JROTC  Curriculum Guide

Table of Contents

Academic Overview

Core Course Outlines

Unit 1:  Leadership Education and Training (LET) 1 – The Emerging Leader

Unit 2:  Leadership Education and Training (LET) 2 – Developing Leader

Unit 3:  Leadership Education and Training (LET) 3 – The Supervising Leader

Unit 4:  Leadership Education and Training (LET) 4 – The Managing Leader

Academic Overview

Introduction

This curriculum guide lists and describes the four Leadership Education and Training (LET) core courses and elective course options approved by Army JROTC. Each course framework provides a scope and sequence outline that includes targeted competencies and time allocations deemed appropriate for student learning and assessment. 

Description

Junior Reserve Officers’ Training Corps (JROTC) is the largest youth program, with an accredited curriculum, in high school. It serves as a character and leadership development program for our nation’s high school students. High school students enrolled in JROTC are “Cadets.” There are approximately 314,000 Cadets enrolled in JROTC in 1,731 high schools, led by 4,000 retired Army Instructors.

Mission

The program's focus is reflected in its mission statement, To Motivate Young People to be Better Citizens. "It is a purpose of the Junior Reserve Officer's Training Corps to instill in students in United States secondary educational institutions the values of citizenship, service to the United States, and personal responsibility and a sense of accomplishment." (USC Title 10) The program is a stimulus for promoting graduation from high school, and it provides instruction and rewarding opportunities that will benefit the student, community, and nation. 

Vision

This program’s design focuses on the development of better citizens by building skills in leadership, personal growth and behaviors, citizenship, decision making,

health and fitness, first aid, team building, service learning, and geography; all within a student-centered learning environment. The JROTC program is a cooperative effort between the Army and the host school.  

Performance-based Model of Instructional Design

The JROTC curriculum is based on the principles and best practices of performance-based, learner-centered education, which specifies desired results (knowledge, skills, and attitudes) in advance of instruction. It explicitly states criteria used to measure performance, requires learners to perform the competency as evidence of achievement, and provides learners with opportunities to develop each competency through a myriad of thoughtful and engaging learning activities. As a result, Cadets: 

•       Learn skills they can use; not outlines of information or isolated facts 

•       Know the performance expectations up front 

•       Engage as active partners in the learning process 

•       Document accomplishments and competence 

•       Learn how to learn 

The program’s design approach aligns three different sets of outcomes. They are Core Abilities, Program Outcomes, and Course Competencies. Every learning experience in the curriculum will address all outcome categories, building on their developing skills and abilities, critical to Cadet success in high school and into their post-secondary career. 

Core Abilities

Core Abilities describe the broad, life-long skills that every Cadet needs for success in future life and career endeavors. The core abilities are a result of the goals and values that drive the JROTC program and are built upon the program’s four years through integrating various lesson competencies and skills throughout the JROTC curriculum. 

With each lesson the Instructors explicitly introduce, teach, reinforce, and assess the core abilities that relate to the core competency being introduced. The core abilities will be displayed prominently in JROTC classrooms so that Cadets will know, recite, and view them as essential components of their lessons. 

The JROTC Core Abilities and defining criteria are: 

1.  Apply critical thinking techniques 

2.  Build your capacity for life-long learning 

3.  Communicate using verbal, non-verbal, visual, and written techniques

4.  Do your share as a good citizen in your school, community, country, and the world

5.  Take responsibility for your actions and choices

6.  Treat self and others with respect

Program Outcomes

Program outcomes describe what JROTC Cadets will know and be able to do upon successful completion of the JROTC program. These outcomes also provide documentation for growth and development of the student and program for re-accreditation purposes, school visitors, parents, and the community. As Cadets complete each LET, their journey toward program outcomes will occur; each program outcome is linked to every LET lesson in the curriculum. Evidence of learning can be witnessed through a Cadet’s Portfolio, which will showcase continued development of program outcomes. The JROTC Program Outcomes are: 

1.          Act with integrity and personal accountability as you lead others to succeed in a diverse and global workforce

2.          Engage in civic and social concerns in the community, government, and society

3.          Graduate prepared to succeed in post-secondary options and career pathways

4.          Make decisions that promote positive social, emotional, and physical health

5.          Value the role of the military and other service organizations

Course Competencies

Competencies describe discipline-specific measurable and observable skills, knowledge, and attitudes. They are targeted in each lesson of the curriculum. Performance standards (criteria and conditions) provide the specifications for assessing mastery of a competency. Cadets show they have learned competencies by applying them in the completion of assessment tasks that require them to do one or more of the following: 

•       Make a decision 

•       Perform a skill 

•       Perform a service 

•       Solve a problem 

•       Create a product 

Instructors explicitly introduce, teach, reinforce, and assess the competency as the learning target for every lesson. They help Cadets take responsibility for their own learning by directing them to review the competency and its performance standards (criteria and conditions) at the beginning of the lesson and by pointing out that informing themselves about the performance expectations is the Cadets’ first step toward learning success.

JROTC Program Entry Requirements

LET 1 Cadets: Completion of eight grade

LET 2 Cadets: Completion of LET 1 

LET 3 Cadets: Completion of LET 1 and 2

LET 4 Cadets: Completion of LET 1, 2, and 3

Course Scope and Sequence

The curriculum includes four core Leadership Education and Training (LET) units, one for each high school grade level. Courses are designed as a typical 1-credit high school course requiring 120-180 contact hours. A contact hour is based on a 60-minute class period. LET 1-4 include core lessons as indicated below in the Course Outlines. Lessons have correlating times for learning and assessment, but may not add up to the contact hours required for a 1-credit course in your school or district; Instructors are free to add additional hours toward core lessons by adding additional time in any of following ways:

•       Adjust the time for learning and assessment of core lessons as necessary for the target population

•       Add additional approved lessons or content from JROTC Category 1-4 Electives 

•       Adjust to include time necessary for administration, exams, inspections, and in-school functions 

Core Course Outlines

Unit 1:  Leadership Education and Training (LET) 1 – The Emerging Leader

This is the first of four core courses in the Army Junior Reserve Officers’ Training Corps (JROTC) high school program. This course supports 22 lessons designed for first-year Cadets. Because the central focus of the JROTC program is to help develop strong leaders and model citizens. First year Cadets are introduced to content that will help the inner leader begin to emerge. Knowledge, skills, and abilities acquired in this unit are covered in five chapters.

Chapter 1: JROTC Foundations introduces Cadets to the mission of the program and how it helps prepare personal success and citizenship. They are exposed to the traditions, organizational structure, and disciplines of JROTC and begin putting into practice customs and courtesies important in the program.  Chapter 2: Personal Growth and Behaviors focuses on the Cadet. In this chapter they take a close look at personal behavioral preferences, interpersonal skills and abilities, and strategies to help build personal success -- in the high school classroom, the JROTC program, and the Cadet's community. 

Chapter 3: Team Building introduces Cadets to the discipline and structure of military drill. The individual role responding to commands and moving with precision is essential when participating in drill exercises at future competitions or community events. 

Chapter 4: Decision Making introduces Cadets to a process and system for addressing goals and handling conflict, both internal and with others.

Chapter 5: Health and Fitness looks at stress and its effect on health. In this chapter, Cadets will examine ways to address and manage stress in life. Physical fitness is one effective strategy for maintaining health and is an essential component of this JROTC program through Cadet Challenge.

Chapter 6: Service Learning is a required element of the JROTC program. In LET 1, Cadets learn the features and benefits of service learning for the community, one's self, and the JROTC program. 

Unit 2:  Leadership Education and Training (LET) 2 – Developing Leader

Unit 2: Leadership Education and Training (LET) 2 – Developing Leader builds upon the mastery of LET 1 skills and abilities, providing Cadets with new and more challenging opportunities in leadership development. There are 24 active-learning lessons within eight chapters. 

Chapter 1: Leadership introduces Cadets to the elements of leadership, encouraging the analysis of personal leadership attributes and their relationship to program goals. As well, Cadets examine their own leadership competencies and style and the role they play in teams. 

Chapter 2: Personal Growth and Behaviors focuses on the communication. Good leaders are effective communicators. Writing, listening, and speaking are essential outcomes in this learning module. Communication also supports personal confidence and Cadets will begin to see how their strengths relate to their vocational interests and begin to explore post-secondary options.  Finally, Cadets examine the role ethics plays in leadership and how core values effect their personal code of conduct. 

Chapter 3: Team Building introduces new challenges and opportunities for team and squad drill leaders. As leadership develops, so does discipline and team building, demonstrated regularly in drill and ceremony activities.  

Chapter 4: First Aid exposes Cadets to the citizen’s role in helping others during an emergency. This learning module helps Cadets identify emergency situations and the universal precautions to address them. Additionally, Cadets will explain first aid response to common and severe emergencies.

Chapter 5: Decision Making uses the model for making good choices and decisions to situations that involve bullying and violence. Cadet leaders take a stance against bullying and encourage others to make those same good choices. 

Chapter 6: Health and Fitness focuses on nutrition, body image, and the elements of good health. In this learning module, Cadets use decision-making and goal setting in their plans for life-long health. Cadets strive for physical fitness goals through Cadet Challenge and regular program exercise, as possible.  Chapter 7: Service Learning provides LET 2 Cadets an opportunity to participate, but also evaluate the effectiveness of a service learning project. Participating in after action reviews with teams and making decisions toward continuous improvement of service to others are hallmarks of this unit. 

Chapter 8: Citizenship and Government introduces Cadets to the purpose of government and the role of the U.S. Constitution on democracy and the rights of its citizens. 

Unit 3:  Leadership Education and Training (LET) 3 – The Supervising Leader

Unit 3: Leadership Education and Training (LET) 3 - Supervising Leader builds upon the mastery of LET 1 and 2 skills and abilities, providing Cadets with new and more challenging opportunities as a leader by overseeing planning, project implementation, and team personnel. Cadets at this level can acquire battalion staff positions and responsibilities and help integrate improvements in the local JROTC program and community. There are 20 active-learning lessons within seven chapters. 

Chapter 1: Leadership looks at the command and staff roles and their relationship to leadership in the battalion and with battalion projects. Cadets evaluate their personal management skills and help prepare and lead meetings and continuous improvement plans as supervisors.

Chapter 2: Personal Growth and Behaviors focuses on personal planning and management, looking at opportunities after high school and making plans for college, military, or work place. Career action planning occurs in this learning module and Cadets develop a career portfolio to showcase their JROTC program and academic achievements.

Chapter 3: Team Building provides Cadets an opportunity to earn duties and responsibilities of a platoon leader or sergeant and execute platoon drill.  Chapter 4: Decision Making provides Cadets leadership development opportunity to use strategies for neutralizing prejudice in relationships and negotiate an agreement. 

Chapter 5: Health and Fitness takes a hard look at the effectives of substance use and abuse on health. While examining the influences that impact teen culture today, Cadets take a leadership stance on their response to substances such as tobacco, alcohol and drug use. In this course, Cadets explore response strategies for substance abuse situations. 

Chapter 6: Service Learning projects often lie in the hands of upper class men and women to lead service learning initiatives for the JROTC program. In this learning module, Cadet will create a service learning plan, helping to organize teams and their roles in the project schedule. 

Chapter 7: Citizenship and Government will look deeper at the citizen’s role in society as contribution to a strong community. 

Chapter 1: Leadership

Unit 4:  Leadership Education and Training (LET) 4 – The Managing Leader

Unit 4: Leadership Education and Training (LET) 4 - Managing Leader provides Cadets multiple opportunities to manage and lead in the battalion, in the school, and their respective communities The LET 4 Cadet is ready to assume responsibilities and manage him or herself and others whom they work with or oversee as a Cadet manager. There are 12 active-learning lessons within five chapters. The chapters are: 

Chapter 1: Leadership looks closely the leadership role in continuous improvement, recognizing team attitudes that contribute achieving personal and battalion goals. LET 4 Cadets are mentors and leaders to younger Cadets and work with Instructors and other Cadets on lesson development and delivery. Leaders encourage feedback from their subordinates and teammates.

Chapter 2: Personal Growth and Behaviors encourages the LET 4 Cadet to look beyond high school into adulthood. Cadets are challenged to identify personal management and accountability strategies and develop a 10-year plan for professional and personal success. 

Chapter 3: Team Building provides LET 4 Cadets an opportunity to apply motivation strategies to teams and use effective communication models to provide feedback to others for encouragement and improvement. Drill leadership opportunities include executing company and battalion drills. 

Chapter 4: Service Learning provides LET 4 Cadets an opportunity to manage a service learning project, using several project management tools. 

Chapter 5: Citizenship and Government will examine how competing principles and values challenge the fundamental principles of society. Cadets develop solutions for future challenges to citizen rights.