LET 3 Traditional Schedule
LET 3 1st Semester, Advanced Leadership and Principles of Management
COURSE DESCRIPTION: This course 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 it continues to build their
leadership development and decision-making skills. It includes negotiation skills and
management principles. It emphasizes staff procedures and provides opportunities to
handle various leadership situations. The research, identification, planning, and
execution of service learning activities are included. The performance standards in this
course are based on the performance standards identified in the curriculum for the US
Army JROTC. Successful completion of at least three units of credit in the Army JROTC
program will qualify the student for advanced placement in a 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 to DoD’s mission and relate how
they individually and collectively contribute to its accomplishment.
3. Identify the major elements of DoD.
4. Explain the meaning of Civilian control over the military, include which positions
in DoD are under civilian control.
5. Explain the relationship of the Joint Chiefs of Staff to DoD, 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 on organizational structure of
Armed Forces and describe three provisions of each act.
7. Identify the Congressional act that provides basis for recent organization of Army.
8. Identify the fundamental mission and three roles of the Army.
9. Identify the primary mission of the active Army and five ways it contributes to
domestic affairs.
10. Identify two major Army commands; include the command that manages the
JROTC program.
11. Identify three categories under which the Army classifies its branches.
12. Describe the basic/special branches of the Army, and classify 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 National Guard and the Army Reserve.
15. Contrast the major types of units the Army National Guard 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 Fathers provided for the establishment
of the Navy.
18. State the overall mission of the Navy and the four primary missions during times of
war.
19. Examine the primary mission of the Navy in relation to the Department of Defense.
20. Describe the organization of the Navy.
21. Contrast the Operating Forces to the Shore Establishment.
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 from the Army and created the
U.S. Air Force.
24. State the overall mission of the Air Force and the six core competencies and five
pillars in support of the nation’s interests.
25. Examine the primary mission of the Air Force in relation 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 of Defense.
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 the Marine 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 to create the Coast Guard.
37. State the mission of the Coast Guard and the five operating goals.
38. State the two cabinet level departments to which the Coast Guard answers.
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 Total Force.
42. Outline the role of the Merchant Marine in the defense of the nation.
Goal Setting
43. Demonstrate the value of goal setting for task achievement.
44. Demonstrate the positive role of a leader in developing the motivation to achieve.
45. Describe individual and small group goal-setting behavior and achievement
motivation.
46. Describe feelings and outcomes of winning and losing.
Performance Indicators
47. Review the leadership dimensions of the BE, KNOW, DO model.
48. Use the counseling process and BE, KNOW, DO model as an assessment and
counseling tool.
Negotiating
49. Explore the element of trust between group members and the effects of the betrayal
of trust.
50. Demonstrate the effects of competition and collaboration in intergroup
relationships.
51. Study the effects of win-lose, win-win, and lose-lose strategies in negotiations
between groups.
Decision Making and Problem Solving
52. Analyze some aspects of cooperation in solving a group problem.
53. Describe behaviors that may contribute toward or obstruct 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 of drawing conclusions from data.
Basic Command and Staff Principles
58. Describe the concept of command by comparing: command authority to command
responsibility, and staff relationships to command authority/chain of command.
59. Describe the primary importance of a staff and four reasons why commanders
organize a staff.
60. Describe delegation of authority and identify at least three command functions that
should remain with the commander.
61. Describe four staff responsibilities and three common procedures that staff officers
use to coordinate staff actions.
62. Compare the three types of staffs and their relationship to the commander.
63. Describe the nine-step sequence of command and staff actions in the correct order.
64. Describe the scope and purpose of the commander’s estimate.
65. Describe the procedures and personnel requirements necessary to conduct a regular
or special meeting.
66. Demonstrate command and staff principles while performing the responsibilities
and duties of an earned leadership position within your cadet battalion.
Forming, Inspecting, and Dismissing the Battalion
67. Identify the different types of battalion formations and relate specific commands to
them.
68. Demonstrate correct responses to the commands for forming and dismissing the
battalion.
69. Demonstrate correct responses to the commands for forming for inspection,
inspecting the battalion, inspecting with arms, and completing the inspections.
70. Identify the locations of the key platoon, company, and battalion personnel in
battalion formations.
71. Demonstrate leadership skills and abilities while performing 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 in your life to reduce conflict.
Orientation to Service Learning
76. Determine ways to make a difference to someone, the community or the world.
77. Explore team dynamics, what roles and responsibilities are 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 learning experience.
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 the JROTC 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 while continuing to perform the
responsibilities and duties of an earned leadership position.
Presenting Instruction
90. Assist in the instruction of JROTC I and II.
28.03301 LET 3 (Traditional) 2nd Semester, Advanced Life Skills, Orienteering and
History
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction expanding on the skills taught in LET 1 - 2 and LET 3 1st Semester.
This course gives cadets the opportunity to apply basic concepts of career
exploration strategies and planning. Instructs on the creation of career portfolios
and plans for college or work. Financial management principles including
investing, credit, and insurance are studied in depth. Skills for orienteering and/or
land navigation are developed. Includes studies in the federal judicial system and
how historical events shaped social systems. The performance standards in this
course are based on the performance standards identified in the curriculum for the
US Army JROTC. Successful completion of at least three units of credit in the
Army JROTC program will qualify the student for advanced placement in a college
ROTC program or accelerated promotion in the military service.
COURSE PREREQUISITES: LET 3 (Traditional), 1st Semester
Career Exploration Strategy
1. Identify personal strengths and interests and link them to possible career paths.
2. Explain the difference between a job and a career.
3. Identify the steps in developing a career exploration strategy.
4. Conduct career exploration using the techniques identified.
5. Identify ways in which effective career exploration relates to personal growth and
career development.
Career Development Portfolio
6. Explain why developing and maintaining a career development portfolio is
important.
7. Create a personalized career development portfolio that contains documentation on
educational development and career exploration and planning.
8. Identify specific items of personal interest that best represent 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/training necessary for desired career.
13. Analyze future job trends.
Military Career Opportunities
14. Explain the difference between the three career paths available in the U.S. Armed
Forces.
15. Identify four ways to become a commissioned officer.
16. Identify basic enlistment qualifications and the four-step process required to enter
the military.
17. Describe benefits provided to enlisted members of the military.
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 majors that 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 for financial 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 Presidential Physical Fitness Award.
World Geography
33. Identify topographical map symbols, colors, and the features they represent.
34. Differentiate between a topographical map and a standard road map.
35. Identify the most common unit of measure for distance in air travel and compare it
with the unit of measure in road travel.
36. Identify four items of marginal information found on aeronautical charts and
contrast them with items on topographic maps.
37. Identify ten aeronautical symbols used on aeronautical charts and contrast them
with symbols on topographic maps.
38. Identify three types of aeronautical charts, their scales, and their characteristics.
39. Identify the four time zones located in the continental US and differentiate/calculate
times between them.
40. Prepare a trip by air by choosing the appropriate charts and planning a flight route.
41. Locate and describe principal physical features of the each continent
42. Identify countries and regions of the each continent and summarize their physical
and human characteristics.
43. Explain how the interactions between groups of people on each continent affect the
continent’s cultural, economic, and political characteristics.
44. Create maps to organize and display data about each continent.
Environmental Issues - Part 1
45. Identify one example of air and water pollution.
46. Identify at least five types of waste material and state 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 of methane gas in landfills.
49. Describe three ways that communities control waste volume.
50. Describe recycling, how source separation relates to recycling, and the three-step
recycling process.
51. Describe incineration and the two types of ash produced during incineration.
Citizenship and American History
52. Differentiate between the purpose and types of constitutional and legislative courts.
53. Differentiate between the types of cases and juries.
54. Identify the basic steps for processing a criminal case from the commission of a
crime to the sentencing.
55. Explain the size and composition of the Supreme Court and how justices are
appointed.
56. Explain three ways that cases can reach the Supreme Court.
57. Differentiate between the three types of decisions that justices can make when
hearing a case.
58. Explain the three ways Congress can limit the powers of the Supreme Court.
Young America
59. Identify two battles that took place between the U.S. military and Native-American
Indians on both the northern and southern frontiers.
60. Identify President Johnson’s primary reason for negotiating with the French for the
sale of land in Louisiana and West Florida, the United States offer to the French for
that land, and the terms of the actual purchase with the French.
61. Identify the circumstances that led to the War of 1812 and 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 their outcomes, and the phase of the
war for each location.
63. Hypothesize how the events of young America changed the 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 the Spanish-American War affected the northern
and southern states and the world.
66. Identify one song, one book, and their authors that became popular during the 1850s
and 1960s that symbolized slavery.
67. Review the personal achievements of citizens during the Civil War.
68. Evaluate how citizens of today and yesterday have changed 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.
Tuesday, July 5, 2011
LET II SYLLABIS (SY 2012-13)
LET 2
1st Semester, Intermediate Leadership and Character Development
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction expanding on skills taught in LET I. This course introduces equal opportunity
and sexual harassment. It provides instruction on leadership styles and practical time to
exercise leadership theories as well as the basic principles of management It provides
self assessments that help students determine their skill sets and opportunities to teach
using accepted principles and methods of instruction. The performance standards in this
course are based on the performance standards identified in the curriculum for the US
Army JROTC. Successful completion of at least three units of credit in the Army JROTC
program will qualify the student for advanced placement in a college ROTC program or
accelerated promotion in the military service.
COURSE PREREQUISITES: LET I
Celebrating Differences - Culture and Individual Diversity
1. Demonstrate knowledge of the leadership role in celebrating diversity, treating
women and minorities fairly and equitably, and the prevention of sexual
harassment.
Power Bases and Influence
2. List the different types of power and influence.
3. Describe the appropriate application of power and influence.
4. Use individual and system power respectfully and effectively to increase
performance.
Styles of Leadership
5. Identify different styles of leadership.
6. Determine what style works best and when.
Management Skills
7. Define management.
8. Identify five management principles.
9. Outline the difference between management and leadership.
Communication
10. Recognize the important role communication plays in leadership.
11. Identify the basic flow and purpose served by informal communication.
12. Chart the major elements of a communication model.
13. Demonstrate the main types of nonverbal communication.
14. Discuss how feedback and effective listening help communication effectiveness.
Motivation
28.03200 - 2
15. Demonstrate that individual performance within a group is influenced by
expectations, ability, and motivation.
16. Discuss the fourteen principles of motivation and how they impact motivation.
Development
17. Conduct a Force Field Analysis identifying strengths and areas of focus for
development.
18. Conduct an assessment of current level of competence in the fifteen leadership
dimensions and create a plan of action to be totally involved in the leadership
development process.
Taking Charge - Knowing Your Responsibilities as a Leader
19. Identify four steps that leaders should utilize when taking on a new leadership
position.
20. Identify the major duties or responsibilities of a team leader, squad leader, platoon
sergeant and platoon leader.
21. Demonstrate the responsibilities of a team leader or other higher position in drill.
Company Formations and Movement
22. Demonstrate correct response to the commands for forming the company, changing
interval, aligning the company, opening and closing ranks, and dismissing the
company.
23. Demonstrate correct response for changing the direction of march of a column,
correcting distance between platoons, and forming a column of twos and reforming.
24. Demonstrate correct response for forming, aligning, and changing the direction of
march of a company mass formation, and forming a company in column from a
company mass formation.
25. Demonstrate correct response to the commands for forming a company in column
with platoons in line and reforming.
26. Identify the different types of company formations and relate specific drill
commands to them.
27. Identify the locations of the key platoon and company personnel in company
formations.
Brain Structure and Function
28. Explain why the brain stem is sometimes called “the reptilian brain.”
29. Identify key areas in the midbrain/limbic system and describe their primary
function.
30. Label the four lobes of the cerebral cortex.
31. Label major regions in the brain and match them to key functions.
32. Sketch and label three main parts of a neuron.
33. Name three elements involved in transmitting a stimulus from outside the body to
the brain.
34. Explain why neural networks change and grow to enhance the brain’s processing
power.
28.03200 - 3
Left Brain/Right Brain
35. Match activity descriptions to hemisphere based on research regarding specialized
brain functions.
36. Complete a brain dominance inventory.
37. Describe the differences between global and analytical thinking.
38. Explain how brain dominance helps determine personality and behavior.
39. Explain two things you have learned about your own information processing
preferences.
40. Provide at least three reasons why the ability to specialize and synchronize are both
important aspects of how the brain functions
Learning Style and Processing Preferences
41. Name at least three sensory (perceptual) systems.
42. Explain at least three essential elements of the learning process and describe how
the elements relate.
43. Compare and contrast an automatic versus a purposeful response to stimuli.
44. State three reasons it is important to become aware of the unique ways in which
people learn.
45. Explain each step in Senge’s ladder of inference, using an example from your own
life.
Learning Models
46. Assess your own preferences in each dimension of the Dunn and Dunn model.
47. State the 5 dimensions included in Dunn and Dunn’s learning model.
48. List at least two specifics within each of the five dimensions in Dunn and Dunn’s
learning model.
49. Name two actions you can take, using knowledge of your preferences, to become a
more active, effective learner.
50. Explore how to expand beyond your current preferences.
51. State three reasons why knowing individual preferences of team members helps a
team to achieve goals.
Multiple Intelligences
52. Compare and contrast your current understanding of intelligence with Gardner’s
definition.
53. Match a list of statements to one of the eight types of intelligence identified by
Gardner.
54. Distinguish between inter- and intra- personal.
55. Present three activities to develop intelligence in one of the eight areas Gardner has
defined.
56. Design two activities you can do in the next two weeks, using what you have
learned about your intellectual strengths, to improve in one of your classes at
school.
57. Discuss how ineffective speakers can improve their speech making.
28.03200 - 4
58. Strategize to improve speaking ability by avoiding common mistakes.
59. Develop coping strategies for stressful speaking situations.
60. Provide constructive feedback to speakers.
Communicating in Groups
61. Identify the elements in the communication process.
62. Create a case study that highlights a topic unique to small group communication.
63. Apply knowledge of small group communication process to the analysis of a piece
of literature or media.
Roles and Group Communication
64. Identify the elements in the communication process.
65. Create a case study that highlights a topic unique to small group communication.
66. Apply knowledge of small group communication process to the analysis of a piece
of literature or media.
Finding Solutions - Conflict and Behavior
67. Apply knowledge of Winning Colors® to conflict situations and resolution.
68. Evaluate the steps to managing conflicts and personal conflict management skills.
69. Recognize different hot buttons and the behavior style they indicate.
70. Respond to conflict situations positively through role-play.
71. Evaluate the pros and cons of alternatives to determine potential solutions to
conflict.
Preparing to Teach
72. Describe five critical elements you need to consider in preparing to teach.
73. Write effective learning objectives by constructing each to include the task,
condition and standard for student performance.
74. Identify the various types of training aids and describe how to effectively use them
in a classroom.
75. Describe at least six tips for planning a lesson.
Using and Developing Lesson Plans
76. Explain the purpose of a lesson plan.
77. Identify the four phases of a lesson plan, and each phase’s purpose.
78. Describe the teacher’s role and the potential benefits to students in each phase.
79. Create a lesson plan utilizing the four-phase process.
Delivering Instruction
80. Describe a lesson objective, quantitative standard and training aids.
81. Describe seven types of teaching methods and identify when to use each type in a
classroom.
82. Identify the five types of practical exercises.
83. Explain the process of rehearsing.
28.03200 - 5
84. Design a presentation using one of the seven teaching methods.
Use Variety in Your Lesson Plan
85. Define cooperative learning and identify the benefits of using cooperative learning
strategies in the classroom.
86. Identify and describe at least two cooperative learning strategies you could use in a
lesson plan that encourage team building.
87. Identify and describe at least two cooperative learning strategies you could use in a
lesson plan that require students to respond to or discuss questions posed in the
lesson.
88. Identify and describe at least four cooperative learning strategies you could use in a
lesson plan so that learners could gather, share, and learn a great deal of material in
a short amount of time.
89. Explain how incorporating a variety of learning styles and multiple intelligences
benefit learners in the classroom.
Graphic Organizers
90. Define graphic organizers and describe the benefits of graphic organizers to the
learner.
91. Identify the graphic organizers that help learners brainstorm or associate ideas and
concepts.
92. Identify the graphic organizers that are useful for learners when comparing or
prioritizing information.
93. Identify the graphic organizers that are most useful to learners when they need to
analyze or compare information.
94. Identify the graphic organizers that are most effective in sequencing and visualizing
information.
95. Identify the graphic organizers that are most useful for connecting or reflecting on
ideas or concepts.
Using Feedback in the Classroom
96. Describe the purpose of feedback in a classroom and four ways that feedback can
be effective.
97. Identify the five characteristics or conditions of effective feedback.
98. Identify the basic ground rules and tips for giving effective feedback.
28.03200 - 6
28.03201 LET 2 (Traditional) 2nd Semester, Intermediate Life Skills,
Geography and Government
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction expanding on the skills taught in LET 2 (Traditional), 1st Semester. It
emphasizes community projects to assist in drug prevention efforts, includes dietary
guidelines and fitness and introduces map-reading skills. It discusses the significant
events that helped shape and develop the Constitution and government and teaches
the role of political parties in the election process. The performance standards in
this course are based on the performance standards identified in the curriculum for
the US Army JROTC. Successful completion of at least three units of credit in the
Army JROTC program will qualify the student for advanced placement in a college
ROTC program or accelerated promotion in the military service.
COURSE PREREQUISITES: LET 2 (Traditional) 1st Semester
Making the Right Choices
1. List at least two effective strategies for decision-making.
2. Name at least two ineffective strategies for decision-making.
3. Apply the F-I-N-D-S model to make decisions.
4. Analyze potential solutions to determine the best alternative.
5. Evaluate decisions for effectiveness.
Goals and Goal Setting
6. Define goals and differentiate among short-, medium- and long-term goals.
7. Define a set of personal goals that includes short-, medium- and long-term goals.
8. Analyze goals to determine what makes them meaningful.
9. Create a plan for achieving one long-term goal.
Career: Labor You Love
10. Observe the criteria employers look for in employees (SCANS)
11. Relate career factors to earnings potential.
12. Discuss the effects of education and training on a career.
Dietary Guidelines
13. Identify the 9 NAS dietary goals and ways to achieve them.
14. Identify factors that affect the nutritional requirements of individuals at various life
stages.
15. Identify signs and symptoms of anorexia nervosa and bulimia.
16. Examine varying viewpoints on vitamin and mineral supplement usage.
17. Calculate your personal supplement blueprint. (Optional)
Controlling Fat
18. Identify 5 health problems that an obese or overweight person is at greater risk of
getting.
19. Identify tendencies that encourage the accumulation of fat.
28.03200 - 7
20. Define current and desired state for healthy lifestyle.
21. State 4 steps that can lead to a lean body fat content.
22. State the relationship of food intake and physical activity to weight control.
Taking Care of Yourself
23. Recognize the benefits of maintaining good hygiene habits.
24. Explain how to keep clean in field conditions.
25. Explain the correlation between physical fitness and hygiene.
26. Describe ways to get adequate sleep/rest in unfamiliar places and to remain
awake/alert, when necessary, in field situations.
27. Recognize stress-reducing techniques.
28. Identify possible results of poor sanitation.
29. Detail procedures for 4 methods of disinfecting water.
30. Explain how to guard against food poisoning and the spread of germs through
waste.
Understanding and Controlling Stress
31. Identify ways in which stress and anxiety can be both beneficial and harmful.
32. Identify/recognize the physical and psychological effects of stress.
33. Identify/recognize common causes of stress in young people as well as causes of
stress in your own life.
34. Practice prevention of stress overload including relaxation and anger management
techniques.
35. Identify/practice leadership strategies that promote healthy stress levels within a
group.
36. Identify/recognize causes and symptoms of depression and anxiety and positive
ways to deal with them.
Ready, Go...Crossing the Finish Line - Year 2
37. Practice improving your scores.
38. Recognize scores necessary to achieve the Presidential Physical Fitness Award.
First Aid for Burns
39. Identify the degrees of burns and their characteristics.
40. Demonstrate how to treat first-, second-, and third-degree heat burns.
41. Explain how to prevent heat burns.
42. Demonstrate how to treat electrical burns.
43. Explain how to prevent electrical burns.
44. Demonstrate how to treat chemical burns to the skin and eyes.
45. Explain how to prevent chemical burns.
First Aid for Poisons, Wounds, and Bruises
46. Recognize causes and symptoms of poisoning.
47. Demonstrate how to treat for poisons.
48. Identify the four kinds of wounds.
28.03200 - 8
49.
1st Semester, Intermediate Leadership and Character Development
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction expanding on skills taught in LET I. This course introduces equal opportunity
and sexual harassment. It provides instruction on leadership styles and practical time to
exercise leadership theories as well as the basic principles of management It provides
self assessments that help students determine their skill sets and opportunities to teach
using accepted principles and methods of instruction. The performance standards in this
course are based on the performance standards identified in the curriculum for the US
Army JROTC. Successful completion of at least three units of credit in the Army JROTC
program will qualify the student for advanced placement in a college ROTC program or
accelerated promotion in the military service.
COURSE PREREQUISITES: LET I
Celebrating Differences - Culture and Individual Diversity
1. Demonstrate knowledge of the leadership role in celebrating diversity, treating
women and minorities fairly and equitably, and the prevention of sexual
harassment.
Power Bases and Influence
2. List the different types of power and influence.
3. Describe the appropriate application of power and influence.
4. Use individual and system power respectfully and effectively to increase
performance.
Styles of Leadership
5. Identify different styles of leadership.
6. Determine what style works best and when.
Management Skills
7. Define management.
8. Identify five management principles.
9. Outline the difference between management and leadership.
Communication
10. Recognize the important role communication plays in leadership.
11. Identify the basic flow and purpose served by informal communication.
12. Chart the major elements of a communication model.
13. Demonstrate the main types of nonverbal communication.
14. Discuss how feedback and effective listening help communication effectiveness.
Motivation
28.03200 - 2
15. Demonstrate that individual performance within a group is influenced by
expectations, ability, and motivation.
16. Discuss the fourteen principles of motivation and how they impact motivation.
Development
17. Conduct a Force Field Analysis identifying strengths and areas of focus for
development.
18. Conduct an assessment of current level of competence in the fifteen leadership
dimensions and create a plan of action to be totally involved in the leadership
development process.
Taking Charge - Knowing Your Responsibilities as a Leader
19. Identify four steps that leaders should utilize when taking on a new leadership
position.
20. Identify the major duties or responsibilities of a team leader, squad leader, platoon
sergeant and platoon leader.
21. Demonstrate the responsibilities of a team leader or other higher position in drill.
Company Formations and Movement
22. Demonstrate correct response to the commands for forming the company, changing
interval, aligning the company, opening and closing ranks, and dismissing the
company.
23. Demonstrate correct response for changing the direction of march of a column,
correcting distance between platoons, and forming a column of twos and reforming.
24. Demonstrate correct response for forming, aligning, and changing the direction of
march of a company mass formation, and forming a company in column from a
company mass formation.
25. Demonstrate correct response to the commands for forming a company in column
with platoons in line and reforming.
26. Identify the different types of company formations and relate specific drill
commands to them.
27. Identify the locations of the key platoon and company personnel in company
formations.
Brain Structure and Function
28. Explain why the brain stem is sometimes called “the reptilian brain.”
29. Identify key areas in the midbrain/limbic system and describe their primary
function.
30. Label the four lobes of the cerebral cortex.
31. Label major regions in the brain and match them to key functions.
32. Sketch and label three main parts of a neuron.
33. Name three elements involved in transmitting a stimulus from outside the body to
the brain.
34. Explain why neural networks change and grow to enhance the brain’s processing
power.
28.03200 - 3
Left Brain/Right Brain
35. Match activity descriptions to hemisphere based on research regarding specialized
brain functions.
36. Complete a brain dominance inventory.
37. Describe the differences between global and analytical thinking.
38. Explain how brain dominance helps determine personality and behavior.
39. Explain two things you have learned about your own information processing
preferences.
40. Provide at least three reasons why the ability to specialize and synchronize are both
important aspects of how the brain functions
Learning Style and Processing Preferences
41. Name at least three sensory (perceptual) systems.
42. Explain at least three essential elements of the learning process and describe how
the elements relate.
43. Compare and contrast an automatic versus a purposeful response to stimuli.
44. State three reasons it is important to become aware of the unique ways in which
people learn.
45. Explain each step in Senge’s ladder of inference, using an example from your own
life.
Learning Models
46. Assess your own preferences in each dimension of the Dunn and Dunn model.
47. State the 5 dimensions included in Dunn and Dunn’s learning model.
48. List at least two specifics within each of the five dimensions in Dunn and Dunn’s
learning model.
49. Name two actions you can take, using knowledge of your preferences, to become a
more active, effective learner.
50. Explore how to expand beyond your current preferences.
51. State three reasons why knowing individual preferences of team members helps a
team to achieve goals.
Multiple Intelligences
52. Compare and contrast your current understanding of intelligence with Gardner’s
definition.
53. Match a list of statements to one of the eight types of intelligence identified by
Gardner.
54. Distinguish between inter- and intra- personal.
55. Present three activities to develop intelligence in one of the eight areas Gardner has
defined.
56. Design two activities you can do in the next two weeks, using what you have
learned about your intellectual strengths, to improve in one of your classes at
school.
57. Discuss how ineffective speakers can improve their speech making.
28.03200 - 4
58. Strategize to improve speaking ability by avoiding common mistakes.
59. Develop coping strategies for stressful speaking situations.
60. Provide constructive feedback to speakers.
Communicating in Groups
61. Identify the elements in the communication process.
62. Create a case study that highlights a topic unique to small group communication.
63. Apply knowledge of small group communication process to the analysis of a piece
of literature or media.
Roles and Group Communication
64. Identify the elements in the communication process.
65. Create a case study that highlights a topic unique to small group communication.
66. Apply knowledge of small group communication process to the analysis of a piece
of literature or media.
Finding Solutions - Conflict and Behavior
67. Apply knowledge of Winning Colors® to conflict situations and resolution.
68. Evaluate the steps to managing conflicts and personal conflict management skills.
69. Recognize different hot buttons and the behavior style they indicate.
70. Respond to conflict situations positively through role-play.
71. Evaluate the pros and cons of alternatives to determine potential solutions to
conflict.
Preparing to Teach
72. Describe five critical elements you need to consider in preparing to teach.
73. Write effective learning objectives by constructing each to include the task,
condition and standard for student performance.
74. Identify the various types of training aids and describe how to effectively use them
in a classroom.
75. Describe at least six tips for planning a lesson.
Using and Developing Lesson Plans
76. Explain the purpose of a lesson plan.
77. Identify the four phases of a lesson plan, and each phase’s purpose.
78. Describe the teacher’s role and the potential benefits to students in each phase.
79. Create a lesson plan utilizing the four-phase process.
Delivering Instruction
80. Describe a lesson objective, quantitative standard and training aids.
81. Describe seven types of teaching methods and identify when to use each type in a
classroom.
82. Identify the five types of practical exercises.
83. Explain the process of rehearsing.
28.03200 - 5
84. Design a presentation using one of the seven teaching methods.
Use Variety in Your Lesson Plan
85. Define cooperative learning and identify the benefits of using cooperative learning
strategies in the classroom.
86. Identify and describe at least two cooperative learning strategies you could use in a
lesson plan that encourage team building.
87. Identify and describe at least two cooperative learning strategies you could use in a
lesson plan that require students to respond to or discuss questions posed in the
lesson.
88. Identify and describe at least four cooperative learning strategies you could use in a
lesson plan so that learners could gather, share, and learn a great deal of material in
a short amount of time.
89. Explain how incorporating a variety of learning styles and multiple intelligences
benefit learners in the classroom.
Graphic Organizers
90. Define graphic organizers and describe the benefits of graphic organizers to the
learner.
91. Identify the graphic organizers that help learners brainstorm or associate ideas and
concepts.
92. Identify the graphic organizers that are useful for learners when comparing or
prioritizing information.
93. Identify the graphic organizers that are most useful to learners when they need to
analyze or compare information.
94. Identify the graphic organizers that are most effective in sequencing and visualizing
information.
95. Identify the graphic organizers that are most useful for connecting or reflecting on
ideas or concepts.
Using Feedback in the Classroom
96. Describe the purpose of feedback in a classroom and four ways that feedback can
be effective.
97. Identify the five characteristics or conditions of effective feedback.
98. Identify the basic ground rules and tips for giving effective feedback.
28.03200 - 6
28.03201 LET 2 (Traditional) 2nd Semester, Intermediate Life Skills,
Geography and Government
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction expanding on the skills taught in LET 2 (Traditional), 1st Semester. It
emphasizes community projects to assist in drug prevention efforts, includes dietary
guidelines and fitness and introduces map-reading skills. It discusses the significant
events that helped shape and develop the Constitution and government and teaches
the role of political parties in the election process. The performance standards in
this course are based on the performance standards identified in the curriculum for
the US Army JROTC. Successful completion of at least three units of credit in the
Army JROTC program will qualify the student for advanced placement in a college
ROTC program or accelerated promotion in the military service.
COURSE PREREQUISITES: LET 2 (Traditional) 1st Semester
Making the Right Choices
1. List at least two effective strategies for decision-making.
2. Name at least two ineffective strategies for decision-making.
3. Apply the F-I-N-D-S model to make decisions.
4. Analyze potential solutions to determine the best alternative.
5. Evaluate decisions for effectiveness.
Goals and Goal Setting
6. Define goals and differentiate among short-, medium- and long-term goals.
7. Define a set of personal goals that includes short-, medium- and long-term goals.
8. Analyze goals to determine what makes them meaningful.
9. Create a plan for achieving one long-term goal.
Career: Labor You Love
10. Observe the criteria employers look for in employees (SCANS)
11. Relate career factors to earnings potential.
12. Discuss the effects of education and training on a career.
Dietary Guidelines
13. Identify the 9 NAS dietary goals and ways to achieve them.
14. Identify factors that affect the nutritional requirements of individuals at various life
stages.
15. Identify signs and symptoms of anorexia nervosa and bulimia.
16. Examine varying viewpoints on vitamin and mineral supplement usage.
17. Calculate your personal supplement blueprint. (Optional)
Controlling Fat
18. Identify 5 health problems that an obese or overweight person is at greater risk of
getting.
19. Identify tendencies that encourage the accumulation of fat.
28.03200 - 7
20. Define current and desired state for healthy lifestyle.
21. State 4 steps that can lead to a lean body fat content.
22. State the relationship of food intake and physical activity to weight control.
Taking Care of Yourself
23. Recognize the benefits of maintaining good hygiene habits.
24. Explain how to keep clean in field conditions.
25. Explain the correlation between physical fitness and hygiene.
26. Describe ways to get adequate sleep/rest in unfamiliar places and to remain
awake/alert, when necessary, in field situations.
27. Recognize stress-reducing techniques.
28. Identify possible results of poor sanitation.
29. Detail procedures for 4 methods of disinfecting water.
30. Explain how to guard against food poisoning and the spread of germs through
waste.
Understanding and Controlling Stress
31. Identify ways in which stress and anxiety can be both beneficial and harmful.
32. Identify/recognize the physical and psychological effects of stress.
33. Identify/recognize common causes of stress in young people as well as causes of
stress in your own life.
34. Practice prevention of stress overload including relaxation and anger management
techniques.
35. Identify/practice leadership strategies that promote healthy stress levels within a
group.
36. Identify/recognize causes and symptoms of depression and anxiety and positive
ways to deal with them.
Ready, Go...Crossing the Finish Line - Year 2
37. Practice improving your scores.
38. Recognize scores necessary to achieve the Presidential Physical Fitness Award.
First Aid for Burns
39. Identify the degrees of burns and their characteristics.
40. Demonstrate how to treat first-, second-, and third-degree heat burns.
41. Explain how to prevent heat burns.
42. Demonstrate how to treat electrical burns.
43. Explain how to prevent electrical burns.
44. Demonstrate how to treat chemical burns to the skin and eyes.
45. Explain how to prevent chemical burns.
First Aid for Poisons, Wounds, and Bruises
46. Recognize causes and symptoms of poisoning.
47. Demonstrate how to treat for poisons.
48. Identify the four kinds of wounds.
28.03200 - 8
49.
LET I SYLLABIS (SY 2012-13)
LET 1
1st Semester, Introduction to Leadership and Character Development
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction in the history, customs, traditions and purpose of Army JROTC. It contains
the development of basic leadership skills to include leadership principles, values and
attributes. Development of core skills students should master, an appreciation for
diversity, and active learning strategies are integrated throughout the course. The
performance standards in this course are based on the performance standards identified in
the curriculum for the US Army JROTC. Successful completion of at least three units of
credit in the Army JROTC program will qualify the student for advanced placement in a
college ROTC program or accelerated promotion in the military service.
COURSE PREREQUISITES: Completion of the eighth grade
Army JROTC - The Making of a Better Citizen
1. Meet other and learn about class members.
2. State the mission of Army JROTC.
3. Identify the challenges and opportunities of Army JROTC.
The Past and Purpose of Army JROTC
4. List the key points of the U.S. congressional act that created ROTC.
5. Identify the desired goals for JROTC.
6. Explain significant historical events that combined military training and education.
7. Identify the importance of JROTC and the military in education at all levels.
8. Describe the relationship of the military to public education.
Moving Up in Army JROTC - Rank and Structure
9. Identify Army JROTC enlisted and officer insignia.
10. Diagram cadet ranks to positions to include duties and responsibilities
11. Evaluate how the organization supports the operation of the Army.
The Signs of Success
12. Name and compare three types of unit decorations.
13. Name the two main categories of individual awards.
14. Identify the four institutional award categories.
Your Personal Appearance and Uniform
15. Identify JROTC Uniform Components
16. State the appropriate occasions for wearing each uniform.
17. Identify four factors important to personal appearance.
18. Describe guidelines for proper personal appearance in uniform.
19. Describe proper maintenance of uniforms.
20. Describe guidelines for proper wearing of the uniform.
21. Demonstrate correct placement on uniforms of nameplate, insignias, awards, and
decorations.
28.03100 - 2
22. Perform a pre-inspection.
The Stars and Stripes
23. State when and where the first “Stars and Stripes” was created.
24. Explain the significance of the parts and colors of the U.S. Flag.
25. Describe the sizes and uses of the three basic types of U.S. Flags.
26. Describe courtesies taken to show respect for the U.S. Flag.
27. Explain the basic rules for displaying the U.S. Flag in different situations.
28. Demonstrate the correct way to fold the U.S. Flag.
Proudly We Sing - The National Anthem
29. Name the author of the National Anthem.
30. Relate the story behind the National Anthem.
31. Describe the courtesies taken as a cadet to show respect during the playing of the
National Anthem.
32. Give the history of the official National March.
33. Recognize the official National March.
American Military Traditions, Customs, and Courtesies
34. Describe types of personal salutes and when they are executed.
35. Match Army ranks to their proper titles.
36. Execute a salute.
37. Identify situations requiring a salute or other forms of respect to senior officers.
Leadership Defined
38. Identify leader behaviors that create the desire to follow.
39. Assess present leader behaviors as they relate to purpose, direction, and motivation.
40. Identify areas for personal development.
Leadership Reshuffled
41. Identify the development of leadership.
42. Describe the different approaches to leadership, the reasons for using them and the
reasons for their decline.
43. Describe environmental changes that affect leadership.
Leadership from the Inside Out
44. Identify what attitudes the cadets currently hold and how those attitudes affect their
actions.
45. Describe how the similarities and differences in people’s values can impact how
they lead, follow or team with others.
46. Identify and relate to the Army values.
Principles and Leadership
47. Identify the four categories of leadership character and competence.
48. Define leadership dimensions.
49. Recognize leader behaviors as they relate to the BE, KNOW, DO model.
28.03100 - 3
50. Identify times cadets can, and do, demonstrate leadership character and
competence.
Steps from the Past
51. Describe the origin of drill as it relates to the Continental Army of the United
States.
52. Identify five purposes of drill throughout history in times of war and peace.
53. Explain the importance of drill on military discipline.
54. Compare the qualities of discipline that Baron Friedrich von Steuben instilled in the
Continental Army to what military drill teaches and develops today.
Roles of Leaders and Followers in Drill
55. Describe the responsibilities of a follower and leader in drill.
56. Identify the types of drill commands.
57. Describe the elements of a proper command voice.
58. Demonstrate correct response to the commands for the position of attention, rest
positions at the halt, facing at the halt, and the hand salute.
59. Demonstrate the hand salute while covered and uncovered.
Using Your Leadership Skills/Taking Charge
60. Explain the preparation a drill leader takes before a drill.
61. Explain the procedure a drill leader takes to teach a drill.
62. Identify five characteristics of a good drill leader.
Stationary Movements
63. Demonstrate correct response to the commands for the position of attention, rest
positions at the halt, facing at the halt, and the hand salute.
64. Demonstrate the hand salute while covered and uncovered.
Steps and Marching
65. Demonstrate marching to the cadence of 120 steps and 180 steps per minute with a
30-inch step.
66. Demonstrate marching using the 15-inch step.
Squad Drill
67. Demonstrate correct response to the commands for forming and marching the
squad.
68. Identify the different types of squad formations and relate specific drill commands
to them.
69. Identify the locations of key squad personnel in squad formation.
Platoon Drill
70. Demonstrate correct response to the commands for forming and marching the
platoon.
71. Identify the platoon drills that are executed in the same manner as in squad drill.
72. Identify the different types of platoon formations and relate specific drill commands
to them.
28.03100 - 4
73. Identify the locations of key platoon personnel in platoon formation.
Self-Awareness
74. Using the Winning Colorsâ framework, explain four clusters of behavior in positive
terms.
75. Illustrate your present behavioral preferences by arranging the four Winning
Colorsâ cards as directed.
76. Provide an example of what you did in a specific situation to explain the card
arrangement.
77. Identify the strength of each behavior cluster, for you personally, by arranging the
cards as directed.
78. Demonstrate self-esteem in your attitude and communication practices by
expressing appreciation for your own uniqueness.
Appreciating Diversity through Winning Colors
79. Identify key concepts and vocabulary words for each Winning Colorsâ behavior
cluster: Builders, Planners, Adventurers, and Relaters.
80. Develop insight regarding the behavior of others.
81. Develop insight regarding how others perceive your behavior.
82. Analyze a situation, pick behaviors that have a high chance of being successful, and
explain why.
Personal Growth Plan
83. Identify the key emotional skill dimensions addressed in the Success ProfilerÔ.
84. Assess your Personal Skills Map to create a Personal Growth Plan.
85. Select two emotional skills for self-directed growth and development focus areas.
86. Plan two self-directed development activities for each focus area to accomplish
within the next month.
Becoming an Active Learner
87. List three traits of active learners vs. passive learners.
88. Identify the three types of questions active learners ask, the thinking types and
related viewpoints that must be applied to address these three questions.
89. Identify the difference(s) between critical and creative thinking and the kinds of
activities that demonstrate these types of thinking.
90. Describe the differences between objective and subjective thinking.
Reading for Meaning - Comprehension Strategies
91. Name at least four purposes for reading.
92. State three reasons why good reading skills are essential.
93. Identify four strategies an individual can use to improve reading comprehension.
94. Explain how to apply four strategies an individual can use to improve reading
comprehension.
Reading for Meaning - Vocabulary Strategies
95. Identify six different types of context clues a reader can use to figure out the
meaning of an unknown or unfamiliar word.
28.03100 - 5
96. Identify three strategies an individual can use to deal with vocabulary in context in
order to improve reading comprehension.
97. Explain how to apply three vocabulary strategies to deal with vocabulary in context.
98. Explain at least one method a learner can use to increase his/her vocabulary.
Study Habits that Work for You
99. Demonstrate the ability to develop an effective study strategy.
100. Identify how to apply personal learning preferences to study habits.
101. Identify effective time management strategies.
102. Apply note taking tips and strategies to reading assignments.
103. Demonstrate ability to use SQ3R as a textbook reading/study technique.
104. Identify how to make the most of time in class.
Test Taking Techniques
105. List three ways to reduce the fear of taking a test.
106. Define the typical “question words” frequently found on tests.
107. Demonstrate the ability to effectively use appropriate strategies to respond to
multiple-choice type test questions.
108. Demonstrate the ability to apply appropriate reading comprehension strategies in
test taking situations.
109. Demonstrate the ability to effectively use appropriate strategies to respond to
vocabulary test questions.
110. Identify and describe the components of a good study plan for test preparation
1st Semester, Introduction to Leadership and Character Development
COURSE DESCRIPTION: This course includes classroom instruction and laboratory
instruction in the history, customs, traditions and purpose of Army JROTC. It contains
the development of basic leadership skills to include leadership principles, values and
attributes. Development of core skills students should master, an appreciation for
diversity, and active learning strategies are integrated throughout the course. The
performance standards in this course are based on the performance standards identified in
the curriculum for the US Army JROTC. Successful completion of at least three units of
credit in the Army JROTC program will qualify the student for advanced placement in a
college ROTC program or accelerated promotion in the military service.
COURSE PREREQUISITES: Completion of the eighth grade
Army JROTC - The Making of a Better Citizen
1. Meet other and learn about class members.
2. State the mission of Army JROTC.
3. Identify the challenges and opportunities of Army JROTC.
The Past and Purpose of Army JROTC
4. List the key points of the U.S. congressional act that created ROTC.
5. Identify the desired goals for JROTC.
6. Explain significant historical events that combined military training and education.
7. Identify the importance of JROTC and the military in education at all levels.
8. Describe the relationship of the military to public education.
Moving Up in Army JROTC - Rank and Structure
9. Identify Army JROTC enlisted and officer insignia.
10. Diagram cadet ranks to positions to include duties and responsibilities
11. Evaluate how the organization supports the operation of the Army.
The Signs of Success
12. Name and compare three types of unit decorations.
13. Name the two main categories of individual awards.
14. Identify the four institutional award categories.
Your Personal Appearance and Uniform
15. Identify JROTC Uniform Components
16. State the appropriate occasions for wearing each uniform.
17. Identify four factors important to personal appearance.
18. Describe guidelines for proper personal appearance in uniform.
19. Describe proper maintenance of uniforms.
20. Describe guidelines for proper wearing of the uniform.
21. Demonstrate correct placement on uniforms of nameplate, insignias, awards, and
decorations.
28.03100 - 2
22. Perform a pre-inspection.
The Stars and Stripes
23. State when and where the first “Stars and Stripes” was created.
24. Explain the significance of the parts and colors of the U.S. Flag.
25. Describe the sizes and uses of the three basic types of U.S. Flags.
26. Describe courtesies taken to show respect for the U.S. Flag.
27. Explain the basic rules for displaying the U.S. Flag in different situations.
28. Demonstrate the correct way to fold the U.S. Flag.
Proudly We Sing - The National Anthem
29. Name the author of the National Anthem.
30. Relate the story behind the National Anthem.
31. Describe the courtesies taken as a cadet to show respect during the playing of the
National Anthem.
32. Give the history of the official National March.
33. Recognize the official National March.
American Military Traditions, Customs, and Courtesies
34. Describe types of personal salutes and when they are executed.
35. Match Army ranks to their proper titles.
36. Execute a salute.
37. Identify situations requiring a salute or other forms of respect to senior officers.
Leadership Defined
38. Identify leader behaviors that create the desire to follow.
39. Assess present leader behaviors as they relate to purpose, direction, and motivation.
40. Identify areas for personal development.
Leadership Reshuffled
41. Identify the development of leadership.
42. Describe the different approaches to leadership, the reasons for using them and the
reasons for their decline.
43. Describe environmental changes that affect leadership.
Leadership from the Inside Out
44. Identify what attitudes the cadets currently hold and how those attitudes affect their
actions.
45. Describe how the similarities and differences in people’s values can impact how
they lead, follow or team with others.
46. Identify and relate to the Army values.
Principles and Leadership
47. Identify the four categories of leadership character and competence.
48. Define leadership dimensions.
49. Recognize leader behaviors as they relate to the BE, KNOW, DO model.
28.03100 - 3
50. Identify times cadets can, and do, demonstrate leadership character and
competence.
Steps from the Past
51. Describe the origin of drill as it relates to the Continental Army of the United
States.
52. Identify five purposes of drill throughout history in times of war and peace.
53. Explain the importance of drill on military discipline.
54. Compare the qualities of discipline that Baron Friedrich von Steuben instilled in the
Continental Army to what military drill teaches and develops today.
Roles of Leaders and Followers in Drill
55. Describe the responsibilities of a follower and leader in drill.
56. Identify the types of drill commands.
57. Describe the elements of a proper command voice.
58. Demonstrate correct response to the commands for the position of attention, rest
positions at the halt, facing at the halt, and the hand salute.
59. Demonstrate the hand salute while covered and uncovered.
Using Your Leadership Skills/Taking Charge
60. Explain the preparation a drill leader takes before a drill.
61. Explain the procedure a drill leader takes to teach a drill.
62. Identify five characteristics of a good drill leader.
Stationary Movements
63. Demonstrate correct response to the commands for the position of attention, rest
positions at the halt, facing at the halt, and the hand salute.
64. Demonstrate the hand salute while covered and uncovered.
Steps and Marching
65. Demonstrate marching to the cadence of 120 steps and 180 steps per minute with a
30-inch step.
66. Demonstrate marching using the 15-inch step.
Squad Drill
67. Demonstrate correct response to the commands for forming and marching the
squad.
68. Identify the different types of squad formations and relate specific drill commands
to them.
69. Identify the locations of key squad personnel in squad formation.
Platoon Drill
70. Demonstrate correct response to the commands for forming and marching the
platoon.
71. Identify the platoon drills that are executed in the same manner as in squad drill.
72. Identify the different types of platoon formations and relate specific drill commands
to them.
28.03100 - 4
73. Identify the locations of key platoon personnel in platoon formation.
Self-Awareness
74. Using the Winning Colorsâ framework, explain four clusters of behavior in positive
terms.
75. Illustrate your present behavioral preferences by arranging the four Winning
Colorsâ cards as directed.
76. Provide an example of what you did in a specific situation to explain the card
arrangement.
77. Identify the strength of each behavior cluster, for you personally, by arranging the
cards as directed.
78. Demonstrate self-esteem in your attitude and communication practices by
expressing appreciation for your own uniqueness.
Appreciating Diversity through Winning Colors
79. Identify key concepts and vocabulary words for each Winning Colorsâ behavior
cluster: Builders, Planners, Adventurers, and Relaters.
80. Develop insight regarding the behavior of others.
81. Develop insight regarding how others perceive your behavior.
82. Analyze a situation, pick behaviors that have a high chance of being successful, and
explain why.
Personal Growth Plan
83. Identify the key emotional skill dimensions addressed in the Success ProfilerÔ.
84. Assess your Personal Skills Map to create a Personal Growth Plan.
85. Select two emotional skills for self-directed growth and development focus areas.
86. Plan two self-directed development activities for each focus area to accomplish
within the next month.
Becoming an Active Learner
87. List three traits of active learners vs. passive learners.
88. Identify the three types of questions active learners ask, the thinking types and
related viewpoints that must be applied to address these three questions.
89. Identify the difference(s) between critical and creative thinking and the kinds of
activities that demonstrate these types of thinking.
90. Describe the differences between objective and subjective thinking.
Reading for Meaning - Comprehension Strategies
91. Name at least four purposes for reading.
92. State three reasons why good reading skills are essential.
93. Identify four strategies an individual can use to improve reading comprehension.
94. Explain how to apply four strategies an individual can use to improve reading
comprehension.
Reading for Meaning - Vocabulary Strategies
95. Identify six different types of context clues a reader can use to figure out the
meaning of an unknown or unfamiliar word.
28.03100 - 5
96. Identify three strategies an individual can use to deal with vocabulary in context in
order to improve reading comprehension.
97. Explain how to apply three vocabulary strategies to deal with vocabulary in context.
98. Explain at least one method a learner can use to increase his/her vocabulary.
Study Habits that Work for You
99. Demonstrate the ability to develop an effective study strategy.
100. Identify how to apply personal learning preferences to study habits.
101. Identify effective time management strategies.
102. Apply note taking tips and strategies to reading assignments.
103. Demonstrate ability to use SQ3R as a textbook reading/study technique.
104. Identify how to make the most of time in class.
Test Taking Techniques
105. List three ways to reduce the fear of taking a test.
106. Define the typical “question words” frequently found on tests.
107. Demonstrate the ability to effectively use appropriate strategies to respond to
multiple-choice type test questions.
108. Demonstrate the ability to apply appropriate reading comprehension strategies in
test taking situations.
109. Demonstrate the ability to effectively use appropriate strategies to respond to
vocabulary test questions.
110. Identify and describe the components of a good study plan for test preparation
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