1. JROTC Curriculum Briefing

2. JROTC Curriculum Seven Units of Instruction
Citizenship in Action
Leadership Theory and Application
Foundations for Success
Wellness, Fitness, and First Aid
Geography, Map Skills and Environmental Awareness
Citizenship in History and Government
Cadet Safety and Civilian Marksmanship Program (Optional)
Interactive/Multi-media/Developed
in conjunction with the latest
research on student learning
Students can earn up to 8 hours of college credit

3. CURRICULUM BACKGROUND
JROTC curriculum first developed in 1987 – Emphasized citizenship mission
Revised one year at a time thereafter until 2000
In 2000 completely revised all 4 years adding
technology and aligning by unit
2004 POI revised to identify mandatory core
lessons:
Matched to standards
Basic and Advanced presentations
Before this time used field manuals with some “LD” Manuals
Revision Plan became very disjointed after 10 years

4. NATIONAL STANDARDS Life Work Citizenship Civics Self Regulation
Mid-continent Research for Education and Learning (McRel Standards) are linked to each lesson to show a cross-connection with the JROTC curriculum and the standard curriculum taught in high schools. National Standards that are addressed are:
Life Work
Self Regulation
Thinking and Reasoning
U.S. History
Working with Others
Citizenship Civics
Economics
Geography
Health
Language Arts
Life Skills

5. COMPETENCIES Address the intended learning results
Describe discipline-specific skills, knowledge, and attitudes that are measurable and observable.
Provide specifications for assessing mastery of a competency.
Show they were learned when applied in the completion of assessment tasks that require one or more of the following:
make a decision
perform a skill
perform a service
solve a problem
create a product

6. CORE ABILITIES Core Abilities in each lesson describe broad
life-long skills that every cadet needs for success in career and life roles. 6

7. FOUR PHASE LESSON PLAN
Inquire - ask questions - respect what students bring to class. Interest them in the subject and motivate them to learn more about it by relating it to personal experiences
Gather - tell, describe, select - get information from mini-lecture, group work, individual research, reading, demonstration, activity….
Process - reason, contrast, solve, explain, analyze - do something to process the information
Apply - Evaluate, predict, judge, apply a principle, teach, perform - do something to apply the information 7

8. STUDENT LEARNING PLANS
Each lesson includes a Student
Learning Plan that mirrors the
Instructor’s Lesson Plan to:
Answer the questions students need to know
Guide students through the four-phase lesson
Help learners take responsibility for own learning
Support student metacognition
Student Learning plan
Why is this important?
What will I learn to do?
How will I know that I’m succeeding?
What knowledge and skills will I learn along the way?
How will I learn to do it?
How will I show that I have learned?

9. THINKING MAPS
Thinking Maps are a “common visual language” in the learning community for transferring thinking processes, integrating learning, and for continuously assessing progress.

10. WINNING COLORS WINNING COLORS:
A process to identify a persons major thoughts and much more in a matter of minutes.

11. CLASSROOM PERFORMANCE SYSTEM
The Classroom Performance System (CPS) is an easy-to-use Infra Red (IR) response system that obtains immediate feedback from every student.
Streamlines grading
Allows students to take tests
at their own pace
Benchmarks test scores
Produces immediate results
Provides a non-threatening
environment for total
participation
Stronger accountability for results
Reduces workload while it
captures achievement data and
helps meet accountability goals
Includes parents and students in
the educational process
   

12. CPS IN USE

13. Introduces fundamental financial concepts
FINANCIAL PLANNING
JROTC teaches cadets how to manage money
The High School Financial Planning Program
National Endowment for Financial Education (NEFE)
Introduces fundamental financial concepts
Teaches essential money management skills
Financing College CD-ROM
Planner – love financial planning – all in proper place and order. Will eat it up – may someday be a CPA. Will see new and better ways to invest money if backup is blue or red (extrovert) or will be stagnant with brown back up – will not be interested in anything new
Builder – will want it to be concrete – once they set it up it will be for life – security – will want a budget but once formed difficult to change – they are blue chips – no high risk. Browns with Blue backups will take family/employee’s future in consideration. Enron was green (Arthur Anderson) and brown (CEO’s and managers) in the negative. Browns with red backups – take more risks but could be crooked without blue)
Relater – Will give money to those who need it and if they need new clothes – anything to make one look nice – the center of attention – want everyone to love them so though are charitable will also use money to buy people.
Red – Immediate gratification – after finished spending theirs will spend yours. If they are with you they will spend their money on you until they run out. What is yours is theirs.
Why is it important to know the financial planning behaviors of your students? You are going to have to take a number of approaches to reach all students – especially those who need what you are teaching (red and blue). If you do not vary teaching you will only reach 25%. This information will help you to relate to the different schemas of your students so your instruction will be more meaningful. You teach them life planning – not just financial planning. What good does it do to know how to make money without understanding relationships – what good does it do to teach life skills without financial skills

14. THE SUCCESS PROFILER
The Success Profiler is a systematic, research- based assessment and skill-building system designed for the following purposes:
Purpose
Learn how to manage anger
Adapt to change
Develop leadership skills
Enhance ability to learn
Promote sensitivity & diversity
Build teamwork skills
Prevent violent behavior
Profile
Anger Management Profile
The Change Profile
The Leadership Profile
The Learning Profile
The Sensitivity Profile
The Team Profile
The Violence Prevention Profile
Show the research that supports the Success Profiler.

15. College Credit for Cadets
Students can earn up to 8 college credits per 2 credit course from University of Colorado, Colorado Springs
Personal Management and Community Service – LEAD 150 (HS Financial Planning)
Character Development and Community Service – LEAD 151 (Winning Colors)
Citizenship and Community Service – LEAD 152 (You The People)
Organizational Leadership – LEAD 499 (Cadet Ride)

16. ENTERING COLLEGE March2Success –
An on-line, test preparation course that will provide help with taking standardized tests, and improves Math and English skills.

17. Entering & Financing College
Award winning Financing College CD-ROM

18. JROTC AWARDS

19. CONCLUSION JROTC – Teaches citizenship and leadership roles
Integrates current instructional strategies
Maximizes multi-media materials
Employs student centered learning
Aligns to McRel National Standards
Offers 8 hours of cadet college credit
(There are 136 National Standards. The Army JROTC curriculum directly supports 74 of them: 0 - Fine Arts, 0 - Foreign Language, 12 out of 12 Language Arts/Literature, 4 out of 14 Math, 14 out of 14 PE/Health, 1 out of 7 Science, 38 out of 49 Social Science and 5 out of 6 Technology)