional Self-Paced Learning
Financial Literacy MoneySKILL® educates students of all ages on the basic understanding of money-management fundamentals. The course includes the content areas of income, expenses, saving and investing, credit, and insurance. The high school and college course is designed to be used as all or part of a course in economics, business, math, social studies or wherever personal finances are taught. Students can access the modules in the classroom, home, or wherever an Internet connection is available. Built-in quizzes test students' grasp of each concept. Two versions are available: High School/College and Middle School level. Both the curriculum and its underlying technology infrastructure are updated each year.
Social Emotional Learning
Conover Online™ is a unique research-based approach for assessing and teaching personal success skills needed in all areas of life. Our unique credit system gives access to any program at anytime, anywhere and on any device.
Conover Online® is a web-based system that allows cadets to take the Personal Skills Map (PSM)™ and related skill enhancements online using any internet connected device such as a computer, smartphone, iPad™, tablet or Chromebook™. Previously, the PSM™ and related skill enhancements were only available through the Curriculum Manager (CM).
Social and Emotional Learning (SEL) is a process for learning essential soft skills that enable someone to interact with oneself and others in order to achieve personal and professional success. SEL helps every one of us to first recognize our emotions and then manage them effectively. This is not a new concept, but it is often overlooked. In fact, in our experience over the past 30 years it has had many names. In the corporate world, it is called Emotional Intelligence. In education, it is called Social and Emotional Learning. Other terms include employability skills, work ready skills, workplace readiness, or soft skills. Regardless of the name, these skills are critical to your success.
Social/Emotional skills are primary factors of motivation and the gateway to lifelong learning and high levels of achievement. We all know individuals with high IQs who have not met with success, while others with modest IQs have succeeded far beyond anyone’s expectations. Why? Because they possess these key social/emotional skills.