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.
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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.
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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.
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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.
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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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