Introduction

As a JROTC cadet you are embarking on one of the most interesting and valuable educational
experiences of your high school career. In JROTC you will be given the chance to participate in your
education and will learn to be a better citizen. The program provides you with tools and skills you can
use to succeed in high school, but far more important, these tools and skills will b e useful for the
remainder of your life.
You will learn to:
- Appreciate the ethical values that underlie good citizenship. Citizenship, taught through a study of
history and government, demonstrates the importance of commitment and strengthens your character
and resolve as you grow. You will learn to make ethical decisions based on core values.
- Develop leadership potential and learn to live and work cooperatively with others. Teamwork and
leadership, within teams and groups, are essential to the smooth operation of any organization. You
will learn leadership to increase your skills, not only to lead but to also to work as a member of a team.
Service, drills, challenges, and other competitions make learning teamwork and leadership challenging
and fun.
- Think logically and communicate effectively both orally and in writing. You will learn important
skills in writing, reading, and test taking that will allow you to excel in your classes outside JROTC.
You will learn basic problem solving, financial planning, and conflict resolution life skills that will
help you live in the modern world.
- Appreciate the importance of physical fitness in maintaining good health. Fitness, wellness, and
good nutrition are necessary to perform as a citizen and a leader. JROTC will teach you what needs to
be done to become fit and to maintain that fitness. Instruction will be provided on how your brain
functions, how you can maximize your learning and effectiveness, and how to avoid pitfalls such as
substance abuse.
- Understand ways to resist negative peer pressure and support others. It is one thing to know how to
make better choices for yourself and another to teach others to do the same. Through service learning
you will be able to help others to develop the positive strategies you have learned that will enhance
their quality of life.
- Develop mental management abilities. You will be able to assess your skills and learn to make more
logical, positive decisions and choices. You will learn how to set goals and develop an action plan that
will help you to achieve those goals. As you become a better citizen, a better leader, and a better team
member your self-esteem will fly. Your “Can Do” attitude will show beyond JROTC.
- Become familiar with military history as it relates to America’s culture and with the history,
purpose, and structure of the military services. Learn not only about important events in our history,
but also about their effect on our society. Discover the role the military services play in supporting the
nation.
- Understand the importance of high school graduation for a successful future. Develop the means
and motivation to graduate from high school and to pursue a meaningful life.
- Learn about college and other advanced educational and employment opportunities and develop the
skills necessary to work effectively as a member of a team. You will learn about the many varied
opportunities that are available to you upon graduation. The foundation and competency skills
required to work effectively are ingrained throughout the curriculum.
 JROTC Cadet Reference

Table of Contents
(Note: Some units/lessons did not have material for inclusion in the Cadet Reference.)

Unit 1: Citizenship in Action ......................................................................................................................... 3

Chapter 1: Foundations of Army JROTC and Getting Involved ................................................................3
Lesson 3: Moving Up in Army JROTC – Rank and Structure ........................................................................ 3
Lesson 4: The Signs of Success ....................................................................................................................... 5
Lesson 5: Your Personal Appearance and Uniform ........................................................................................ 6
Lesson 6: The Stars and Stripes .................................................................................................................... 10
Lesson 7: Proudly We Sing - The National Anthem ...................................................................................... 12
Lesson 8: American Military Traditions, Customs, and Courtesies ............................................................... 13
Lesson 9: Basic Command and Staff Principles ............................................................................................ 13
Chapter 2: Service to the Nation ...................................................................................................................14
Lesson 1: The Department of Defense........................................................................................................... 14

Unit 2: Leadership Theory and Application .................................................................................................. 15

Chapter 1: Being a Leader.............................................................................................................................15
Lesson 3: Leadership from the Inside Out .................................................................................................... 15
Lesson 4: Principles and Leadership ............................................................................................................ 15
Chapter 2: Leadership Skills .........................................................................................................................16
Lesson 4: Stationary Movements .................................................................................................................. 16
Lesson 5: Steps and Marching ...................................................................................................................... 17
Lesson 6: Squad Drill ................................................................................................................................... 18
Chapter 4: Leadership Strategies..................................................................................................................20
Lesson 2: Performance Indicators ................................................................................................................ 20
Lesson 4: Decision Making and Problem Solving .......................................................................................... 20
Chapter 5: Leading Others ............................................................................................................................21
Lesson 1: Platoon Drill ................................................................................................................................. 21
Lesson 3: Company Formations and Movement ........................................................................................... 22
Lesson 4: Forming, Inspection, and Dismissing the Battalion........................................................................ 24

Unit 3: Foundations for Success .................................................................................................................. 26

Chapter 1: Know Yourself - Socrates ...........................................................................................................26
Lesson 1: Self-Awareness ............................................................................................................................. 26
Chapter 2: Learning to Learn .......................................................................................................................27
Lesson 1: Brain Structure and Function ....................................................................................................... 27
Lesson 2: Left-Brain/Right-Brain ................................................................................................................. 27
Chapter 5: Conflict Resolution......................................................................................................................28
Lesson 1: Causes of Conflict ......................................................................................................................... 28
Chapter 8: Making a Difference with Service Learning .............................................................................32
Lesson 1: Orientation to Service Learning .................................................................................................... 32
Lesson 2: Plan and Train for Your Exploratory Project ............................................................................... 32
Chapter 9: Career Planning ..........................................................................................................................33
Lesson 2: Career Development Portfolio ...................................................................................................... 33
Chapter 10: Planning Skills and Social Responsibility ...............................................................................34
Lesson 1: Making the Right Choices ............................................................................................................. 34
Lesson 4: Cadet Etiquette Guide .................................................................................................................. 34
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Chapter 12: Teaching Skills .......................................................................................................................... 35
Lesson 5: Thinking Maps® and Graphic Organizers ................................................................................... 35

Unit 4: Wellness, Fitness, and First Aid .............................................................................................38

Chapter 1: Achieving a Healthy LIfestyle.................................................................................................... 38
Lesson 1: Choosing the Right Exercise Program for You ............................................................................. 38
Lesson 2: Cadet Challenge ........................................................................................................................... 39
Lesson 3: You Are What You Eat ................................................................................................................ 42
Lesson 4: Nutrition – Nourishing Your Body ............................................................................................... 43
Lesson 6: Controlling Fat ............................................................................................................................. 44

Unit 6: Citizenship in American History and Government ............................................................................. 47

Chapter 1: You the People – The Citizenship Skills ................................................................................... 47
Lesson 1: The Preamble ............................................................................................................................... 47
Chapter 3: Creating the Constitution........................................................................................................... 47
Lesson 1: Articles of Confederation 1781 ..................................................................................................... 47

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Unit 1: Citizenship in Action

Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 3: Moving Up in Army JROTC – Rank and Structure

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Battalion Organization

Battalion
Commander

Battalion Battalion Color

Executive Command Guard
Officer Sergeant Major

S-1 S-2 S-3 S-4 S-5

Information/ Special
Adjutant Security Operations Logistics Projects
Assistants Assistants Assistants Assistants Assistants

A Company B Company Other

Companies

1st Platoon 2nd Platoon 1st Platoon 2nd Platoon

Squad Squad Squad Squad

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Unit 1: Citizenship in Action

Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 4: The Signs of Success
ARMY JROTC AWARDS

Superior Cadet Distinguished Cadet Academic Excellence

Medal for Heroism (N-1-1) (N-1-2)
Awarded annually to one outstanding Awarded annually to one cadet who Awarded annually to one cadet in each
Awarded to any JROTC cadet who cadet in each LET level. exhibits the highest degree of experience LET level for maintaining highest school
performs an act of heroism. in scholastics. academic grades.

Perfect
Academic Achievement Attendance Student Government LET Service
(N-1-3) (N-1-4) (N-1-5) (N-1-6)
Awarded annually to those cadets who Awarded to cadets with no unexcused Elected to a student government office. Awarded to cadets successfully
maintain a grade of “A” in all academic absence during each quarter/semester. completing first quarter/semester of
subjects. training of each LET year.

Optional by SAI Optional by SAI Optional by SAI Optional by SAI

(N-1-7) (N-1-8) (N-1-9) (N-1-10)

DAI/SAI Instructor Leadership Personal Appearance Proficiency Drill Team

(N-3-1) (N-3-2) (N-3-3) (N-3-4)
Awarded annually to one cadet per LET Awarded annually to cadets who Awarded annually to cadets who have Awarded annually to drill team members.
level who displays the highest degree of consistently present an outstanding demonstrated an exceptionally high
leadership. appearance. degree of leadership, academic
achievement, and performance of duty.

Orienteering Color Guard Rifle Team Adventure Training

(N-3-5) (N-3-6) (N-3-7) (N-3-8)
Awarded annually to cadets who are Awarded annually to members of the Awarded annually to rifle team members. Awarded annually to cadets who are
members of orienteering teams. color/honor guard. members of adventure training type units.

Commendation Good Conduct JCLC Optional by SAI

(N-3-9) (N-3-10) (N-3-11) (N-3-12)
Awarded to cadets whose performance Awarded annually to cadets who have Awarded to cadets for JCLC participation.
of duty exceptionally exceeds that demonstrated outstanding conduct
expected of a cadet of his grade and throughout the school year.
experience.

Optional by SAI Optional by SAI Optional by SAI Varsity Athletics

(N-3-13) (N-3-14) (N-3-15) (N-2-1)
Awarded annually to cadets that excel in
varsity sports.

JROTC Physical Fitness JROTC Athletics Optional by SAI Optional by SAI

Award (N-2-3) (N-2-4) (N-2-5)
(N-2-2)
Awarded to cadets who scores above Awarded to cadets who score at or above
the 85% on all five fitness tests. 50% on all five standard exercises.

Parade Recruiting Optional by SAI Optional by SAI

(N-4-1) (N-4-2) (N-4-3)
(N-4-4)
Awarded to cadets who have Awarded to cadets who recruit students
participated in local community parades into the JROTC program each
(Veterans' Day Parade, Memorial Day quarter/semester.
Parade, etc.).

Optional by SAI Service Learning Excellent Staff Performance

(N-4-5) (N-4-6) (N-4-7)
Awarded annually to cadets who Awarded annually to cadet staff officers
participate in service learning projects. for excellent performance

Meritorious Unit Insignia. Each member of a unit designated as a Meritorious Unit is awarded the Meritorious Unit Insignia (white star).

Honor Unit Insignia. Each member of a unit designated as an Honor Unit is awarded the Honor Unit Insignia (blue star).

Honor Unit with Distinction Insignia. Each member of a unit designated as an Honor Unit with Distinction is awarded the Honor Unit with
Distinction Insignia (yellow star).

Academic Achievement Insignia. A gold wreath authorized for wear by cadets in the top ten percent of each JROTC class – based on grades
earned in JROTC courses, as determined by the SAI. A felt pad center background indicates subsequent awards.
• Second award – red pad. • Third award – silver pad. • Fourth award – gold pad.
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Unit 1: Citizenship in Action

Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 5: Your Personal Appearance and Uniform

THE ARMY GARRISON CAP

Centered Centered
Officer Officer

1/4” between 1/4” between

1” Discs/Diamonds Discs/Diamonds
1”

Centered
Centered
Enlisted Enlisted

1”
1”

MALE FEMALE
Garrison Hat: Centered on forehead. Garrison Hat: Centered on forehead,
Hat does not rest on ear; tilted slightly to the 1” above eyebrows; hair not visible on
right. forehead below front bottom edge of hat.

INSIGNIA OF GRADE

MALE FEMALE

Center
Officer Enlisted
Officer Enlisted of collar Center
of collar
Center Center
of collar of collar

Officer Insignia: Torch: Centered

ROTC is 5/8” above equal distance from
Officer Insignia: notch; Torch is 5/8” edge of collar with
ROTC is 5/8” below notch ***. center of insignia
above notch; Torch Enlisted Insignia: parallel with inside
is 5/8” below notch Torch is 1” above edge of collar, 5/8”
***. notch ***. above notch ***.

Shoulder Cords: (not shown): School cord on right

shoulder only. No more than one cord may be worn
on each shoulder.

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CLASS A UNIFORM

MALE

Officer Rank: CPT, COL: Centered ¼” from

seam and ¼” between Discs/Diamonds.
All other Officer Ranks: Centered 5/8” from
seam, ¼” between Discs/Diamonds.

Shoulder Patches: JROTC on

the left, School on the right;
centered, 1/2” below the top of Enlisted Rank: Centered
the shoulder seam. between bottom of button and
shoulder seam.
Shoulder Cords: School cord
on right shoulder only. No more
than 1 cord may be worn on
each shoulder

JCLC Rifle: Centered, 1/4”

HU/HUD: Centered 1/4” above above ribbons.
pocket.

Nametag: Centered between Ribbons: Centered, 1/8” above

top of button and top of pocket. pocket; no more than 3 across.

DUI: The DUI will be worn ¼” Marksmanship Badge: Centered,

above the right chest pocket or 1/8” below top seam of pocket.
1/8” above the unit rating insignia Special Team Badges: Centered
or academic wreath above the between bottom of pocket and
right chest pocket. bottom of pocket flap. If more than
one, they are 1/8” apart; no
specific order. These are worn
on the right!

NOT SHOWN

Whistles: Worn on right shoulder. Silver for Cadet Company Grade; Gold
for Cadet ISG/PSG.
Sam Browning Belt: (Without Shoulder Strap): Corps Cdr and Field Grade
only. JROTC Buckle for corps only.
Haircut: IAW AR670-1
Earrings: Not authorized.
Wrist Watches/ID Bracelets/Rings: Only jewelry authorized.
Beards/Goatees: Not authorized.

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FEMALE

Enlisted Rank: Centered between bottom of

button and shoulder seam.

NOT SHOWN

Whistles: Worn on right shoulder. Silver

for Cadet Company Grade; Gold for Cadet
ISG/PSG.
Officer Rank: CPT, Sam Browning Belt: (Without Shoulder
COL: Centered ¼” from Strap): Corps Cdr and Field Grade only.
seam and ¼” between Haircut: All ranks – Neat hair style with
Discs/Diamonds. bulk of hair not extending below the collar
of the uniform; bulk of hair does not impede
All other Officer proper wear of the Garrison Hat.
Ranks: Centered 5/8” Makeup/Nail Polish: In good taste.
from seam, ¼” between Earrings: Matched pair; one earring per
Discs/Diamonds. 1/4” lobe; no greater than 1/4” in size; no loops
or logos.
5/8” Wrist Watches/ID Bracelets/Rings: Only
jewelry authorized.

HU/HUD: Centered ¼” above Nametag.

Shoulder Patches: JROTC on the

left, School on the right; centered ½”
below shoulder seam.
Nametag: 1”-2” above top button.

DUI: The DUI will be worn ¼” above Nametag.

Ribbons: Bottom of 1st row is parallel
with Nametag, JCLC Rifle is centered ¼”
above top ribbon.

Marksmanship Badge: Centered;

placement of badge may be adjusted to
conform to individual figure differences.
Special Team Badges: Centered;
placement of badges may be adjusted to
conform conform to individual figure
differences; if more than one badge, they will
be 1/8” apart.

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CLASS B UNIFORM

BATTLE DRESS UNIFORM (BDU)

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Unit 1: Citizenship in Action

Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 6: The Stars and Stripes

DISPLAY OF THE FLAG

PLEDGE OF ALLEGIANCE

“I pledge allegiance to the flag of the United States of America and to the Republic for which it
stands, one Nation under God, indivisible, with liberty and justice for all.”

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How to fold the Flag

Step 1

To properly fold the Flag, begin by holding it waist-high with another person so that its surface is parallel to the ground.

Step 2

Fold the lower half of the stripe section lengthwise over the field of stars, holding the bottom and top edges securely.

Step 3

Fold the flag again lengthwise with the blue field on the outside.

Step 4

Make a triangular fold by bringing the striped corner of the folded edge to meet the open (top) edge of the flag.

Step 5

Turn the outer (end) point inward, parallel to the open edge, to form a second triangle.

Step 6

The triangular folding is continued until the entire length of the flag is folded in this manner.

Step 7

When the flag is completely folded, only a triangular blue field of stars should be visible.

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Unit 1: Citizenship in Action

Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 7: Proudly We Sing - The National Anthem

The Star-Spangled Banner

O say, can you see, by the dawn’s early light,

What so proudly we hailed at the twilight’s last gleaming,
Whose broad stripes and bright stars, through the perilous fight,
O’er the ramparts we watched were so gallantly streaming?
And the rockets’ red glare, the bombs bursting in air
Gave proof through the night that our flag was still there,
O say, does that Star-Spangled Banner yet wave
O’er the land of the free and the home of the brave?

On the shore dimly seen through the mist of the deep,

Where the foe’s haughty host in dread silence reposes,
What is that which the breeze, o’er the towering steep
As it fitfully blows, half conceals, half discloses?
Now it catches the gleam of the morning’s first beam,
In full glory reflected now shines on the stream;
‘Til the Star-Spangled Banner--O long may it wave
O’er the land of the free and the home of the brave.

O thus be it ever when free men shall stand

Between their loved homes and the war’s desolation;
Blest with victory and peace, may the heaven rescued land
Praise the Power that has made and preserved us a nation.
Then conquer we must, when our cause it is just,
And this be our motto, “In God is our trust;”
And the Star-Spangled Banner in triumph shall wave
O’er the land of the free and the home of the brave.

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Unit 1: Citizenship in Action

Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 8: American Military Traditions, Customs, and Courtesies

Title How to Address

All general officers “General”

Colonels and Lieutenant Colonels “Colonel”
Majors “Major”
Captains “Captain”
Lieutenants “Lieutenant”
Chaplains “Chaplain”
Cadets “Mister,” “Miss” or “Cadet”
Officer Candidates “Candidate”
Warrant Officers “Mister” or “Miss”
Sergeant Major “Sergeant Major”
First Sergeants “First Sergeant”
All other Sergeants “Sergeant”
Corporals “Corporal”
All specialists “Specialist”
Privates and privates first class “Private”

Unit 1: Citizenship in Action

Chapter 1: Foundations of Army JROTC and Getting Involved
Lesson 9: Basic Command and Staff Principles

BATTALION
COMMANDER

BATTALION BATTALION COMMAND

EXECUTIVE OFFICER SERGEANT MAJOR

S-1 S-2 S-3 S-4 S-5

COMPANY A COMPANY B COMPANY C

COMMANDER COMMANDER COMMANDER

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Unit 1: Citizenship in Action

Chapter 2: Service to the Nation
Lesson 1: The Department of Defense
CHAIN OF COMMAND

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Unit 2: Leadership Theory and Application

Chapter 1: Being a Leader
Lesson 3: Leadership from the Inside Out

Army Values

L OYALTY - to bear true faith and allegiance to the U.S. Constitution...your peers
D UTY - to fulfill your obligations
R ESPECT - to treat people as they should be treated
S ELFLESS SERVICE - to put the welfare of the nation...before your own
H ONOR - to live up to all values
I NTEGRITY- to do what is right, legally and morally
P ERSONAL COURAGE - to face fear, danger, or adversity

Unit 2: Leadership Theory and Application

Chapter 1: Being a Leader
Lesson 4: Principles and Leadership

The 11 Principles of Leadership

1. Know yourself and seek self-improvement.

2. Be technically and tactically proficient.
3. Know your subordinates and look out for their welfare.
4. Keep your subordinates informed.
5. Set the example.
6. Insure the task is understood, supervised, and accomplished.
7. Train your subordinates as a team.
8. Make sound and timely decisions.
9. Develop a sense of responsibility among your subordinates.
10. Employ your command in accordance with its capabilities.
11. Seek responsibility and take responsibility for your actions.

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Unit 2: Leadership Theory and Application
Chapter 2: Leadership Skills
Lesson 4: Stationary Movements

Position of Attention:

Parade Rest:

Facing Right or Left:

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About Face:

(Refer to FM 22-5, dtd 1986, for all executions of drill or stationary movements.)

Unit 2: Leadership Theory and Application

Chapter 2: Leadership Skills
Lesson 5: Steps and Marching

30-inch Step:

15-inch Step:

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Unit 2: Leadership Theory and Application

Chapter 2: Leadership Skills
Lesson 6: Squad Drill

Squad Formations

Normal Intervals:

Close Intervals:

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Changing Direction:

COLUMN LEFT

MARCH

PIVOT

COLUMN RIGHT

MARCH PIVOT

Column of Twos:

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Unit 2: Leadership Theory and Application

Chapter 4: Leadership Strategies
Lesson 2: Performance Indicators

Unit 2: Leadership Theory and Application

Chapter 4: Leadership Strategies
Lesson 4: Decision Making and Problem Solving

SAMPLE PROBLEM-SOLVING MODEL

• Guess (or conjecture) and test.
Step 1: Understanding the Problem • Make an organized drawing or sketch.
• Work backwards – start with the conse-
• Review the issue again. quence.
• Write down what you know. • Role-play – become an active player.
• Look for key phrases. • Solve a simpler matter – try simulations.
• Find the important information. • Use estimation.
• Tell it in your own words.
• Tell what you are trying to find. Step 3: Looking Back: Checking the Answer

Step 2: Selecting Strategies • Does the answer make sense?

• Is it reasonable?
• Make a model – involve the senses. • Can the issue be generalized?
• Make an organized list or table. • Is there a pattern?
• Look for a pattern – find relationships. • Are there other similar situations?

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THE DECISION MAKING PROCESS

The Problem: Connie's work/drill conflict

Option 1 Option 2 Option 3

Find someone to Drill first/work later

Work/miss drill
cover work/attend drill
Positive Consequences + Positive Consequences + Positive Consequences +

Negative Consequences - Negative Consequences - Negative Consequences -

Do I Need More Information?

My Decision

Unit 2: Leadership Theory and Application

Chapter 5: Leading Others
Lesson 1: Platoon Drill

Platoon Formations:

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Counter Column March:

Unit 2: Leadership Theory and Application

Chapter 5: Leading Others
Lesson 3: Company Formations and Movement

Key to Company Formation Graphics

COMPANY COMMANDER FIRST SERGEANT

COMPANY XO PLATOON SERGEANT

PLATOON LEADER SQUAD LEADER

Company Formations:

TWO 15-INCH STEPS

1 STEP
12 STEPS

6 STEPS
5 STEPS

3 STEPS

1 ARM'S LENGTH
PLUS 6 INCHES 2 STEPS

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Company in Columns with Platoon in Columns:

6 STEPS

3 STEPS

5 STEPS

12
STEPS

1 STEP

1 STEP
2 STEPS

Forming a Company Mass:

6 STEPS

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Company in Column with Platoons in Line:

12 STEPS

PLATOON

12 STEPS

PLATOON

PLATOON

PLATOON

Unit 2: Leadership Theory and Application

Chapter 5: Leading Others
Lesson 4: Forming, Inspection, and Dismissing the Battalion

Key to Battalion Graphics

Battalion Commander/
Color Guard
Commander-of-Troops

Company Commander Color Bearer

Command Sergeant Major Guidon Bearer

Battalion in Line with Companies in Line or Mass:

24 STEPS WITH COMPANIES IN LINE

18 STEPS WITH COMPANIES IN MASS

12 STEPS IN LINE
6 STEPS IN MASS

COMPANY COMPANY COMPANY COMPANY

6 STEPS 12 STEPS 6 STEPS

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Battalion in Column with Companies in Column or Mass:

12 STEPS

6 STEPS

COMPANY

12 STEPS

6 STEPS

COMPANY

6 STEPS
6 STEPS
6 STEPS

COMPANY

12 STEPS

6 STEPS

COMPANY

Battalion in Mass Formations:

2 STEPS

4 STEPS

1 STEP 18 STEPS

6 STEPS

COMPANY COMPANY COMPANY COMPANY

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Unit 3: Foundations for Success

Chapter 1: Know Yourself - Socrates
Lesson 1: Self-Awareness

WINNING COLORS

Builder Behaviors (brown, decide) Planner Behaviors (green, think)

Builder Vocabulary: Planner Vocabulary:

Always Leading People Changing and Improving
Power Analyzing
Responsible Being My Best
Duty Dreaming
Results Caring
Tradition Invention
Money Planning
Prepared Inner Life
I Give Directions Exactness
Do It My Way Seeks the Future
I Like To Get Things Done Now Freedom of Thought

Hot Buttons: Hot Buttons:

Down-to-earth and traditional Freedom to think, dream, create

Adventurer Behaviors (red, act) Relater Behaviors (blue, feel)

Adventurer Vocabulary: Relater Vocabulary:

Excitement We Are The World
Test The Limits Friendly
Risk Romantic
Act and Perform I See Everything
Fun Hugs Are Special
Action Giving
Fast Machines Teamwork
Freedom Groups
Challenge Wanting People to Like Me
Do It Now! Let’s Get Along With Each Other

Hot Buttons: Hot Buttons:

A life of fun, action and freedom Friendly, caring, feeling people

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Unit 3: Foundations for Success

Chapter 2: Learning to Learn
Lesson 1: Brain Structure and Function

Triune Brain
The Neocortex is responsible for thinking and speaking.
When activated by positive emotions, whole-brain
activation can take place allowing high-level learning.
The Limbic System is responsible for group interaction
Neocortex and emotions. It monitors fear, threat, intimidation, and
(thinking) put-downs and codes incoming information with positive
Limbic System or negative emotions. The Brain Stem, also known as the
(emotions) Reptilian Brain, Reactive Complex and R-complex,
governs primitive needs such as a sense of safety and
Brain Stem survival. When the Limbic System detects fear, threats,
(instincts) intimidation, or put-downs, the R-complex takes over and
downshifting occurs preventing high-level learning.

Brain Structure and Function

Sensory Cortex
(feeling)
Parietal Lobe
Motor Cortex (touching)
(moving)

Frontal Lobe Occipital Lobe

(problem solving) (seeing)

Temporal Lobe Cerebellum

(hearing) (balancing)

Reticular Formation Brain Stem

(rousal) (pathway to body)

Unit 3: Foundations for Success

Chapter 2: Learning to Learn
Lesson 2: Left-Brain/Right-Brain
Sequential Thinking Insight

Sees Details Imagination

Logical: Cause & Effect Face Recognition

The Left/Right Brain
Language Functions/
hemisphere theory of Roger Grammar Rules
Spatial Orientation

Sperry, suggests there are

"two modes of thinking, Uses Facts Drama

verbal and nonverbal

represented rather separately
in left and right Speaks Well Metaphor/Poetry
hemispheres" of the human
brain. The left hemisphere Good With Numbers Music
tends to be verbal and
analytic, while the right is Word Puzzles Meditation/Prayer
nonverbal and global.
Analyzes Rap/Rhyme

Names Things Art/Colors

LEFT-BRAIN/RIGHT-BRAIN FUNCTIONS

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Unit 3: Foundations for Success
Chapter 5: Conflict Resolution
Lesson 1: Causes of Conflict

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Unit 3: Foundations for Success
Chapter 8: Making a Difference with Service Learning
Lesson 1: Orientation to Service Learning

Orientation and Training

+ Meaningful Service
+ Structured Reflection

SERVICE LEARNING

Unit 3: Foundations for Success

Chapter 8: Making a Difference with Service Learning
Lesson 2: Plan and Train for Your Exploratory Project

SERVICE LEARNING STEPS

1. Complete a pre-assessment of skill level using the Personal Skills Map from the
JROTC Success Profiler.
2. Determine a school, community, or national need you can fill relating to class
curriculum.
3. Brainstorm and select a meaningful service project that meets proposed
guidelines.
4. Start learning log to record new knowledge, thoughts and feelings
throughout all phases.
5. Plan and organize details of the service activity and discuss expectations.
6. Participate in a meaningful service activity that meets the service learning
guidelines (Form 219-R).
7. Discuss and reflect on what you experienced (observation).
8. Discuss and reflect on what you gained from the experience (analysis).
9. Discuss and reflect on what you can do with the new information
(integration).
10. Complete a project summary report, a final group evaluation form to judge teamwork, etc
11. Brief the experience to community members, administration, classmates, etc.
12. Complete a post-assessment using the personal skills map and related analysis to determine
plan of action.

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Unit 3: Foundations for Success

Chapter 9: Career Planning
Lesson 2: Career Development Portfolio

Sample Resume

Norma L. Cadet

394 N. Anywhere St. • Any Town, FL 24509 • 123.456.7890 • [email protected]

OBJECTIVE
To obtain a Graphic Designer position in the print/web industry utilizing creative and artistic talents.

EDUCATION
Sandy Beach High School, Cape Coral, FL

• Graduated in May 2002 with emphasis in art and business.

• Courses included: Computers, Typing, JROTC, Marketing, Public Speaking
• Honors Student, GPA: 3.5 on a 4.0 scale

EXPERIENCE
2000-2002 PRINT WORKS STATIONARY Any Town, FL
Sales Representative

• Sold custom-printed stationary and print products.

• Organized computerized filing system to keep client base.
• Illustrated design ideas and custom logos for clientele.
• Designed web site for company and created a corporate image.
• Edited marketing video for company to send to corporate clients.

1998-2000 GOLF & BEACH RESORT Any Town, FL

Lifeguard & Gift Shop Sales

• Completed Lifeguard Training and received certifications in

CPR and First Aid.
• Worked cash register in the resort gift shop.

SKILLS
• Windows systems • Macintosh systems • Video Editing
• Illustration • Color Management • Animation
• HTML • JavaScript • 3-D Modeling

ACTIVITIES/SERVICE
• National Honors Society • Army JROTC • Swim Team
• Recycling Club • Junior Achievement • Student Council

References available upon request.

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Unit 3: Foundations for Success

Chapter 10: Planning Skills and Social Responsibility
Lesson 1: Making the Right Choices

The F-I-N-D-S Decision-Making Model

1. Figure out the problem.

2. Identify possible solutions.

3. Name the pros and cons of each choice.

4. Decide which is the best choice and then act on it.

5. Scrutinize the decision.

Unit 3: Foundations for Success

Chapter 10: Planning Skills and Social Responsibility
Lesson 4: Cadet Etiquette Guide

Proper Place Setting

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Unit 3: Foundations for Success
Chapter 12: Teaching Skills
Lesson 5: Thinking Maps® and Graphic Organizers

Thinking Maps®

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Graphic Organizers

Double T-Chart T-Chart

Poor Nutrition
Problem Solution
Eating junk Education
food

Looks-Sounds-Feels

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Pie Chart Fishbone

Matrix Analogy/Simile Chart

Sequence (Also known as Bridging

Snapshots)

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Unit 4: Wellness, Fitness, and First Aid
Chapter 1: Achieving a Healthy Lifestyle
Lesson 1: Choosing the Right Exercise Program for You

Exercise 2: Exercise Program and Schedule

JROTC Cadet Reference

Directions:
ƒ Look at the sample “Weekly Physical Fitness Training Schedule” in your text. Use it as a suggestion for how you might build your own program.
ƒ Start your daily exercise program on Monday. Enter the dates in the ‘Date’ column next to the appropriate day of the week.
ƒ For each day, list the exercises/activities you plan to do in the appropriate block/cell of the table. On the day you do each exercise/activity, record the
number of minutes you participated in that type of exercise/activity.

Days of Date Warm-up/Stretching Conditioning Exercises Aerobic Cool-down/

Week (slow walking, mild to include Strength Conditioning Stretching (slow
stretching or calisthenics Training (generally Activities (jogging, walking, simple
aerobic

warm-up
lasting 5 – 7 minutes) lasting 20 minutes) brisk walking, roller- calisthenics, mild

exercises
blading, dancing, stretching lasting 4-

conditioning
conditioning
for cool-down

Total Minutes
Total Minutes
Total Minutes
Total Minutes

bicycling, & 6 minutes)

swimming)
Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday
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Unit 4: Wellness, Fitness, and First Aid
Chapter 1: Achieving a Healthy Lifestyle
Lesson 2: Cadet Challenge

Exercise 1: Keeping Track of Your Progress on “The Cadet Challenge”

Directions: At least five times prior to the date set by your instructor for the Cadet Challenge, complete the
exercises that make up the Cadet Challenge. Try to achieve the 85th percentile standards listed in this unit.
Record the dates you complete the exercises and your scores on the chart on the bottom of the page.

Since you are practicing these events on your own, the following guidelines will help:

• For the one-mile run/walk and shuttle run, try to run on a track -- many already have distances marked. If not,
choose a location where you will be able to measure and mark these distances. Make sure the running surface is
smooth and that there is little pedestrian, bicycle, or automobile traffic, so you will not be slowed down or distracted.

• Have a friend or family member time you in the one-mile run/walk, shuttle run, and curl-ups; and have them hold
your feet and legs for the curl-ups and v-sit reach.

• If you do not have blocks for the shuttle run, use any light, small items that you can grip easily that are
approximately 2" x 2" x 4".

• For the v-sit reach, use any straight line on the floor as your baseline (i.e., where carpet ends and tile begins, or place
a piece of tape on the floor). Place a yardstick perpendicular to this line with 0" at the baseline. Make sure you place
the heels of your feet on either side of where the yardstick meets the baseline, and measure the number of inches you
stretch past the baseline with the yardstick.

• List personal goals for each event.

Detach and turn in

Exercise 1: Keeping Track of Your Progress on “The Cadet Challenge”

SCHOOL

STUDENT’S NAME AGE ____ WEIGHT ______

Scores

DATE CURL- PULL- V-SIT ONE- MILE SHUTTLE

UPS* UPS* REACH * RUN/WALK RUN

* Remember, you can use the Flexed-Arm Hang, or Right Angle Push-ups, as an alternative to Pull-ups (but only for the
National Physical Fitness Award). You can also substitute Sit and Reach for the V-Sit Reach, as well as, Partial Curl-ups for
Curl-ups.

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Cadet Challenge

1. Curl-ups: Conduct this event on a flat, clean surface, preferably with a mat. Start cadets in a lying position on their
backs with their knees up so their feet are flat on the floor and about 12 inches from their buttocks. Cadets should have
their arms crossed with their hands placed on opposite shoulders and their elbows held close to the chest throughout the
exercise. The feet are to be held by a partner at the instep. At the command "ready, go," cadets raise the trunks of their
bodies, curling up to touch the elbows to the thighs. They must then lower their backs so that their shoulder blades touch
the floor/mat. This constitutes one repetition of a curl-up. During each repetition, bouncing off the floor/mat is not
allowed and the fingers must touch the shoulders at all times. Cadets must try to complete as many curl-ups as possible
in 60 seconds.

Partial Curl-ups: This event should be used as an alternative to curl-ups. Have cadet lie on cushioned, clean surface
with knees flexed and feet about 12 inches from buttocks. Do not hold or anchor the feet. Arms are extended forward
with fingers resting on the legs and pointing toward the knees. The cadet's partner is behind the head with hands cupped
under the cadet's head. The cadet being tested curls up slowly sliding the fingers up the legs until the fingertips touch the
knees, then back down until the head touches the partner's hands. The curl-ups are done to a metronome (or audio tape,
clapping, drums) with one complete curl-up every three seconds, and are continued until the cadet can do no more in
rhythm (has not done the last three in rhythm) or has reached the target number for the test.

2. Pull-ups: Conduct this event using a horizontal bar approximately one and one-half inches in diameter. A doorway bar
or a piece of pipe can serve the purpose. The bar should be high enough so that cadets can hang with their arms fully
extended and their feet free of the floor/ground. Have cadets assume the hanging position on the bar using either an
overhand grasp (palms facing away from body) or underhand grip (palms facing toward body). Cadets begin the
exercise by first raising their body until the chin is over the bar without touching it. To complete one repetition, the body
must be lowered to the full-hang starting position. During each repetition, the body must not swing, legs must not kick
or bend, and the pull must not be jerky. Cadets are scored on the number of pull-ups they can correctly execute. There
is no time limit on this event. For cadets who cannot accomplish one-pull-up, have them do the flexed-arm hang (below)
as an alternative event.

Flexed-arm Hang: This event should be used when a cadet cannot execute one pull-up. (This event is only for the
National Physical Fitness Award). Using a horizontal bar as in the pull-ups, have cadets climb a ladder until their chin is
above the bar. They begin the exercise by grasping the bar with their hands, shoulder width apart -- using either an
overhand grasp (palms facing away from body) or underhand grip (palms facing toward body. At the command "ready,
go," the cadets step off the ladder. Simultaneously, an assistant instructor will remove the ladder and prevent any
forward swinging of the legs. The cadet's chin should be level above the bar. Kicking and other body movements are
not permitted while the cadets are on the bar. Start the stopwatch on the command "go" and stop it when the cadet's chin
rests on the bar, the chin tilts backward to keep it above the bar, or the chin falls below the level of the bar. Scoring is to
the nearest second

Right Angle Push-ups: The cadet lies face down on the mat in push-up position with hands under shoulders, fingers
straight, and legs straight, parallel, and slightly apart, with the toes supporting the feet. The cadet straightens the arms,
keeping the back and knees straight, then lowers the body until there is a 90-degree angle at the elbows, with the upper
arms parallel to the floor. A partner holds her / his hand at the point of the 90-degree angle so that the cadet being tested
goes down only until her / his shoulder touches the partner's hand, then back up. The push-ups are done to a metronome
(or audio tape, clapping, drums) with one complete push-up every three seconds, and are continued until the cadet can do
no more in rhythm (has not done the last three in rhythm) or has reached the target number for the PPFA.

3. V-sit Reach: Conduct this event on a flat, clean floor. Use a yardstick and adhesive tape to make a baseline that is two
feet long. Make a measuring line perpendicular to the midpoint of the baseline extending two feet out from either side of
the baseline. Place one-inch and half-inch marks along the measuring line with "0" where the baseline and measuring
line intersect. Have cadets remove their shoes and sit on the floor with the soles of their feet placed immediately behind
the baseline. The measuring line should be between their heels, which should be 8 to 12 inches apart. Cadets must clasp
their thumbs so that their hands are together, palms down, and place them on the floor between their legs. While their
legs are held flat on the floor by a partner (or partners), cadets performing the exercise keep the soles of their feet
perpendicular to the floor (feet flexed) and slowly reach forward along the measuring line as far as possible keeping the
fingers in contact with the floor. Cadets receive three practice tries for the v-sit reach. On the fourth extension, cadets
must hold their farthest reach for three seconds. Scores are recorded where fingertips touch the floor to the nearest half-
inch. Scores beyond the baseline are recorded as plus scores, whereas those behind the baseline are recorded as minus
scores.

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Sit and Reach: A specially constructed box with a measuring scale marked in centimeters, with 23 centimeters at the
level of the feet. Cadet removes shoes and sits on floor with knees fully extended, feet shoulder-width apart and soles of
the feet held flat against the end of the box. With hands on top of each other, palms down, and legs held flat, cadet
reaches along the measuring line as far as possible. After three practice reaches, the fourth reach is held while the
distance is recorded. Participants are most flexible after a warm-up run. Best results may occur immediately after
performing the endurance run. Legs must remain straight, soles of feet against box and fingertips of both hands should
reach evenly along measuring line. Scores are recorded to the nearest centimeter.

4. One-Mile Run/Walk: Conduct this event on a flat area that has a known measured distance of one mile with a
designated start and finish line. Give cadets a lightweight numbered device to carry or wear in any manner that will not
slow them down while running. (Note: Use of the numbered device makes it possible to have many cadets run at one
time by having them pair off before the start of the event, then having one cadet from each pair run while the other
cadets keep track of the number of laps their partners complete as well as listening for their times as they cross the finish
line.) Start cadets at the standing position. At the command "ready, go," start the cadets running the one-mile distance.
Although walking is permitted, encourage cadets to cover the distance in the shortest time possible. Scoring should be to
the nearest second.

5. Shuttle Run: Conduct this event on an area that has two parallel lines 30 feet apart. The width of a regulation
volleyball court can serve as a suitable area. Start cadets at the standing position. At the command "ready, go," have the
cadets run to the opposite line, pick up one block, run back to the starting line, and place the block behind the line.
Cadets then run back and pick up the second block, which they carry across the line. Two runs are allowed for this event
with the better of the runs recorded. Scoring should be to the nearest tenth of a second.

Awards for Completing the Cadet Challenge

a. Cadets that successfully complete all events will receive a participation certificate signed by the Rgn Cdr/AC or
designated representative.

b. The President’s Physical Fitness Award recognizes students who achieve an outstanding level of physical fitness.
Students who score at or above the 85th percentile on all events are eligible for this award. Awards may be requested by
accessing the President’s Challenge web site at http://www.presidentschallenge.org/educators/program_details.aspx.

c. The JROTC Physical Fitness Ribbon (N-2-2) will be presented to cadets who receive the 85th percentile rating or better
in each of the five events of the Cadet Challenge program.

d. The National Physical Fitness Award recognizes students who demonstrate a basic, yet challenging level of physical
fitness. Students who score above 50% percentile on all five events are eligible for this award.

e. The JROTC Athletics Ribbon (N-2-3) will be presented to cadets who receive the 50th percentile rating or better in each
of the five events of the Cadet Challenge program.

f. The top five male and five female cadets in each unit will receive individual medals

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Unit 4: Wellness, Fitness, and First Aid
Chapter 1: Achieving a Healthy Lifestyle
Lesson 3: You Are What You Eat

Exercise 1: Week Food Log

JROTC Cadet Reference

Directions: Record the food groups of the various items you eat each day. Also record the food group, the number of servings, and the number of
calories for each food item.

1. Day / Meal 2. Food Item 3. Food Group 4. # of Servings 5. Calories

 JROTC Cadet Reference

Unit 4: Wellness, Fitness, and First Aid

Chapter 1: Achieving a Healthy Lifestyle
Lesson 4: Nutrition – Nourishing Your Body

TYPES OF NUTRIENTS

CARBOHYDRATES

FATS FOODSTUFFS = PROVIDE ENERGY FOR BODILY

PROCESSES
PROTEINS

VITAMINS DO NOT PROVIDE ENERGY, BUT HELP RELEASE ENERGY

FROM FOOSTUFFS AND REGULATE BODILY PROCESSES
MINERALS

WATER THE MOST IMPORTANT NUTRIENT REQUIRED FOR HUMAN

TISSUES TO LIVE

Food Pyramid

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Unit 4: Wellness, Fitness, and First Aid
Chapter 1: Achieving a Healthy Lifestyle
Lesson 6: Controlling Fat

Exercise 2: Estimating Your Body Fat Content

JROTC Cadet Reference

Directions: Use the method created by Jack H. Willmore, an exercise physiologist at the University of Texas at Austin, to measure your body fat. Your
fat content is acceptable, good, athletic, or needs help. Finally, write out the required information in the space provided:
1. What are your height and hip measurements (ladies) OR your weight and waist measurements (guys).
2. According to the graph, what is your percentage of fat? According to the chart, is your fat percentage acceptable, good, athletic, or in need of
help? Choose a diet plan you think you can manage to maintain, increase or decrease your percentage of body fat.
3. What, if anything, will you do differently the next time you sit down for a meal or snack?

The plans listed below are lifetime guidelines for healthy eating. The two plans Ratings of Body Fat Percentages
that best enhance healthy eating are # 2 and # 3. by Age and Gender

Males ages 18 to 30:

Plan # 1 (Average American Diet) Plan # 3 (The Lifetime Eating Plan)
Athletes 6 - 10%
Fat 37 – 42% Fat 10% Good 11 - 14%
Saturated Fat 12 – 15% Saturated Fat Low Acceptable 15 - 17%
Protein 10 – 15% Protein 10 – 15% Possibly needs help 18% and over
Carbohydrates 40 – 45% Carbohydrates 75 - 80% (Obese/Overfat)

Plan # 2 (The New American Diet) Plan # 4 (U.S. Dietary Guidelines) Females ages 18 to 30:

Fat 20% Fat 30% Athletes 10 - 15%

Saturated Fat 6% Saturated Fat 10% Good 16 - 19%
Protein 10 – 15% Protein 10% Acceptable 20 - 24%
Carbohydrates 60 – 65% Carbohydrates 60% Possibly needs help 25% and over
(Obese/Overfat)
 For the Ladies…
In the space provided, please write the following: 1. Write your height and hip measurement.
2. Write your percentage of fat and if your fat percentage is acceptable,
good, athletic, or needs help. Write the diet plan you chose to follow.
3. What, if anything, will you do differently the next time you sit
down for a meal or snack?

Please include reasons for why you will behave/act differently the next
time you sit down for a meal or decide to have a snack. The reasons
must directly relate to what you have learned about controlling fat in
your diet.
Also, please include your choices of food for meal and snacks, i.e.,
what you might choose to eat or not to eat. Finally, please also
address whether or not you will begin to take/continue to take vitamins
and minerals and how much water you plan to drink on a daily basis.

Directions:
Ladies, measure the circumference of your hips at the widest point,
and plot that measurement and your height on the following chart.
Then, using a straight edge, draw a line connecting the two plots.
Your body fat percentage is where the line crosses the percent fat
column. Refer to the appropriate section of the chart Ratings of If you need more room to write, please use the back of this sheet.
Body Fat Percentages to see if your fat content is acceptable,
good, athletic, or needs help.

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JROTC Cadet Reference
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For the Gentlemen…
In the space provided, please write the following: 1. Write your weight and waist measurement.
2. Write your percentage of fat and if your fat percentage is acceptable,
good, athletic, or needs help. Write the diet plan you chose to follow.
3. What, if anything, will you do differently the next time you sit
JROTC Cadet Reference

down for a meal or snack?

Please include reasons for why you will behave/act differently the next
time you sit down for a meal or decide to have a snack. The reasons
must directly relate to what you have learned about controlling fat in
your diet.
Also, please include your choices of food for meal and snacks, i.e.,
what you might choose to eat or not to eat. Finally, please also
address whether or not you will begin to take/continue to take vitamins
and minerals and how much water you plan to drink on a daily basis.

Directions:
Guys, measure the circumference of your waist at the exact level of
the belly button, making sure to keep the tape perfectly horizontal.
Plot that measurement and your weight on the chart at the left. Then,
using a straight edge, draw a line connecting the two plots. Your
body fat percentage is where the line crosses the percent fat column.
Refer to the appropriate section of the chart Ratings of Body Fat If you need more room to write, please use the back of this sheet.
Percentages to see if your fat content is acceptable, good, athletic,
or needs help.
 JROTC Cadet Reference

Unit 6: Citizenship in American History and Government

Chapter 1: You the People – The Citizenship Skills
Lesson 1: The Preamble

The Preamble to the United States Constitution

We the People of the United States, in Order to form a more perfect Union, establish
Justice, insure domestic Tranquility, provide for the common defense, promote the
general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity,
do ordain and establish this Constitution for the United States of America.

Unit 6: Citizenship and American History and Government

Chapter 3: Creating the Constitution
Lesson 1: Articles of Confederation 1781

The Declaration of Independence

WHEN in the Course of human Events, it becomes necessary for one People to dissolve the
Political Bands which have connected them with another, and to assume among the Powers of the
Earth, the separate and equal Station to which the Laws of Nature and of Nature's God entitle them, a
decent Respect to the Opinions of Mankind requires that they should declare the causes which impel
them to the Separation.

WE hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their
Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of
Happiness -- That to secure these Rights, Governments are instituted among Men, deriving their just
Powers from the Consent of the Governed, that whenever any Form of Government becomes
destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new
Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to
them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that
Governments long established should not be changed for light and transient Causes; and accordingly
all Experience hath shewn, that Mankind are more disposed to suffer, while Evils are sufferable, than
to right themselves by abolishing the Forms to which they are accustomed. But when a long Train of
Abuses and Usurpations, pursuing invariably the same Object, evinces a Design to reduce them under
absolute Despotism, it is their Right, it is their Duty, to throw off such Government, and to provide
new Guards for their future Security. Such has been the patient Sufferance of these Colonies; and such
is now the Necessity which constrains them to alter their former Systems of Government. The History
of the present King of Great- Britain is a History of repeated Injuries and Usurpations, all having in
direct Object the Establishment of an absolute Tyranny over these States. To prove this, let Facts be
submitted to a candid World.

HE has refused his Assent to Laws, the most wholesome and necessary for the public Good.

HE has forbidden his Governors to pass Laws of immediate and pressing Importance, unless
suspended in their Operation till his Assent should be obtained; and when so suspended, he has utterly
neglected to attend to them.

HE has refused to pass other Laws for the Accommodation of large Districts of People, unless those
People would relinquish the Right of Representation in the Legislature, a Right inestimable to them,
and formidable to Tyrants only.

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HE has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the
Depository of their public Records, for the sole Purpose of fatiguing them into Compliance with his
Measures.

HE has dissolved Representative Houses repeatedly, for opposing with manly Firmness his Invasions
on the Rights of the People.

HE has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby the
Legislative Powers, incapable of the Annihilation, have returned to the People at large for their
exercise; the State remaining in the mean time exposed to all the Dangers of Invasion from without,
and the Convulsions within.
HE has endeavoured to prevent the Population of these States; for that Purpose obstructing the Laws
for Naturalization of Foreigners; refusing to pass others to encourage their Migrations hither, and
raising the Conditions of new Appropriations of Lands.

HE has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing
Judiciary Powers.

HE has made Judges dependent on his Will alone, for the Tenure of their Offices, and the Amount and
Payment of their Salaries.

HE has erected a Multitude of new Offices, and sent hither Swarms of Officers to harrass our People,
and eat out their Substance.

HE has kept among us, in Times of Peace, Standing Armies, without the consent of our Legislatures.

HE has affected to render the Military independent of and superior to the Civil Power.

HE has combined with others to subject us to a Jurisdiction foreign to our Constitution, and
unacknowledged by our Laws; giving his Assent to their Acts of pretended Legislation:

FOR quartering large Bodies of Armed Troops among us;

FOR protecting them, by a mock Trial, from Punishment for any Murders which they should commit
on the Inhabitants of these States:

FOR cutting off our Trade with all Parts of the World:

FOR imposing Taxes on us without our Consent:

FOR depriving us, in many Cases, of the Benefits of Trial by Jury:

FOR transporting us beyond Seas to be tried for pretended Offences:

FOR abolishing the free System of English Laws in a neighbouring Province, establishing therein an
arbitrary Government, and enlarging its Boundaries, so as to render it at once an Example and fit
Instrument for introducing the same absolute Rules into these Colonies:

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FOR taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the
Forms of our Governments:

FOR suspending our own Legislatures, and declaring themselves invested with Power to legislate for
us in all Cases whatsoever.

HE has abdicated Government here, by declaring us out of his Protection and waging War against us.

HE has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our
People.

HE is, at this Time, transporting large Armies of foreign Mercenaries to compleat the Works of Death,
Desolation, and Tyranny, already begun with circumstances of Cruelty and Perfidy, scarcely paralleled
in the most barbarous Ages, and totally unworthy the Head of a civilized Nation.

HE has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their
Country, to become the Executioners of their Friends and Brethren, or to fall themselves by their
Hands.

HE has excited domestic Insurrections amongst us, and has endeavoured to bring on the Inhabitants of
our Frontiers, the merciless Indian Savages, whose known Rule of Warfare, is an undistinguished
Destruction, of all Ages, Sexes and Conditions.

IN every stage of these Oppressions we have Petitioned for Redress in the most humble Terms: Our
repeated Petitions have been answered only by repeated Injury. A Prince, whose Character is thus
marked by every act which may define a Tyrant, is unfit to be the Ruler of a free People.

NOR have we been wanting in Attentions to our British Brethren. We have warned them from Time to
Time of Attempts by their Legislature to extend an unwarrantable Jurisdiction over us. We have
reminded them of the Circumstances of our Emigration and Settlement here. We have appealed to
their native Justice and Magnanimity, and we have conjured them by the Ties of our common Kindred
to disavow these Usurpations, which, would inevitably interrupt our Connections and Correspondence.
They too have been deaf to the Voice of Justice and of Consanguinity. We must, therefore, acquiesce
in the Necessity, which denounces our Separation, and hold them, as we hold the rest of Mankind,
Enemies in War, in Peace, Friends.

WE, therefore, the Representatives of the UNITED STATES OF AMERICA, in GENERAL

CONGRESS, Assembled, appealing to the Supreme Judge of the World for the Rectitude of our
Intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly Publish
and Declare, That these United Colonies are, and of Right ought to be, FREE AND INDEPENDENT
STATES; that they are absolved from all Allegiance to the British Crown, and that all political
Connection between them and the State of Great-Britain, is and ought to be totally dissolved; and that
as FREE AND INDEPENDENT STATES, they have full Power to levy War, conclude Peace,
contract Alliances, establish Commerce, and to do all other Acts and Things which INDEPENDENT
STATES may of right do. And for the support of this Declaration, with a firm Reliance on the
Protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our
sacred Honor.

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John Hancock.
GEORGIA, Button Gwinnett, Lyman Hall, Geo. Walton.
NORTH-CAROLINA, Wm. Hooper, Joseph Hewes, John Penn.
SOUTH-CAROLINA, Edward Rutledge, Thos Heyward, junr., Thomas Lynch, junr., Arthur Middleton.
MARYLAND, Samuel Chase, Wm. Paca, Thos. Stone, Charles Carroll, of Carrollton.
VIRGINIA, George Wythe, Richard Henry Lee, Ths. Jefferson, Benja. Harrison, Thos. Nelson, jr., Francis Lightfoot Lee,
Carter Braxton.
PENNSYLVANIA, Robt. Morris, Benjamin Rush, Benja. Franklin, John Morton, Geo. Clymer, Jas. Smith, Geo. Taylor,
James Wilson, Geo. Ross.
DELAWARE, Caesar Rodney, Geo. Read.
NEW-YORK, Wm. Floyd, Phil. Livingston, Frank Lewis, Lewis Morris.
NEW-JERSEY, Richd. Stockton, Jno. Witherspoon, Fras. Hopkinson, John Hart, Abra. Clark.
NEW-HAMPSHIRE, Josiah Bartlett, Wm. Whipple, Matthew Thornton.
MASSACHUSETTS-BAY, Saml. Adams, John Adams, Robt. Treat Paine, Elbridge Gerry.
RHODE-ISLAND AND PROVIDENCE, C. Step. Hopkins, William Ellery.
CONNECTICUT, Roger Sherman, Saml. Huntington, Wm. Williams, Oliver Wolcott.

IN CONGRESS, JANUARY 18, 1777.

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 JROTC Cadet Reference

The Junior ROTC Cadet Creed

I am an Army Junior ROTC Cadet.

I will always conduct myself to bring credit to my family, country,

school and the Corps of Cadets.

I am loyal and patriotic. I am the future of the United States of

America.

I do not lie, cheat or steal and will always be accountable for my

actions and deeds.

I will always practice good citizenship and patriotism.

I will work hard to improve my mind and strengthen my body.

I will seek the mantel of leadership and stand prepared to uphold

the Constitution and the American way of life.

May God grant me the strength to always live by this creed.

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