Chapter 1: Foundations of Army JROTC and Getting InvolvedLesson 2: The Past and Purpose of Army JROTC

CORE LET 1
Unit 1: Citizenship in Action
Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 2: The Past and Purpose of Army JROTC
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Analyze the purpose of the Army JROTC program
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., RI.9-10.3., RI.9-10.7., W.9-10. WRITING - W.9-10.1., W.9-10.1.a., W.9-10.1.e., W.9-10.2., W.9-10.2.a., W.9-10.2.b., W.9-10.2.d., W.9-10.2.f., W.9-10.3.a., W.9-10.3.b., W.9-10.3.d., W.9-10.3.e., W.9-10.4., W.9-10.5., W.9-10.6., W.9-10.7.,W.9-10.8., W.9-10.9., W.9-10.10., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., SL.9-10.1.b., SL.9-10.1.d., SL.9-10.2., SL.9-10.4., SL.9-10.5., SL.9-10.6., L.9-10. LANGUAGE - L.9-10.A., L.9-10.1., L.9-10.1.b., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.d., RH.9-10. READING: HISTORY/SOCIAL STUDIES - RH.9-10.2., RH.9-10.4., RH.9-10.6.
Linked JROTC Program Outcomes: Graduate prepared to excel in post-secondary options and career pathways.Appreciate the role of the military and other service organizations in building a constitutional republic.
Thinking Processes
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map / Core Abilities
Build your capacity for life-long learning
Communicate using verbal, non-verbal, visual, and written techniques
Take responsibility for your actions and choices
Do your share as a good citizen in your school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Multiple Intelligences
Bodily/Kinesthetic
Visual/Spatial
Logical/Mathematical
Verbal/Linguistic
Musical/Rhythmical
Naturalist
Interpersonal
Intrapersonal / Bloom’s Taxonomy
Remember
Understand
Apply
Analyze
Evaluate

Create

Structured Reflection
Metacognition
What?
So What?
Now What?
Socratic Dialog
E-I-A-G / Authentic Assessment
Observation Checklist
Portfolio
Rubric
Test and Quizzes
Thinking Map®
Graphic Organizer
Notebook Entries
Logs
Performance
Project / Learning Objectives
Describe the U.S. congressional act that created JROTC
Identifythe JROTC program outcomes
Explainsignificant historical events that combined military training and education
Define key words: conflict resolution, culturally diverse, leadership, National Defense Act
Legend:
 Indicates item is not used in lesson
 Indicates item is used in lesson
Lesson Preview:
Inquire: Cadets research war and historical topics that impacted the world. Then, they compare training and leadership necessary to that of JROTC purpose. Preview Student Learning Plan for details about this lesson. Prepare computers for Internet access and/or history books. Display a Double Bubble Map sample. The History Timeline should be used as one reference for research.
Gather: Cadets illustrate the five key points about Army JROTC using provided chart paper and markers. This product is displayed.
Process: Cadets debate a position pertaining to military and education.Display debate topics on board. Prepare computers for Internet access.
Apply: Cadets create a team project depicting the key points and purpose of JROTC. Provide chart paper and markers. Display Video #1: My Name Is Drill and distribute The Past and Purpose of Army JROTC Performance Assessment Task.
CORE LET 1
Unit 1: Citizenship in Action
Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 2: The Past and Purpose of Army JROTC
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Instructor Lesson Plan:
Why is this lesson important?
The JROTC program is designed to teach Cadets the value of citizenship, leadership, service to the community, and personal responsibility. As Cadets become more engaged in JROTC, they will gain a sense of accomplishment and self-esteem, and learn teamwork, and self-discipline. In this lesson, Cadets will review the birth of JROTC and its purpose, helping them understand how JROTC can help achieve their goals.
Lesson Question
Why is JROTC an important high school elective?
What will Cadets accomplish in this lesson?
Lesson Competency
Analyze the purpose of the Army JROTC program
What will Cadets learn in this lesson?
Learning Objectives
  1. Describethe U.S.congressional act that created JROTC
  2. Identify the JROTC program outcomes
  3. Explainsignificant historical events that combined military training and education
  4. Define key words: conflict resolution, culturally diverse, leadership, National Defense Act
When willyourCadets have successfully met this lesson’s purpose?
Performance Standards
  • when Cadets write a short paper on why JROTC is an important high school elective
  • when Cadets create a Multi-Flow Map showing how the JROTC Leadership Education and Training (LET) program can help them meet their own goals for success
  • when Cadets’papers use three key points about why JROTC is an important high school elective
  • when Cadets’papers use an example of how military training may have impacted an historical event in the United States
  • when Cadets’ papers use proper spelling, grammar, and punctuation
  • when Cadets’ Multi-Flow Maps show how three JROTC Leadership Education and Training (LET) goals can help themmeet three of theirown goals for success
NOTES:
Part 1: 45 minutes
Phase 1 -- Inquire:
Lesson Delivery Setup:
  1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.
  2. Ensure that Cadets have access to the Student Learning Plan.
  3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question.
  4. Prepare to display the Learning Objectives.
  5. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
  6. Place four topics on the wall.
  7. Provide history books as resources for the Cadets.
  8. Prepare computers with Internet access for Cadet research.
  9. Distribute the Useful Websites document and other resources (history books).

Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the relationship between the military and education and how war and historical events impacted the world. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area.
  1. THINK ABOUTwhat you know about the JROTC program and its history. PREPARE for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important, and When you will have successfully met this lesson’s purpose.
/ Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson.
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson.
  1. THINK ABOUT the relationship between the military and education and how war and historical events have impacted the world. RESEARCH a famous battle or event in the United States. DISCOVER where leadership training and military education may have been important. ILLUSTRATE how specific training or education may have impacted these particular events. CREATE a Double-Bubble Map (or Venn Diagram) comparing and contrasting the JROTC Purpose of military education and leadership training to the education or training required during the event chosen.
/ Place a few topics on the wall and instruct Cadets to choose which topic they would like to discuss or which one they think they know something about.
NOTE: Topic suggestions include - the Greek Spartans, Roman Legion, Japanese Samurai, Napoleon, Alexander the Great, and Nazi Germany, Custer at Little Big Horn or choose other countries, armies, or individuals which may relate to the topic.
Guide Cadets to spend a few minutes researching their topics from history books, History Timeline, or the Internet.
NOTE: The Useful Websites document contains a few website addresses for assistance in this activity.
Instruct teams to illustrate how these particular events, and the people involved, may have been impacted by training or education.
Guide Cadets to create a Double-Bubble Map comparing and contrasting the JROTC Purpose of military education and leadership training to the education or training required during the event chosen.
  1. RECORD responses to the reflection questions in your Cadet Notebook.
/ Remind Cadets to record responses to the reflection questions into their Cadet Notebook.
  1. REFLECT on the past and purpose of JROTC. ANSWER the reflection questions presented by your instructor.
/ Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
  • What did you discover about the relationship between the military and education?
  • How did this activity help you understand the historical significance of wars?

Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about the impact of military education and training.
Total Time: 20minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather:
Lesson Delivery Setup:
  1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation.
  2. Provide access to a student text: Unit 1: Citizenship in Action and Leadership: Theory and Application (hardbound); LET 1 (softbound); the e-text version found in the U1C1L2 resource folder on the Curriculum Manager.
  3. Provide chart paper and markers for partner or team use.
  4. Be prepared to launch Reinforcing Questions.

Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the key points behind the purpose of JROTC. Guide Cadets to read student Learning Activities 3 and 4 in their Student Learning Plan.
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences.
  1. READ Lesson 2: The Past and Purpose of Army JROTC from Chapter 1 of the student text. ANSWER the lesson review questions.
/ Divide Cadets into teams.
Instruct Cadets to read the section on “Military and Education: Historical Connections” in the student text. Remind Cadets to answer the lesson review.
  1. IDENTIFY five key characteristics related to Army JROTC and ILLUSTRATE them in a Thinking Map® or Graphic Organizer. SHARE your illustrations with other teams.
/ Guide each team to identify five key points about Army JROTC and illustrate them in a visual tool (Thinking Map® or Graphic Organizer) of their choice. Instruct teams to share their visual tools and compare the various key points about Army JROTC.
  1. PREPARE a quiz and an answer key that includes five questions. EXCHANGE the quiz with other teams.
/ Instruct each team to prepare a quiz and answer key with five questions and exchange their quiz with another team until all teams have had an opportunity to “pass” each quiz.
Launch the Reinforcing Questions.
  1. RECORD responses to the reflection questions in your Cadet Notebook.
/ Remind Cadets to add responses to the reflection questions into their Cadet Notebooks.
  1. REFLECT on what you learned about the impact of the military on education. ANSWER the reflection questions presented by your instructor.
/ Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadetpopulation.
  • What have you learned about the impact of the military on education?
  • Should American military institutions continue to associate with education? Why or Why not?
Remind Cadets to add lesson review answers and responses to the reflection questions into their Cadet Notebooks.
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 3 -- Process:
Lesson Delivery Setup:
  1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
  2. Display the following debate topics on the board or chart paper.
  • Should Army JROTC be allowed to continue in public education?
  • Does the military have a positive or negative impact on American society?
  • Does public education help the military accomplish its missions?
  1. Provide chart paper and markers for partner or team use.
  2. Be prepared to launch Reinforcing Questions.

Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the affirmative or negative positions of each topic in order to determine how they will argue their position, and what their opponent may state; or reflect on a time without military presence.
This phase of the lesson allows Cadets to practice using the new skill or knowledge.
  1. PREPARE for a debate! SELECT an “affirmative” or “negative” position. IDENTIFY key points supporting that position. PARTICIPATE in a debate using the guidelines established by your instructor. TRADE debate partners and positions throughout the activity.
/ Pair Cadets and assign them a debate position of “affirmative” or “negative”.
Ask Cadets to choose one of the posted debate topics from the board.
Provide Cadets time to identify key points supporting their position.
Instruct Cadets to debate the question from their “affirmative” or “negative” position.
Encourage Cadets to record key arguments for both positions.
Hold a formal debate on the topic:
  • Each Cadet has one minute to identify his or her main argument.
  • Following the main arguments each Cadet has 30 seconds to respond to the key points raised by his or her partner.
  • To conclude the debate each Cadet has another 30-second response.
  • Cadets will have an additional one minute to record the main points raised by their partner.
  • Cadets will record key arguments for both positions.
  • Cadets will change positions on the issue, find a new partner, and engage in another debate following the same timetable.
Launch the Reinforcing Questions.
  1. REFLECT onthe contributions of the military on society and what it might be like without the military. ANSWER the reflection questions presented by your instructor.
/ Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.
  • What are the major contributions of military organizations on society?
  • Under what conditions could a world without some form of military really exist?

Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.
Total Time: 25 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
  1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
  2. Distribute The Past and Purpose of Army JROTC Performance Assessment Task.
  3. Determine how you will review the key words from this lesson.
  4. Prepare to use the Digital Timer application in your Curriculum Manager.
  5. Prepare to assign the performance assessment task as homework as time necessitates.

Student Learning Activity / Teaching Notes
Direct Cadet Focus: Ask Cadets to think about the military’s influence on Cadets, society, and education.
This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience.
  1. THINK ABOUT the military’s influence on Cadets, society, and education. DEVELOP a role play, rap, ballad, or product to teach others about Army JROTC and its purpose. VIEW the video for an example.
/ Divide Cadets into three teams. Have each team select one of the following projects:
  • Role play a Cadet who has graduated from Army JROTC
  • Create a ballad or rap of a person or community influenced by military
  • Make a television ad script that explains the purpose of Army JROTC in schools
NOTE: Video #1: My Name is Drill will provide an example of a rap that is used to teach.
Instruct teams that their project must include the five key points about Army JROTC and its purpose in education.
  1. PRESENT the project to others in the class.
/ Instruct teams to present their project to class.
  1. COMPLETE The Past and Purpose of Army JROTC Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade.
/ Cadets complete The Past and Purpose of Army JROTC Performance Assessment Task and use the scoring guide to self-assess their work before submitting it for evaluation.
  1. REVIEW the key words of this lesson.
/ Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to complete a quick check on each word and define it properly.
Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them.
Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games.
Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity.
  1. REFLECT on what you have learned in this lesson and how you might use it in the future.
/ Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadetpopulation.
  • How did this activity impact you?
  • Why is it important that you understand the interaction between military and education?

Can Cadets answer the Lesson Question(s) now:Why is JROTC an important high school elective?
Allow some time for discussion.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.
Homework:
Cadets may need to complete the Purpose of Army JROTC Performance Assessment Task as homework.
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.

Unit 1: Citizenship in Action1