Common Planner
K–12 Standards

Government & Public Administration (2021)

Other Georgia CTAE sets

Aerospace Leadership: Citizenship 100 (28.011)

  • GPA-AFLC1-1.

    Demonstrate employability skills required by business and industry.GPA-AFLC1-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFLC1-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFLC1-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFLC1-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFLC1-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFLC1-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFLC1-1.6

  • GPA-AFLC1-2.

    Students will explain the history of AFJROTC, the selection of commander and staff positions and describe the cadet organization.GPA-AFLC1-2

    1. 1.

      Define the purpose and mission of AFJROTC.GPA-AFLC1-2.1

    2. 2.

      Explain the process for the selection of commanders and staff positions.GPA-AFLC1-2.2

    3. 3.

      Diagram the organizational chart for the cadet organization.GPA-AFLC1-2.3

  • GPA-AFLC1-3.

    Students will summarize the history of the military uniform, recognize Air Force and AFJROTC insignia and explain the dress and personal appearance standards required when wearing the uniform.GPA-AFLC1-3

    1. 1.

      Explain the origins of the military uniform.GPA-AFLC1-3.1

    2. 2.

      Distinguish between the various insignia.GPA-AFLC1-3.2

    3. 3.

      Describe appearance and grooming standards.GPA-AFLC1-3.3

  • GPA-AFLC1-4.

    Students will explain historic customs and courtesies, when and how to salute and the use of correct military titles.GPA-AFLC1-4

    1. 1.

      Describe the difference between a custom and a courtesy.GPA-AFLC1-4.1

    2. 2.

      Demonstrate how to salute.GPA-AFLC1-4.2

    3. 3.

      Describe when and whom to salute.GPA-AFLC1-4.3

    4. 4.

      Explain the importance of military titles.GPA-AFLC1-4.4

  • GPA-AFLC1-5.

    Students will summarize the meaning and purpose of attitude, discipline, respect, and integrity in AFJROTC.GPA-AFLC1-5

    1. 1.

      Describe the importance of a positive attitude.GPA-AFLC1-5.1

    2. 2.

      Describe the importance of discipline.GPA-AFLC1-5.2

    3. 3.

      Explain the role of respect and integrity.GPA-AFLC1-5.3

    4. 4.

      Explain how drill helps instill discipline.GPA-AFLC1-5.4

  • GPA-AFLC1-6.

    Students will explain how values and ethics are formed, how they affect both individuals and society, how to make ethical decisions and be able to recognize the USAF core values.GPA-AFLC1-6

    1. 1.

      Describe the four basic rules of ethics and ethical traits.GPA-AFLC1-6.1

    2. 2.

      Describe how to make ethical decisions.GPA-AFLC1-6.2

    3. 3.

      Name the four types of values.GPA-AFLC1-6.3

    4. 4.

      Select the qualities of effective leadership.GPA-AFLC1-6.4

  • GPA-AFLC1-7.

    Students will summarize and apply rules of etiquette and explain how to maintain appropriate personal hygiene and grooming.GPA-AFLC1-7

    1. 1.

      Demonstrate how to make introductions.GPA-AFLC1-7.1

    2. 2.

      Explain dining etiquette requirements.GPA-AFLC1-7.2

    3. 3.

      Explain the handling of social invitations.GPA-AFLC1-7.3

    4. 4.

      Demonstrate the writing of thank-you notes.GPA-AFLC1-7.4

    5. 5.

      Describe appropriate hygiene and grooming practices.GPA-AFLC1-7.5

  • GPA-AFLC1-8.

    Students will explain the main causes of stress and how to manage stress.GPA-AFLC1-8

    1. 1.

      Distinguish between positive and negative stress.GPA-AFLC1-8.1

    2. 2.

      Explain the causes of stress.GPA-AFLC1-8.2

    3. 3.

      Predict the effects of stress on the body.GPA-AFLC1-8.3

    4. 4.

      Describe ways to manage stress.GPA-AFLC1-8.4

  • GPA-AFLC1-9.

    Students will explain suicide risk factors and signs, and when and how to seek professional mental health care.GPA-AFLC1-9

    1. 1.

      Describe the types of mental and emotional problems.GPA-AFLC1-9.1

    2. 2.

      Name ways to recognize when a person is seriously depressed.GPA-AFLC1-9.2

    3. 3.

      Select the warning signs of suicide.GPA-AFLC1-9.3

    4. 4.

      Explain how to know if you need professional help for a mental or emotional problem.GPA-AFLC1-9.4

    5. 5.

      Describe the kinds of treatment available.GPA-AFLC1-9.5

  • GPA-AFLC1-10.

    Students will recognize how to predict and prevent violence, and how to protect themselves from violence.GPA-AFLC1-10

    1. 1.

      Select factors that contribute to teen violence.GPA-AFLC1-10.1

    2. 2.

      Select policies to prevent violence in school.GPA-AFLC1-10.2

    3. 3.

      Describe ways to protect themselves from violence.GPA-AFLC1-10.3

  • GPA-AFLC1-11.

    Students will explain why and how to seek preventive health care services and identify the roles of various health organizations, including government agencies.GPA-AFLC1-11

    1. 1.

      Distinguish between people who provide health care services.GPA-AFLC1-11.1

    2. 2.

      Explain why teens need regular checkups.GPA-AFLC1-11.2

    3. 3.

      Distinguish between the health services provided state and local agencies.GPA-AFLC1-11.3

    4. 4.

      Explain the role and services of non-governmental health organizations.GPA-AFLC1-11.4

  • GPA-AFLC1-12.

    Students will explain how to choose and maintain a healthful diet and use resources to make healthful dietary decisions.GPA-AFLC1-12

    1. 1.

      Explain why the body needs nutritious food.GPA-AFLC1-12.1

    2. 2.

      Predict what influences food choices.GPA-AFLC1-12.2

    3. 3.

      Explain the difference between appetite and hunger.GPA-AFLC1-12.3

    4. 4.

      List the six types of nutrients and explain how the body uses them.GPA-AFLC1-12.4

    5. 5.

      Select the sources of different nutrients.GPA-AFLC1-12.5

    6. 6.

      Explain the daily need for water and fiber.GPA-AFLC1-12.6

    7. 7.

      Explain the substances in food that should be limited.GPA-AFLC1-12.7

    8. 8.

      Describe resources that can help you make wise food choices.GPA-AFLC1-12.8

    9. 9.

      Explain why it is important to have a balanced diet.GPA-AFLC1-12.9

  • GPA-AFLC1-13.

    Students will explain how to prepare for and what to do in a medical emergency.GPA-AFLC1-13

    1. 1.

      Select ways to prepare for an emergency situation.GPA-AFLC1-13.1

    2. 2.

      Describe universal precautions for first-aid providers.GPA-AFLC1-13.2

    3. 3.

      Outline the basic steps to take in an emergency.GPA-AFLC1-13.3

    4. 4.

      Explain how to recognize and evaluate common emergencies.GPA-AFLC1-13.4

    5. 5.

      Describe first-aid treatments for common emergencies.GPA-AFLC1-13.5

    6. 6.

      Explain when to call for medical assistance.GPA-AFLC1-13.6

    7. 7.

      Explain how to deal with life-threatening emergencies.GPA-AFLC1-13.7

  • GPA-AFLC1-14.

    Students will explain the importance of physical fitness, the measures of physical fitness demonstrate how to plan and execute physical fitness plan.GPA-AFLC1-14

    1. 1.

      Define physical fitness and explain the difference between physical activity and exercise.GPA-AFLC1-14.1

    2. 2.

      Predict the benefits of physical activity.GPA-AFLC1-14.2

    3. 3.

      Describe how to increase levels of fitness.GPA-AFLC1-14.3

    4. 4.

      Explain heart and lung endurance and how it can be measured.GPA-AFLC1-14.4

    5. 5.

      Describe muscle strength and endurance and how each can be measured.GPA-AFLC1-14.5

    6. 6.

      Explain how to improve body composition.GPA-AFLC1-14.6

    7. 7.

      Define flexibility and describe how it can be measured.GPA-AFLC1-14.7

    8. 8.

      Explain how to set and achieve fitness goals.GPA-AFLC1-14.8

    9. 9.

      Describe how to prepare an activity plan.GPA-AFLC1-14.9

    10. 10.

      Label the three stages of an exercise session.GPA-AFLC1-14.10

    11. 11.

      Explain how to check fitness progress.GPA-AFLC1-14.11

  • GPA-AFLC1-15.

    Students will explain how to eat healthfully, the health risks of eating disorders, and how to seek help for an eating disorder.GPA-AFLC1-15

    1. 1.

      Explain the relationships between weight, growth, and health.GPA-AFLC1-15.1

    2. 2.

      Explain how eating and physical activity habits affect weight.GPA-AFLC1-15.2

    3. 3.

      Describe ways to maintain a healthy weight.GPA-AFLC1-15.3

    4. 4.

      Explain why some people develop eating disorders.GPA-AFLC1-15.4

    5. 5.

      Distinguish between anorexia nervosa, bulimia, binge eating disorders, and describe the health risks.GPA-AFLC1-15.5

    6. 6.

      associated with each disorder.GPA-AFLC1-15.6

    7. 7.

      Name organizations/facilities where a teen with an eating disorder can get help.GPA-AFLC1-15.7

  • GPA-AFLC1-16.

    Students will describe the difference between medicine and drugs. The student will be able to explain the dangers of drug abuse, how to avoid drugs, and when and how to seek help for drugrelated issues.GPA-AFLC1-16

    1. 1.

      Explain how medicines differ from drugs.GPA-AFLC1-16.1

    2. 2.

      Define the various types of medicines.GPA-AFLC1-16.2

    3. 3.

      Explain how medicines affect the body.GPA-AFLC1-16.3

    4. 4.

      Explain the difference between drug misuse and drug abuse.GPA-AFLC1-16.4

    5. 5.

      Distinguish between the effects of narcotics, stimulants, and depressants on the body.GPA-AFLC1-16.5

    6. 6.

      Define narcotics, stimulants, and depressants.GPA-AFLC1-16.6

    7. 7.

      Explain the dangers of hallucinogens and the risks of using marijuana.GPA-AFLC1-16.7

    8. 8.

      Describe how inhalants affect the body and explain the risks of using club drugs and steroids.GPA-AFLC1-16.8

    9. 9.

      Name places where people who abuse drugs can get help.GPA-AFLC1-16.9

    10. 10.

      Describe alternatives to using drugs.GPA-AFLC1-16.10

  • GPA-AFLC1-17.

    Students will describe the dangers of tobacco, how to avoid using it and how to seek help in quitting tobacco use.GPA-AFLC1-17

    1. 1.

      Generate a document describing several forms of tobacco, the harmful substances in tobacco, the harmful effects of tobacco on the body, the harmful effects of secondhand smoke on nonsmokers, and negative effects that tobacco may have on appearance and the cost of tobacco on society.GPA-AFLC1-17.1

    2. 2.

      Explain why some teens start using tobacco.GPA-AFLC1-17.2

    3. 3.

      Select strategies for avoiding tobacco use.GPA-AFLC1-17.3

    4. 4.

      Explain ways smokers can quit.GPA-AFLC1-17.4

  • GPA-AFLC1-18.

    Students will explain the dangers of alcohol, ways to avoid using alcohol, and when and how to seek help for alcohol-related issues.GPA-AFLC1-18

    1. 1.

      Construct a document describing the effects of alcohol on the body, the fetus, why it affects each individual differently, and the serious dangers of drinking.GPA-AFLC1-18.1

    2. 2.

      Name the special problems alcohol causes in teens.GPA-AFLC1-18.2

    3. 3.

      Generate a document describing the three stages of alcoholism, how alcoholics can recover, support groups that help alcohol-dependent persons and their family members, how the media influences our view of alcohol, and alternatives to alcohol for fun and relaxation.GPA-AFLC1-18.3

    4. 4.

      Explain why teens use alcohol and ways they can refuse alcohol.GPA-AFLC1-18.4

  • GPA-AFLC1-19.

    Students will summarize the history and courtesies rendered to the flag of the United States and the National Anthem. They will be able to explain the history of the Great Seal of the United States, the Air force Seal, the Pledge of Allegiance, and the American's Creed.GPA-AFLC1-19

    1. 1.

      Outline the history of the flag of the United States, and when and how to display the US flag.GPA-AFLC1-19.1

    2. 2.

      Explain the courtesies rendered to the US flag.GPA-AFLC1-19.2

    3. 3.

      List the courtesies rendered to the National Anthem.GPA-AFLC1-19.3

    4. 4.

      Describe the:GPA-AFLC1-19.4

      1. a.

        Pledge of AllegianceGPA-AFLC1-19.4.a

      2. b.

        The American's CreedGPA-AFLC1-19.4.b

      3. c.

        The Great Seal of the United StatesGPA-AFLC1-19.4.c

      4. d.

        The Air Force SealGPA-AFLC1-19.4.d

  • GPA-AFLC1-20.

    Students will summarize the role and functions of government, citizenship and naturalization process and the duties and responsibilities of citizenship.GPA-AFLC1-20

    1. 1.

      Define civics.GPA-AFLC1-20.1

    2. 2.

      Explain the need for government, the functions of government, including security and public services.GPA-AFLC1-20.2

    3. 3.

      Diagram the different levels of government and democracy.GPA-AFLC1-20.3

    4. 4.

      Distinguish between citizenship and the naturalization process.GPA-AFLC1-20.4

    5. 5.

      Describe aliens in America.GPA-AFLC1-20.5

    6. 6.

      Select duties and responsibilities of citizenship, including volunteerism.GPA-AFLC1-20.6

  • GPA-AFLC1-21.

    Students will recognize the content of the United States Constitution and explain how it is amended and interpreted.GPA-AFLC1-21

    1. 1.

      Label the parts of the Constitution and explain what they mean.GPA-AFLC1-21.1

    2. 2.

      Describe the process of amending the constitution.GPA-AFLC1-21.2

    3. 3.

      Explain how the Constitution is interpreted.GPA-AFLC1-21.3

  • GPA-AFLC1-22.

    Students will recognize the content of the Bill of Rights and summarize how citizens can protect their rights and freedoms.GPA-AFLC1-22

    1. 1.

      Explain the amendments in the Bill of Rights.GPA-AFLC1-22.1

    2. 2.

      Name ways to protect our rights and freedom as American citizens.GPA-AFLC1-22.2

    3. 3.

      Label key people who have upheld American rights and freedoms.GPA-AFLC1-22.3

  • GPA-AFLC1-23.

    Students will recognize the structure of the three branches of government and name and summarize the duties and responsibilities of the three branches of government.GPA-AFLC1-23

    1. 1.

      Describe the functions of the legislative branch of the U. S. Congress, including the House of Representatives, the Senate, and congressional leaders.GPA-AFLC1-23.1

    2. 2.

      Construct a document outlining the qualifications for becoming president, the process of election, the presidential term of office, and the order of presidential succession.GPA-AFLC1-23.2

    3. 3.

      Distinguish between federal, state, and district courts and their functions.GPA-AFLC1-23.3

    4. 4.

      Explain the roles of federal judges and Supreme Court justices.GPA-AFLC1-23.4

  • GPA-AFLC1-24.

    Students will recognize and remember the defining characteristics of authoritarian governments, the salient features of current non-democratic governments and nations, and the characteristics of democratic governments.GPA-AFLC1-24

    1. 1.

      Define authoritarian governments, including monarchies, dictatorships, and totalitarianism.GPA-AFLC1-24.1

    2. 2.

      Describe the government of:GPA-AFLC1-24.2

      1. a.

        The People's Republic of ChinaGPA-AFLC1-24.2.a

      2. b.

        The Republic of IranGPA-AFLC1-24.2.b

      3. c.

        The Republic of IraqGPA-AFLC1-24.2.c

      4. d.

        The Democratic People's Republic of KoreaGPA-AFLC1-24.2.d

      5. e.

        RussiaGPA-AFLC1-24.2.e

    3. 3.

      Describe communism in Cuba.GPA-AFLC1-24.3

    4. 4.

      Describe the collapse of Soviet communism.GPA-AFLC1-24.4

    5. 5.

      Describe democratic governments.GPA-AFLC1-24.5

    6. 6.

      Explain presidential and parliamentary systems.GPA-AFLC1-24.6

Aerospace Leadership: Communication 200 (28.012)

  • GPA-AFLC2-1.

    Demonstrate employability skills required by business and industry.GPA-AFLC2-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFLC2-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFLC2-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFLC2-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFLC2-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFLC2-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFLC2-1.6

  • GPA-AFLC2-2.

    Students will identify the parts of the communication process and explain how the process works.GPA-AFLC2-2

    1. 1.

      Diagram the communication process.GPA-AFLC2-2.1

    2. 2.

      Describe encoding and decoding.GPA-AFLC2-2.2

    3. 3.

      Select and list communication cues.GPA-AFLC2-2.3

    4. 4.

      Name and give examples of three barriers to effective communication.GPA-AFLC2-2.4

    5. 5.

      Explain the importance of feedback.GPA-AFLC2-2.5

  • GPA-AFLC2-3.

    Students will recognize and explain the difference between listening and hearing, the types of listening, and the importance of listening.GPA-AFLC2-3

    1. 1.

      Distinguish the difference between listening and hearing.GPA-AFLC2-3.1

    2. 2.

      Select the three types of listening and give examples of each.GPA-AFLC2-3.2

    3. 3.

      Describe one of the three types of listening.GPA-AFLC2-3.3

    4. 4.

      Demonstrate examples of problems resulting from poor listening.GPA-AFLC2-3.4

  • GPA-AFLC2-4.

    Students will identify the component parts of the thinking process, recognize the standards of critical thinking, and explain the importance of learning to think and how to ask good questions.GPA-AFLC2-4

    1. 1.

      Diagram the thinking process.GPA-AFLC2-4.1

    2. 2.

      Distinguish between thinking and reflection.GPA-AFLC2-4.2

    3. 3.

      Describe the impact of thinking on decision making and on problem solving.GPA-AFLC2-4.3

    4. 4.

      Name and evaluate three standards for critical thinking.GPA-AFLC2-4.4

  • GPA-AFLC2-5.

    Students will identify the six steps in the basic checklist for communication and organizational patterns.GPA-AFLC2-5

    1. 1.

      Diagram the six steps in the basic checklist.GPA-AFLC2-5.1

    2. 2.

      Explain purpose and audience.GPA-AFLC2-5.2

    3. 3.

      Compare and contrast various ways of conducting research.GPA-AFLC2-5.3

    4. 4.

      Show how to support ideas.GPA-AFLC2-5.4

    5. 5.

      Justify the benefits of getting organized.GPA-AFLC2-5.5

    6. 6.

      Select the six organizational patterns.GPA-AFLC2-5.6

    7. 7.

      Describe the benefits of writing a draft.GPA-AFLC2-5.7

    8. 8.

      Describe the benefits of feedback.GPA-AFLC2-5.8

  • GPA-AFLC2-6.

    Students will recognize the elements of effective writing, and active voice in writing. They will summarize the three-part structure of a draft paper, the rules for the use of personal pronouns, the rules of subject-verb agreement, and the basics of e-mail protocol. The students will apply the elements of effective writing.GPA-AFLC2-6

    1. 1.

      Describe tone, clarity, and continuity.GPA-AFLC2-6.1

    2. 2.

      Distinguish between the three parts of a paper.GPA-AFLC2-6.2

    3. 3.

      Describe ways to structure paragraphs and write transitions.GPA-AFLC2-6.3

    4. 4.

      Label a topic sentence, sentences written in active and passive voice, and sentences with appropriate subject-verb agreement.GPA-AFLC2-6.4

    5. 5.

      Describe style and substance guidelines.GPA-AFLC2-6.5

    6. 6.

      Label the six rules of e-mail protocol.GPA-AFLC2-6.6

    7. 7.

      Construct a letter or article using the effective writing style.GPA-AFLC2-6.7

  • GPA-AFLC2-7.

    Students will summarize the steps for preparing to speak, for organizing a presentation, and the techniques for presenting a talk. They will apply the elements of effective speaking.GPA-AFLC2-7

    1. 1.

      Distinguish between the six steps for effective communication.GPA-AFLC2-7.1

    2. 2.

      Explain the importance of knowing the situation and audience.GPA-AFLC2-7.2

    3. 3.

      Diagram the three types of speaking and the three purposes of a speech.GPA-AFLC2-7.3

    4. 4.

      Distinguish between the four common methods of presentation.GPA-AFLC2-7.4

    5. 5.

      Outline a presentation and include an introduction, body, conclusion, transitions, and illustrations.GPA-AFLC2-7.5

    6. 6.

      Explain presentation skills and the importance of practicing your speech.GPA-AFLC2-7.6

    7. 7.

      Present a speech using the effective speaking format.GPA-AFLC2-7.7

  • GPA-AFLC2-8.

    Students will apply the rules associated with Maslow's hierarchy of needs and recognize the elements of attitude and how goals influence actions.GPA-AFLC2-8

    1. 1.

      Diagram the five levels of human needs.GPA-AFLC2-8.1

    2. 2.

      Describe how different needs motivate behavior.GPA-AFLC2-8.2

    3. 3.

      Describe a belief (perspective, outlook on life) many people have about the world.GPA-AFLC2-8.3

    4. 4.

      Explain the value of a positive attitude.GPA-AFLC2-8.4

    5. 5.

      Describe a desire that is common among students.GPA-AFLC2-8.5

    6. 6.

      Explain an event in which goals led to actions.GPA-AFLC2-8.6

  • GPA-AFLC2-9.

    Students will predict the ways that attitudes affect actions, remember, and name the common defense mechanisms, the key elements of a positive attitude, and the priority of task completion and people.GPA-AFLC2-9

    1. 1.

      Define attitude.GPA-AFLC2-9.1

    2. 2.

      Select defense mechanisms from a list.GPA-AFLC2-9.2

    3. 3.

      Explain actions that demonstrate positive and negative attitudes.GPA-AFLC2-9.3

    4. 4.

      Select task completion and people as priorities from a list of options.GPA-AFLC2-9.4

  • GPA-AFLC2-10.

    Students will recognize the qualities of perseverance, courage, and patience in a leader.GPA-AFLC2-10

    1. 1.

      Explain the definition of a leader.GPA-AFLC2-10.1

    2. 2.

      Define perseverance, courage, and patience.GPA-AFLC2-10.2

    3. 3.

      Describe actions associated with perseverance, courage, and patience.GPA-AFLC2-10.3

    4. 4.

      In a story that illustrates leadership, identify examples of perseverance, courage, and patience.GPA-AFLC2-10.4

  • GPA-AFLC2-11.

    Students will recognize integrity in good citizens, explain what it means to be a positive role model and the impact of character on behavior.GPA-AFLC2-11

    1. 1.

      Define integrity.GPA-AFLC2-11.1

    2. 2.

      Label personal standards of conduct that reflect excellence.GPA-AFLC2-11.2

    3. 3.

      Describe the actions of personal role models and actions that demonstrate loyalty.GPA-AFLC2-11.3

    4. 4.

      Select examples of integrity in action in citizens.GPA-AFLC2-11.4

    5. 5.

      Describe how actions speak louder than words.GPA-AFLC2-11.5

    6. 6.

      Explain the way in which character influences action and the relationship between commitment and responsibility.GPA-AFLC2-11.6

  • GPA-AFLC2-12.

    Students will explain the eight basic elements of personality types described in the Myers-Briggs Type Indicator® (MBTI)® and the ways in which personality influences actions and the strengths and weaknesses of different personality types and styles.GPA-AFLC2-12

    1. 1.

      Define personality.GPA-AFLC2-12.1

    2. 2.

      Devise four questions to ask about personality preferences.GPA-AFLC2-12.2

    3. 3.

      Distinguish between characteristics of extraversion, introversion, sensing, intuition, thinking, feeling, judging, and perceiving.GPA-AFLC2-12.3

    4. 4.

      Describe the ways in which extraverts and introverts are energized to act.GPA-AFLC2-12.4

    5. 5.

      Select your personality type.GPA-AFLC2-12.5

    6. 6.

      Describe the strengths and weaknesses of your personality type.GPA-AFLC2-12.6

  • GPA-AFLC2-13.

    Students will explain the consequences of taking or avoiding responsibility and the consequences of actions and decisions. The student will explain common ways in which people use defense mechanisms to avoid responsibility.GPA-AFLC2-13

    1. 1.

      Define consequences.GPA-AFLC2-13.1

    2. 2.

      Select the advantages of personal accountability.GPA-AFLC2-13.2

    3. 3.

      Describe the effects of defense mechanisms.GPA-AFLC2-13.3

    4. 4.

      Label examples of denial.GPA-AFLC2-13.4

    5. 5.

      Give examples of shifting blame.GPA-AFLC2-13.5

    6. 6.

      Describe patterns of rationalism and the effects of acting without thinking.GPA-AFLC2-13.6

    7. 7.

      Predict the possible consequences of making bad decisions.GPA-AFLC2-13.7

    8. 8.

      Explain some of the possible results of failing to think and act carefully when solving a problem.GPA-AFLC2-13.8

  • GPA-AFLC2-14.

    Students will work as a team while explaining the characteristics of effective teams. They will explain the four stages of team development and how to plan for and run an effective meeting.GPA-AFLC2-14

    1. 1.

      Describe the purpose of team goals.GPA-AFLC2-14.1

    2. 2.

      Explain the importance of team roles.GPA-AFLC2-14.2

    3. 3.

      Select three common concerns of team members.GPA-AFLC2-14.3

    4. 4.

      Describe the advantages of defined goals.GPA-AFLC2-14.4

    5. 5.

      Describe the assignment of clear roles.GPA-AFLC2-14.5

    6. 6.

      Select examples of team rules.GPA-AFLC2-14.6

    7. 7.

      Explain the need for clear and constructive communication.GPA-AFLC2-14.7

    8. 8.

      Describe the benefits of balanced participation.GPA-AFLC2-14.8

    9. 9.

      Diagram the four stages of team growth.GPA-AFLC2-14.9

    10. 10.

      Describe the feelings and behaviors associated with the four stages of team growth.GPA-AFLC2-14.10

    11. 11.

      Explain some important points to consider in planning and running meetings.GPA-AFLC2-14.11

  • GPA-AFLC2-15.

    Students will explain the dimensions of respect, the values of tolerance and understanding, and how to improve group effectiveness.GPA-AFLC2-15

    1. 1.

      Define mutual respect, personal dignity, prejudice, discrimination, and stereotyping.GPA-AFLC2-15.1

    2. 2.

      Describe ways to demonstrate mutual respect, and ways to work toward common goals.GPA-AFLC2-15.2

    3. 3.

      Distinguish between how people show tolerance and understanding toward one another.GPA-AFLC2-15.3

    4. 4.

      Explain reasons for prejudice, discrimination, and gender stereotypes.GPA-AFLC2-15.4

    5. 5.

      Explain the benefits of accepting differences.GPA-AFLC2-15.5

    6. 6.

      Name ways to evaluate and measure group effectiveness.GPA-AFLC2-15.6

  • GPA-AFLC2-16.

    Students will identify the elements of a common vision, write a team charter, and explain how to enlist others to work toward a common vision.GPA-AFLC2-16

    1. 1.

      Define vision and excellence.GPA-AFLC2-16.1

    2. 2.

      Explain how to write a team vision statement.GPA-AFLC2-16.2

    3. 3.

      Describe how to write tam goals and actions that encourage team members to work together.GPA-AFLC2-16.3

    4. 4.

      Name different types of team assignments.GPA-AFLC2-16.4

    5. 5.

      Diagram a timeline for achieving results.GPA-AFLC2-16.5

  • GPA-AFLC2-17.

    Students will explain about solving problems and conflicts and the patterns of reacting to conflict.GPA-AFLC2-17

    1. 1.

      Define problem and conflict.GPA-AFLC2-17.1

    2. 2.

      Name several types of problems with relations.GPA-AFLC2-17.2

    3. 3.

      Describe problems with direction.GPA-AFLC2-17.3

    4. 4.

      Explain operational problems.GPA-AFLC2-17.4

    5. 5.

      Diagram levels of conflict in groups.GPA-AFLC2-17.5

    6. 6.

      Describe the patterns of reacting to conflict.GPA-AFLC2-17.6

  • GPA-AFLC2-18.

    Students will explain common group problems, common indicators of group problems, and the six steps of problem solving.GPA-AFLC2-18

    1. 1.

      Name the types of groups that have problems.GPA-AFLC2-18.1

    2. 2.

      Define poor performance.GPA-AFLC2-18.2

    3. 3.

      Explain the common signs of troubled relationships.GPA-AFLC2-18.3

    4. 4.

      Explain the effects of low morale.GPA-AFLC2-18.4

    5. 5.

      Distinguish between the six steps of problem solving.GPA-AFLC2-18.5

    6. 6.

      Diagram ways to list and test possible solutions.GPA-AFLC2-18.6

  • GPA-AFLC2-19.

    Students will recognize, remember, and explain the nature of consensus and methods of building consensus.GPA-AFLC2-19

    1. 1.

      Define consensus and a unilateral decision.GPA-AFLC2-19.1

    2. 2.

      Describe the benefits of consensus and active listening.GPA-AFLC2-19.2

    3. 3.

      Explain the importance of negotiation and compromise.GPA-AFLC2-19.3

    4. 4.

      Name the characteristics of good questions.GPA-AFLC2-19.4

  • GPA-AFLC2-20.

    Students will recognize and explain the basic elements of leadership, the Air Force Core Values, and reasons for recognizing the Core Values.GPA-AFLC2-20

    1. 1.

      Define leadership and name the two basic elements of leadership.GPA-AFLC2-20.1

    2. 2.

      Explain the three Air Force Core values.GPA-AFLC2-20.2

    3. 3.

      Define integrity and name three moral traits associated with integrity.GPA-AFLC2-20.3

    4. 4.

      Describe four behaviors that reflect the Core Values of service before self.GPA-AFLC2-20.4

    5. 5.

      Define excellence.GPA-AFLC2-20.5

    6. 6.

      Name five areas of excellence in performance.GPA-AFLC2-20.6

    7. 7.

      Describe four reasons for recognizing the Core Values.GPA-AFLC2-20.7

  • GPA-AFLC2-21.

    Students will recognize and explain the traits of effective leaders, the importance of competence and commitment in a leader.GPA-AFLC2-21

    1. 1.

      Name six leadership traits.GPA-AFLC2-21.1

    2. 2.

      Describe the six leadership traits.GPA-AFLC2-21.2

    3. 3.

      Define competence and commitment.GPA-AFLC2-21.3

    4. 4.

      Name two key components of competence in an effective leader.GPA-AFLC2-21.4

    5. 5.

      Distinguish between indicators of strong commitment.GPA-AFLC2-21.5

  • GPA-AFLC2-22.

    Students will summarize the key principles of leadership, the importance of setting the example, of caring for your people, and of accepting responsibility.GPA-AFLC2-22

    1. 1.

      Define leadership principles, setting the example, and caring for your people.GPA-AFLC2-22.1

    2. 2.

      Explain a situation in which a leader set the example for his or her followers and demonstrates caring for his or her people.GPA-AFLC2-22.2

    3. 3.

      Explain the primary responsibility of a leader.GPA-AFLC2-22.3

    4. 4.

      Predict the effects on a team when a leader fails to accept responsibility.GPA-AFLC2-22.4

  • GPA-AFLC2-23.

    Students will explain two orientations to leadership behavior and summarize the four leadership styles and the primary factors of the leadership situation.GPA-AFLC2-23

    1. 1.

      Distinguish between orientation toward people and tasks.GPA-AFLC2-23.1

    2. 2.

      Label the components of the leadership grid.GPA-AFLC2-23.2

    3. 3.

      Explain the following leadership styles:GPA-AFLC2-23.3

      1. a.

        TellingGPA-AFLC2-23.3.a

      2. b.

        SellingGPA-AFLC2-23.3.b

      3. c.

        ParticipatingGPA-AFLC2-23.3.c

      4. d.

        DelegatingGPA-AFLC2-23.3.d

    4. 4.

      Explain environmental factors.GPA-AFLC2-23.4

  • GPA-AFLC2-24.

    Students will recognize the readiness factors of followers and effective ways to relate to leaders.GPA-AFLC2-24

    1. 1.

      Define followership.GPA-AFLC2-24.1

    2. 2.

      Describe:GPA-AFLC2-24.2

      1. a.

        The willingness of followersGPA-AFLC2-24.2.a

      2. b.

        The ability of followersGPA-AFLC2-24.2.b

      3. c.

        The confidence of followersGPA-AFLC2-24.2.c

    3. 3.

      Name three actions to take in supporting leaders.GPA-AFLC2-24.3

  • GPA-AFLC2-25.

    Students will explain ways to prepare for leadership, the key elements of effective coaching and mentoring, and apply ways to practice leadership.GPA-AFLC2-25

    1. 1.

      Explain four actions to take in preparing to lead.GPA-AFLC2-25.1

    2. 2.

      Explain questions to ask in observing a leader.GPA-AFLC2-25.2

    3. 3.

      Explain coaching.GPA-AFLC2-25.3

    4. 4.

      Explain ways to build trust and opportunities to lead.GPA-AFLC2-25.4

    5. 5.

      Organize and execute a team project.GPA-AFLC2-25.5

    6. 6.

      Demonstrate ways to evaluate your experience.GPA-AFLC2-25.6

Aerospace Science: Global and Cultural Studies 220 (28.013)

  • GPA-AFSGCS-1.

    Demonstrate employability skills required by business and industry.GPA-AFSGCS-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFSGCS-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFSGCS-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFSGCS-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFSGCS-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFSGCS-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFSGCS-1.6

  • GPA-AFSGCS-2.

    Understand key events and characteristics of the Middle East.GPA-AFSGCS-2

    1. 1.

      Know why the Middle East is viewed as a cradle of civilization.GPA-AFSGCS-2.1

    2. 2.

      Know and comprehend the dynamics of Arab-Israeli relations.GPA-AFSGCS-2.2

    3. 3.

      Know and comprehend the dynamics of the Persian-Gulf Wars.GPA-AFSGCS-2.3

    4. 4.

      Know and comprehend the dynamics of Islamic fundamentalism and terrorism.GPA-AFSGCS-2.4

    5. 5.

      Know what the U.S. interests are in the Middle East.GPA-AFSGCS-2.5

  • GPA-AFSGCS-3.

    Understand the key events and characteristics of Asia.GPA-AFSGCS-3

    1. 1.

      Know the many religions and ethnic groups that are predominant throughout Asia.GPA-AFSGCS-3.1

    2. 2.

      Know and understand the different aspects of Japanese, Korean and Chinese culture.GPA-AFSGCS-3.2

    3. 3.

      Know and understand the different aspects of Indian, Pakistani and Afghan culture.GPA-AFSGCS-3.3

    4. 4.

      Know and understand the different environmental and social issues in Asia.GPA-AFSGCS-3.4

    5. 5.

      Know what the U.S. interests are in Asia.GPA-AFSGCS-3.5

  • GPA-AFSGCS-4.

    Understand the key events and characteristics of Africa.GPA-AFSGCS-4

    1. 1.

      Know the many religions and ethnic groups that are predominant throughout Asia.GPA-AFSGCS-4.1

    2. 2.

      Know and understand the different aspects of Japanese, Korean and Chinese culture.GPA-AFSGCS-4.2

    3. 3.

      Know and understand the different aspects of Indian, Pakistani and Afghan culture.GPA-AFSGCS-4.3

    4. 4.

      Know and understand the different environmental and social issues in Asia.GPA-AFSGCS-4.4

    5. 5.

      Know what the U.S. interests are in Asia.GPA-AFSGCS-4.5

  • GPA-AFSGCS-5.

    Understand the key events and characteristics of Russia and the Former Soviet Republics.GPA-AFSGCS-5

    1. 1.

      Know how geography and historical events have shaped Russian identity.GPA-AFSGCS-5.1

    2. 2.

      Know how communism, capitalism and economic restructuring have influenced the Russian economic system.GPA-AFSGCS-5.2

    3. 3.

      Know and understand the relationship between Russia and the former Soviet.GPA-AFSGCS-5.3

    4. 4.

      Know and understand the relationship between Russia and the rest of the global community.GPA-AFSGCS-5.4

    5. 5.

      Know and understand U.S. interests are with Russia and the former Soviet republics.GPA-AFSGCS-5.5

  • GPA-AFSGCS-6.

    Understand the key events and characteristics of Latin America.GPA-AFSGCS-6

    1. 1.

      Know how geography, religion, and key historical events have shaped Latin America.GPA-AFSGCS-6.1

    2. 2.

      Know and understand how political leadership and economic reforms have affected Latin America's economy.GPA-AFSGCS-6.2

    3. 3.

      Know and understand how the drug cartels and narcotics trafficking affects Latin America.GPA-AFSGCS-6.3

    4. 4.

      Know and understand how poverty, educational challenges and environmental issues affect Latin America.GPA-AFSGCS-6.4

    5. 5.

      Know and understand U.S. interests are in Latin America.GPA-AFSGCS-6.5

  • GPA-AFSGCS-7.

    Understand the key events and characteristics of Europe.GPA-AFSGCS-7

    1. 1.

      Know how geography, religion, and key historical events have shaped Europe.GPA-AFSGCS-7.1

    2. 2.

      Know and understand how the political structure of the European Union affect Europe.GPA-AFSGCS-7.2

    3. 3.

      Know and understand how immigration, terrorism and ethnic strife have affected Europe.GPA-AFSGCS-7.3

    4. 4.

      Know and understand the creation and disintegration of Yugoslavia.GPA-AFSGCS-7.4

    5. 5.

      Know and understand the U.S. interests in Europe.GPA-AFSGCS-7.5

Aerospace Leadership: Career Exploration 300 (28.014)

  • GPA-AFLCE3-1.

    Demonstrate employability skills required by business and industry.GPA-AFLCE3-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFLCE3-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFLCE3-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFLCE3-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFLCE3-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFLCE3-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFLCE3-1.6

  • GPA-AFLCE3-2.

    Students will demonstrate effective use of basic tools.GPA-AFLCE3-2

    1. 1.

      Uses workspace effectively (e.g., organizes materials, information, computer records).GPA-AFLCE3-2.1

    2. 2.

      Learns the proper use of new instruments by following instructions in a manual or by taking instructions from an experienced user.GPA-AFLCE3-2.2

  • GPA-AFLCE3-3.

    Students will use various information sources, including those of a technical nature, to accomplish specific tasks.GPA-AFLCE3-3

    1. 1.

      Interprets information from and detects inconsistencies in a data matrix.GPA-AFLCE3-3.1

    2. 2.

      Follows basic linear paths in organizational charts.GPA-AFLCE3-3.2

    3. 3.

      Identifies major sections in schematic diagrams.GPA-AFLCE3-3.3

    4. 4.

      Uses the linear path of a flowchart to provide visual and textual directions to a procedure.GPA-AFLCE3-3.4

    5. 5.

      Interprets symbols in a flowchart to indicate flow of direction, test points, components, and diagrammatic decision points.GPA-AFLCE3-3.5

    6. 6.

      Obtains factor specification information from various sources (e.g., two-column chart, intersection of row by column in a table or chart).GPA-AFLCE3-3.6

    7. 7.

      Uses a table or chart to identify a malfunction in a mechanism.GPA-AFLCE3-3.7

    8. 8.

      Interprets drawings (e.g., cross sections) for assembly or disassembly.GPA-AFLCE3-3.8

  • GPA-AFLCE3-4.

    Students will understand and learn to manage money effectively.GPA-AFLCE3-4

    1. 1.

      Prepares and follows a budget (e.g., develops spending plan, saving plan, record keeping system, investment plan, tracks budget performance).GPA-AFLCE3-4.1

    2. 2.

      Uses sound buying principles (e.g., comparing costs and benefits, making informed choices) for purchasing goods and services.GPA-AFLCE3-4.2

    3. 3.

      Understands credit (e.g., different types of credit; finance charges, outstanding balance, effects of early payoff) and uses it effectively.GPA-AFLCE3-4.3

    4. 4.

      Understands the benefits and dangers of using credit.GPA-AFLCE3-4.4

    5. 5.

      Knows ways to avoid or correct credit problems.GPA-AFLCE3-4.5

  • GPA-AFLCE3-5.

    Students will study or pursue specific jobs of personal interests.GPA-AFLCE3-5

    1. 1.

      Knows strategies used to develop liaisons with community and professional organizations (e.g., internships, volunteer work membership in organizations, career development centers, alumni).GPA-AFLCE3-5.1

    2. 2.

      Determines procedures for applying for a job at a company's personnel office.GPA-AFLCE3-5.2

    3. 3.

      Knows important benefits and procedures of prospective employers (salary, deductions, vacation).GPA-AFLCE3-5.3

    4. 4.

      Identifies a prospective employer's products and services.GPA-AFLCE3-5.4

    5. 5.

      Prepares documents related to job-seeking (e.g., created a letter of inquiry or application; fills out a job application).GPA-AFLCE3-5.5

    6. 6.

      Identifies and engages in necessary steps to prepare for the job interview process (e.g., prepares for employment tests; knows questions interviewers can and cannot ask).GPA-AFLCE3-5.6

    7. 7.

      Analyzes a current job or job interest, its future possibilities, and requirements with respect to one's set of work skills, knowledge, and attitudes.GPA-AFLCE3-5.7

    8. 8.

      Uses multiple resources to obtain information about prospective jobs (e.g., classified, word of mouth, free services provided by state, private employment agencies).GPA-AFLCE3-5.8

  • GPA-AFLCE3-6.

    Students will describe general preparations for entering the workforce.GPA-AFLCE3-6

    1. 1.

      Understands how demographic, geographic, and technological trends affect education, training programs, and work opportunities.GPA-AFLCE3-6.1

    2. 2.

      Determines the types of preparation and training needed for entry-level jobs.GPA-AFLCE3-6.2

    3. 3.

      Understands occupational apprenticeships and other training opportunities (e.g., job shadowing, mentorships, community service, youth entrepreneurship).GPA-AFLCE3-6.3

    4. 4.

      Understands available educational opportunities (e.g., college, junior college, job training program).GPA-AFLCE3-6.4

    5. 5.

      Understands community resources such as, availability of childcare, that support education and training.GPA-AFLCE3-6.5

    6. 6.

      Understands significant life decisions (e.g., career choices, decisions about family) and their effect on the present.GPA-AFLCE3-6.6

    7. 7.

      Knows strategies for managing the interrelationships among various life roles and activities (e.g., career, family, leisure).GPA-AFLCE3-6.7

    8. 8.

      Applies for a social security card, work permit, license.GPA-AFLCE3-6.8

    9. 9.

      Prepares a resume summarizing experience, education, and job training.GPA-AFLCE3-6.9

    10. 10.

      Establishes an explicit career action plan, including short- and long-term goals.GPA-AFLCE3-6.10

    11. 11.

      Makes an accurate appraisal of available work options, prior work experience, career goals, personal character, job references, and personal aptitudes.GPA-AFLCE3-6.11

    12. 12.

      Understands the nature and function of worker's compensation, disability insurance, and unemployment insurance.GPA-AFLCE3-6.12

    13. 13.

      Evaluates the chances of getting a job now and in the future in fields of work that are of interest.GPA-AFLCE3-6.13

    14. 14.

      Makes an accurate appraisal of basic insurance needs.GPA-AFLCE3-6.14

    15. 15.

      Uses a variety of resources to explore career options (e.g., occupation classification systems, labor market information, mass media, internet, magazines, and books).GPA-AFLCE3-6.15

    16. 16.

      Develops and maintains a portfolio that demonstrates personal aptitudes, skills, and career competence.GPA-AFLCE3-6.16

    17. 17.

      Understands how academic knowledge and skills are related to specific careers or occupational groups.GPA-AFLCE3-6.17

    18. 18.

      Evaluate potential career choices in relation to personal interests, strengths, and values.GPA-AFLCE3-6.18

    19. 19.

      Analyze information (e.g., compare benefits, annual incomes, job opportunities) associated with careers of interest.GPA-AFLCE3-6.19

    20. 20.

      Knows the technical skills required for careers of personal interest (e.g., operating and troubleshooting workplace tools and machines, using email).GPA-AFLCE3-6.20

  • GPA-AFLCE3-7.

    Students will effectively apply uses of basic life skills.GPA-AFLCE3-7

    1. 1.

      Knows acceptable telecommunications ethics, etiquette, guidelines, and laws.GPA-AFLCE3-7.1

    2. 2.

      Uses public transportation effectively (e.g., identifies transportation alternatives, determines transportation needs).GPA-AFLCE3-7.2

    3. 3.

      Understands the purpose of income tax returns and how to calculate them.GPA-AFLCE3-7.3

    4. 4.

      Understands the availability of health care and childcare services.GPA-AFLCE3-7.4

    5. 5.

      Understands the basic nature of contracts (e.g., contracting practices, elements of contracts, types of contracts).GPA-AFLCE3-7.5

    6. 6.

      Understands important points in searching for and renting an apartment.GPA-AFLCE3-7.6

    7. 7.

      Understands basic banking services (e.g., checking accounts, savings accounts).GPA-AFLCE3-7.7

    8. 8.

      Understands the basic process of buying and maintaining a car.GPA-AFLCE3-7.8

    9. 9.

      Knows how to correctly enter information into basic forms.GPA-AFLCE3-7.9

  • GPA-AFLCE3-8.

    Students will understand and practice reliability and a basic work ethic.GPA-AFLCE3-8

    1. 1.

      Understands the concept of reliability (e.g., completing tasks on time; maintaining regular attendance; carrying out assigned tasks; being punctual).GPA-AFLCE3-8.1

    2. 2.

      Understands ethical character traits as they relate to the workplace (e.g., honesty, integrity, compassion, justice).GPA-AFLCE3-8.2

    3. 3.

      Understands the concept of a professional image, (e.g., appearance, personal hygiene, language).GPA-AFLCE3-8.3

    4. 4.

      Knows appropriate behavior for the workplace (e.g., congeniality, collaboration, adaptability, self-control, cooperation, respect for diversity).GPA-AFLCE3-8.4

    5. 5.

      Develops good work habits (e.g., keeping an effective workstation, organizing job responsibilities).GPA-AFLCE3-8.5

    6. 6.

      Respects authority and is attentive to requests and preferences of supervisor.GPA-AFLCE3-8.6

    7. 7.

      Gives and receives feedback in a positive manner and requests clarification when needed.GPA-AFLCE3-8.7

    8. 8.

      Accurately identifies important goals and priorities of employer.GPA-AFLCE3-8.8

    9. 9.

      Understands the concept of loyalty to an organization.GPA-AFLCE3-8.9

    10. 10.

      Understands workplace health and safety practices.GPA-AFLCE3-8.10

  • GPA-AFLCE3-9.

    Students will understand and apply effective operations within organizations.GPA-AFLCE3-9

    1. 1.

      Understands the organization's basic goals and values.GPA-AFLCE3-9.1

    2. 2.

      Understands the extent to which organizational values are compatible with personal values.GPA-AFLCE3-9.2

    3. 3.

      Develops an action plan that identifies how personal skills can be used to increase organizational effectiveness.GPA-AFLCE3-9.3

    4. 4.

      Develops and carries out strategies to make skills and abilities more visible to an organization.GPA-AFLCE3-9.4

    5. 5.

      Understands the organization and culture of different work groups and companies.GPA-AFLCE3-9.5

    6. 6.

      Knows resources available for life-long learning (e.g., computer assisted self-directed training, counseling, tuition support).GPA-AFLCE3-9.6

    7. 7.

      Understands changes in the nature of work and the workplace (e.g., telecommuting, home-based business, technology).GPA-AFLCE3-9.7

  • GPA-AFLCE3-10.

    Students will contribute and work cooperatively to maximize the overall effort of a group.GPA-AFLCE3-10

    1. 1.

      Knows the behaviors and skills that contribute to team effectiveness.GPA-AFLCE3-10.1

    2. 2.

      Works cooperatively within a group to complete tasks, achieve goals, and solve problems.GPA-AFLCE3-10.2

    3. 3.

      Challenges practices in a group that are not working and proposes measures to enhance team effectiveness.GPA-AFLCE3-10.3

    4. 4.

      Demonstrates respect for others' rights, feelings, and points of view in a group.GPA-AFLCE3-10.4

    5. 5.

      Identifies and uses the individual strengths and interests of others to accomplish team goals.GPA-AFLCE3-10.5

    6. 6.

      Identifies causes of conflict in a group and works cooperatively with others to deal with conflict through negotiation, compromise, and consensus.GPA-AFLCE3-10.6

    7. 7.

      Helps the group establish goals, taking personal responsibility for accomplishing such goals.GPA-AFLCE3-10.7

    8. 8.

      Evaluates the overall progress of a group toward a goal.GPA-AFLCE3-10.8

    9. 9.

      Contributes to the development of a supportive climate in groups.GPA-AFLCE3-10.9

    10. 10.

      Actively listens to the ideas of others and asks clarifying questions.GPA-AFLCE3-10.10

    11. 11.

      Takes the initiative in interacting with others.GPA-AFLCE3-10.11

    12. 12.

      Uses appropriate strategies when making requests of other people.GPA-AFLCE3-10.12

  • GPA-AFLCE3-11.

    Students will use conflict-resolution techniques.GPA-AFLCE3-11

    1. 1.

      Communicates ideas in a manner that does not irritate others.GPA-AFLCE3-11.1

    2. 2.

      Identifies goals and values important to opponents and demonstrates the ability to compromise (e.g., generates options with win/win potential).GPA-AFLCE3-11.2

    3. 3.

      Understands the impact of criticism on psychological state, emotional state, habitual behavior, and beliefs.GPA-AFLCE3-11.3

    4. 4.

      Understands that three ineffective responses to criticism are (1) being aggressive, (2) being passive, and (3) being both.GPA-AFLCE3-11.4

    5. 5.

      Understands that three effective responses to criticism are (1) acknowledgment, (2) token agreement with a critic, and (3) probing for clarification.GPA-AFLCE3-11.5

    6. 6.

      Determines the causes and potential sources of conflicts.GPA-AFLCE3-11.6

    7. 7.

      Determines the seriousness of conflicts and identifies explicit strategies to deal with conflict depending on its nature and seriousness.GPA-AFLCE3-11.7

    8. 8.

      Identifies individual vs. group or organizational interests in conflicts (e.g., works to build consensus within a group while maintaining minority viewpoints).GPA-AFLCE3-11.8

    9. 9.

      Establishes guidelines and rules for negotiating (e.g., clarifying problem, considering other viewpoints, listening to others; meeting at mutually agreeable times).GPA-AFLCE3-11.9

  • GPA-AFLCE3-12.

    Students will understand and work with diverse individuals and in diverse situations.GPA-AFLCE3-12

    1. 1.

      Works well with those of the opposite gender, of differing abilities, and from different age groups.GPA-AFLCE3-12.1

    2. 2.

      Works well with those from different ethnic groups, of different religious orientations, and of cultures different from their own.GPA-AFLCE3-12.2

    3. 3.

      Understands the concept of customer service.GPA-AFLCE3-12.3

  • GPA-AFLCE3-13.

    Students will describe effective interpersonal communication skills.GPA-AFLCE3-13

    1. 1.

      Demonstrates appropriate behaviors for relating well with others (e.g., empathy, caring, respect, helping, friendliness, politeness).GPA-AFLCE3-13.1

    2. 2.

      Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity.GPA-AFLCE3-13.2

    3. 3.

      Knows strategies to effectively communicate in a variety of settings (e.g., selects appropriate strategy for audience and situation).GPA-AFLCE3-13.3

    4. 4.

      Provides feedback in a constructive manner and recognizes the importance of seeking and receiving constructive feedback in a corrective manner.GPA-AFLCE3-13.4

    5. 5.

      Uses nonverbal communication such as eye contact, body position, and gestures effectively.GPA-AFLCE3-13.5

    6. 6.

      Demonstrates attentive listening by clarifying messages received (e.g., paraphrasing, questioning).GPA-AFLCE3-13.6

    7. 7.

      Responds to speaker appropriately (e.g., does not react to a speaker's inflammatory deliverance, maintains objectivity, reacts to ideas rather than to the person presenting the ideas).GPA-AFLCE3-13.7

    8. 8.

      Adjusts tone, content, and delivery of information to accommodate the likes of others.GPA-AFLCE3-13.8

    9. 9.

      Attends to both verbal and nonverbal messages.GPA-AFLCE3-13.9

    10. 10.

      Uses emotions appropriately in personal dialogues.GPA-AFLCE3-13.10

    11. 11.

      Makes use of confrontation when appropriate.GPA-AFLCE3-13.11

    12. 12.

      Demonstrates sensitivity to cultural diversity (e.g., personal space, use of eye contact, gestures, bias-free language).GPA-AFLCE3-13.12

    13. 13.

      Acknowledges the strengths and achievements of others.GPA-AFLCE3-13.13

  • GPA-AFLCE3-14.

    Students will demonstrate leadership skills.GPA-AFLCE3-14

    1. 1.

      Understands one's own role as a leader or follower in various situations.GPA-AFLCE3-14.1

    2. 2.

      Knows the qualities of good leaders and followers.GPA-AFLCE3-14.2

    3. 3.

      Knows a variety of leadership strategies and knows which strategies to implement in specific situations.GPA-AFLCE3-14.3

    4. 4.

      Demonstrates and applies leadership skills and qualities (e.g., plans, wins, and celebrates accomplishments; recognizes the contributions of others; passes on authority when appropriate).GPA-AFLCE3-14.4

  • GPA-AFLCE3-15.

    Students will understand effective use of basic tools.GPA-AFLCE3-15

    1. 1.

      Uses workspace effectively (e.g., organizes materials, information, computer records).GPA-AFLCE3-15.1

    2. 2.

      Learns the proper use of new instruments by following instructions in a manual or by taking instructions from an experienced user.GPA-AFLCE3-15.2

  • GPA-AFLCE3-16.

    Students will use various information sources, including those of a technical nature, to accomplish specific tasks.GPA-AFLCE3-16

    1. 1.

      Interprets information from and detects inconsistencies in a data matrix.GPA-AFLCE3-16.1

    2. 2.

      Follows basic linear paths in organizational charts.GPA-AFLCE3-16.2

    3. 3.

      Identifies major sections in schematic diagrams.GPA-AFLCE3-16.3

    4. 4.

      Uses the linear path of a flowchart to provide visual and textual directions to a procedure.GPA-AFLCE3-16.4

    5. 5.

      Interprets symbols in a flowchart to indicate flow of direction, test points, components, and diagrammatic decision points.GPA-AFLCE3-16.5

    6. 6.

      Obtains factor specification information from various sources (e.g., two-column chart, intersection of row by column in a table or chart).GPA-AFLCE3-16.6

    7. 7.

      Uses a table or chart to identify a malfunction in a mechanism.GPA-AFLCE3-16.7

    8. 8.

      Interprets drawings (e.g., cross sections) for assembly or disassembly.GPA-AFLCE3-16.8

  • GPA-AFLCE3-17.

    Students will understand and apply methods to manage money effectively.GPA-AFLCE3-17

    1. 1.

      Prepares and follows a budget (e.g., develops spending plan, saving plan, record keeping system, investment plan, tracks budget performance).GPA-AFLCE3-17.1

    2. 2.

      Uses sound buying principles (e.g., comparing costs and benefits, making informed choices) for purchasing goods and services.GPA-AFLCE3-17.2

    3. 3.

      Understands credit (e.g., different types of credit; finance charges, outstanding balance, effects of early payoff) and uses it effectively.GPA-AFLCE3-17.3

    4. 4.

      Understands the benefits and dangers of using credit.GPA-AFLCE3-17.4

    5. 5.

      Knows ways to avoid or correct credit problems.GPA-AFLCE3-17.5

  • GPA-AFLCE3-18.

    Students will study or pursues specific job interests.GPA-AFLCE3-18

    1. 1.

      Knows strategies used to develop liaisons with community and professional organizations (e.g., internships, volunteer work membership in organizations, career development centers, alumni).GPA-AFLCE3-18.1

    2. 2.

      Determines procedures for applying for a job at a company's personnel office.GPA-AFLCE3-18.2

    3. 3.

      Knows important benefits and procedures of prospective employers (salary, deductions, vacation).GPA-AFLCE3-18.3

    4. 4.

      Identifies a prospective employer's products and services.GPA-AFLCE3-18.4

    5. 5.

      Prepares documents related to job-seeking (e.g., created a letter of inquiry or application; fills out a job application).GPA-AFLCE3-18.5

    6. 6.

      Identifies and engages in necessary steps to prepare for the job interview process (e.g., prepares for employment tests; knows questions interviewers can and cannot ask).GPA-AFLCE3-18.6

    7. 7.

      Analyzes a current job or job interest, its future possibilities, and requirements with respect to one's set of work skills, knowledge, and attitudes.GPA-AFLCE3-18.7

    8. 8.

      Uses multiple resources to obtain information about prospective jobs (e.g., classified, word of mouth, free services provided by state, private employment agencies).GPA-AFLCE3-18.8

  • GPA-AFLCE3-19.

    Students will understand general preparation for entering the work force.GPA-AFLCE3-19

    1. 1.

      Understands how demographic, geographic, and technological trends affect education, training programs, and work opportunities.GPA-AFLCE3-19.1

    2. 2.

      Determines the types of preparation and training needed for entry-level jobs.GPA-AFLCE3-19.2

    3. 3.

      Understands occupational apprenticeships and other training opportunities (e.g., job shadowing, mentorships, community service, youth entrepreneurship).GPA-AFLCE3-19.3

    4. 4.

      Understands available educational opportunities (e.g., college, junior college, job training program).GPA-AFLCE3-19.4

    5. 5.

      Understands community resources such as, availability of childcare, that support education and training.GPA-AFLCE3-19.5

    6. 6.

      Understands significant life decisions (e.g., career choices, decisions about family) and their effect on the present.GPA-AFLCE3-19.6

    7. 7.

      Knows strategies for managing the interrelationships among various life roles and activities (e.g., career, family, leisure).GPA-AFLCE3-19.7

    8. 8.

      Applies for a social security card, work permit, license.GPA-AFLCE3-19.8

    9. 9.

      Prepares a resume summarizing experience, education, and job training.GPA-AFLCE3-19.9

    10. 10.

      Establishes an explicit career action plan, including short- and long-term goals.GPA-AFLCE3-19.10

    11. 11.

      Makes an accurate appraisal of available work options, prior work experience, career goals, personal character, job references, and personal aptitudes.GPA-AFLCE3-19.11

    12. 12.

      Understands the nature and function of worker's compensation, disability insurance, and unemployment insurance.GPA-AFLCE3-19.12

    13. 13.

      Evaluates the chances of getting a job now and in the future in fields of work that are of interest.GPA-AFLCE3-19.13

    14. 14.

      Makes an accurate appraisal of basic insurance needs.GPA-AFLCE3-19.14

    15. 15.

      Uses a variety of resources to explore career options (e.g., occupation classification systems, labor market information, mass media, internet, magazines, and books).GPA-AFLCE3-19.15

    16. 16.

      Develops and maintains a portfolio that demonstrates personal aptitudes, skills, and career competence.GPA-AFLCE3-19.16

    17. 17.

      Understands how academic knowledge and skills are related to specific careers or occupational groups.GPA-AFLCE3-19.17

    18. 18.

      Evaluate potential career choices in relation to personal interests, strengths, and values.GPA-AFLCE3-19.18

    19. 19.

      Analyze information (e.g., compare benefits, annual incomes, job opportunities) associated with careers of interest.GPA-AFLCE3-19.19

    20. 20.

      Knows the technical skills required for careers of personal interest (e.g., operating and troubleshooting workplace tools and machines, using email).GPA-AFLCE3-19.20

  • GPA-AFLCE3-20.

    Students will understand effective use of basic life skills.GPA-AFLCE3-20

    1. 1.

      Knows acceptable telecommunications ethics, etiquette, guidelines, and laws.GPA-AFLCE3-20.1

    2. 2.

      Uses public transportation effectively (e.g., identifies transportation alternatives, determines transportation needs).GPA-AFLCE3-20.2

    3. 3.

      Understands the purpose of income tax returns and how to calculate them.GPA-AFLCE3-20.3

    4. 4.

      Understands the availability of health care and childcare services.GPA-AFLCE3-20.4

    5. 5.

      Understands the basic nature of contracts (e.g., contracting practices, elements of contracts, types of contracts).GPA-AFLCE3-20.5

    6. 6.

      Understands important points in searching for and renting an apartment.GPA-AFLCE3-20.6

    7. 7.

      Understands basic banking services (e.g., checking accounts, savings accounts).GPA-AFLCE3-20.7

    8. 8.

      Understands the basic process of buying and maintaining a car.GPA-AFLCE3-20.8

    9. 9.

      Knows how to correctly enter information into basic forms.GPA-AFLCE3-20.9

  • GPA-AFLCE3-21.

    Students will demonstrate reliability and a basic work ethic.GPA-AFLCE3-21

    1. 1.

      Understands the concept of reliability (e.g., completing tasks on time; maintaining regular attendance; carrying out assigned tasks; being punctual).GPA-AFLCE3-21.1

    2. 2.

      Understands ethical character traits as they relate to the workplace (e.g., honesty, integrity, compassion, justice).GPA-AFLCE3-21.2

    3. 3.

      Understands the concept of a professional image, (e.g., appearance, personal hygiene, language).GPA-AFLCE3-21.3

    4. 4.

      Knows appropriate behavior for the workplace (e.g., congeniality, collaboration, adaptability, self-control, cooperation, respect for diversity).GPA-AFLCE3-21.4

    5. 5.

      Develops good work habits (e.g., keeping an effective workstation, organizing job responsibilities).GPA-AFLCE3-21.5

    6. 6.

      Respects authority and is attentive to requests and preferences of supervisor.GPA-AFLCE3-21.6

    7. 7.

      Gives and receives feedback in a positive manner and requests clarification when needed.GPA-AFLCE3-21.7

    8. 8.

      Accurately identifies important goals and priorities of employer.GPA-AFLCE3-21.8

    9. 9.

      Understands the concept of loyalty to an organization.GPA-AFLCE3-21.9

    10. 10.

      Understands workplace health and safety practices.GPA-AFLCE3-21.10

  • GPA-AFLCE3-22.

    Students will compare and contrast effective operations within organizations.GPA-AFLCE3-22

    1. 1.

      Understands the organization's basic goals and values.GPA-AFLCE3-22.1

    2. 2.

      Understands the extent to which organizational values are compatible with personal values.GPA-AFLCE3-22.2

    3. 3.

      Develops an action plan that identifies how personal skills can be used to increase organizational effectiveness.GPA-AFLCE3-22.3

    4. 4.

      Develops and carries out strategies to make skills and abilities more visible to an organization.GPA-AFLCE3-22.4

    5. 5.

      Understands the organization and culture of different work groups and companies.GPA-AFLCE3-22.5

    6. 6.

      Knows resources available for life-long learning (e.g., computer assisted self-directed training, counseling, tuition support).GPA-AFLCE3-22.6

    7. 7.

      Understands changes in the nature of work and the workplace (e.g., telecommuting, homebased business, technology).GPA-AFLCE3-22.7

  • GPA-AFLCE3-23.

    Students will explain and contribute to the overall effort of a group.GPA-AFLCE3-23

    1. 1.

      Knows the behaviors and skills that contribute to team effectiveness.GPA-AFLCE3-23.1

    2. 2.

      Works cooperatively within a group to complete tasks, achieve goals, and solve problems.GPA-AFLCE3-23.2

    3. 3.

      Challenges practices in a group that are not working and proposes measures to enhance team effectiveness.GPA-AFLCE3-23.3

    4. 4.

      Demonstrates respect for others' rights, feelings, and points of view in a group.GPA-AFLCE3-23.4

    5. 5.

      Identifies and uses the individual strengths and interests of others to accomplish team goals.GPA-AFLCE3-23.5

    6. 6.

      Identifies causes of conflict in a group and works cooperatively with others to deal with conflict though negotiation, compromise, and consensus.GPA-AFLCE3-23.6

    7. 7.

      Helps the group establish goals, taking personal responsibility for accomplishing such goals.GPA-AFLCE3-23.7

    8. 8.

      Evaluates the overall progress of a group toward a goal.GPA-AFLCE3-23.8

    9. 9.

      Contributes to the development of a supportive climate in groups.GPA-AFLCE3-23.9

    10. 10.

      Actively listens to the ideas of others and asks clarifying questions.GPA-AFLCE3-23.10

    11. 11.

      Takes the initiative in interacting with others.GPA-AFLCE3-23.11

    12. 12.

      Uses appropriate strategies when making requests of other people.GPA-AFLCE3-23.12

  • GPA-AFLCE3-24.

    Students will demonstrate and use conflict-resolution techniques.GPA-AFLCE3-24

    1. 1.

      Communicates ideas in a manner that does not irritate others.GPA-AFLCE3-24.1

    2. 2.

      Identifies goals and values important to opponents and demonstrates the ability to compromise (e.g., generates options with win/win potential).GPA-AFLCE3-24.2

    3. 3.

      Understands the impact of criticism on psychological state, emotional state, habitual behavior, and beliefs.GPA-AFLCE3-24.3

    4. 4.

      Understands that three ineffective responses to criticism are (1) being aggressive, (2) being passive, and (3) being both.GPA-AFLCE3-24.4

    5. 5.

      Understands that three effective responses to criticism are (1) acknowledgment, (2) token agreement with a critic, and (3) probing for clarification.GPA-AFLCE3-24.5

    6. 6.

      Determines the causes and potential sources of conflicts.GPA-AFLCE3-24.6

    7. 7.

      Determines the seriousness of conflicts and identifies explicit strategies to deal conflict depending on its nature and seriousness.GPA-AFLCE3-24.7

    8. 8.

      Identifies individual vs. group or organizational interests in conflicts (e.g., works to build consensus within a group while maintaining minority viewpoints).GPA-AFLCE3-24.8

    9. 9.

      Establishes guidelines and rules for negotiating (e.g., clarifying problem, considering other viewpoints, listening to others; meeting at mutually agreeable times).GPA-AFLCE3-24.9

  • GPA-AFLCE3-25.

    Students will understand and work with diverse individuals and in diverse situations.GPA-AFLCE3-25

    1. 1.

      Works well with those of the opposite gender, of differing abilities, and from different age groups.GPA-AFLCE3-25.1

    2. 2.

      Works well with those from different ethnic groups, of different religious orientations, and of cultures different from their own.GPA-AFLCE3-25.2

    3. 3.

      Understands the concept of customer service.GPA-AFLCE3-25.3

  • GPA-AFLCE3-26.

    Students will explain and show effective interpersonal communication skills.GPA-AFLCE3-26

    1. 1.

      Demonstrates appropriate behaviors for relating well with others (e.g., empathy, caring, respect, helping, friendliness, politeness).GPA-AFLCE3-26.1

    2. 2.

      Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity.GPA-AFLCE3-26.2

    3. 3.

      Knows strategies to effectively communicate in a variety of settings (e.g., selects appropriate strategy for audience and situation).GPA-AFLCE3-26.3

    4. 4.

      Provides feedback in a constructive manner and recognizes the importance of seeking and receiving constructive feedback in a non-defense manner.GPA-AFLCE3-26.4

    5. 5.

      Uses nonverbal communication such as eye contact, body position, and gestures effectively.GPA-AFLCE3-26.5

    6. 6.

      Demonstrates attentive listening by clarifying messages received (e.g., paraphrasing, questioning).GPA-AFLCE3-26.6

    7. 7.

      Responds to speaker appropriately (e.g., does not react to a speaker's inflammatory deliverance, maintains objectivity, reacts to ideas rather than to the person presenting the ideas).GPA-AFLCE3-26.7

    8. 8.

      Adjusts tone, content, and delivery of information to accommodate the likes of others.GPA-AFLCE3-26.8

    9. 9.

      Attends to both verbal and nonverbal messages.GPA-AFLCE3-26.9

    10. 10.

      Uses emotions appropriately in personal dialogues.GPA-AFLCE3-26.10

    11. 11.

      Makes use of confrontation when appropriate.GPA-AFLCE3-26.11

    12. 12.

      Demonstrates sensitivity to cultural diversity (e.g., personal space, use of eye contact, gestures, bias-free language).GPA-AFLCE3-26.12

    13. 13.

      Acknowledges the strengths and achievements of others.GPA-AFLCE3-26.13

  • GPA-AFLCE3-27.

    Students will demonstrate leadership skills.GPA-AFLCE3-27

    1. 1.

      Understands one's own role as a leader or follower in various situations.GPA-AFLCE3-27.1

    2. 2.

      Knows the qualities of good leaders and followers.GPA-AFLCE3-27.2

    3. 3.

      Knows a variety of leadership strategies and knows which strategies to implement in specific situations.GPA-AFLCE3-27.3

    4. 4.

      Demonstrates and applies leadership skills and qualities (e.g., plans, wins, and celebrates accomplishments; recognizes the contributions of others; passes on authority when appropriate)GPA-AFLCE3-27.4

Aerospace Science: Exploring Space & Cyber 300 (28.015)

  • GPA-AFSESC-1.

    Demonstrate employability skills required by business and industry.GPA-AFSESC-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFSESC-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFSESC-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFSESC-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFSESC-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFSESC-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFSESC-1.6

  • GPA-AFSESC-2.

    Obtain, evaluate, and communicate information about the space environment.GPA-AFSESC-2

    1. 1.

      Develop and use a model to explain the concept of a celestial sphere.GPA-AFSESC-2.1

    2. 2.

      Develop and use models to explain the Greek Earth-centered, Ptolemy's, and Copernican models of planetary motion.GPA-AFSESC-2.2

    3. 3.

      Construct an explanation based on evidence of the application of Kepler's laws of planetary motion.GPA-AFSESC-2.3

    4. 4.

      Plan and carry out an investigation to gather evidence to identify the impact of Galileo's telescope observations.GPA-AFSESC-2.4

    5. 5.

      Construct an explanation based on evidence of the application of Newton's laws of motion and gravity.GPA-AFSESC-2.5

    6. 6.

      Construct an explanation based on evidence of the application of Einstein's General Theory of Relativity and Special Theory of Relativity.GPA-AFSESC-2.6

    7. 7.

      Develop a model of the physical composition of Earth's layers using multiple types of evidence.GPA-AFSESC-2.7

    8. 8.

      Plan and carry out investigations to describe the characteristics and origins of the moon.GPA-AFSESC-2.8

    9. 9.

      Plan and carry out investigations to describe the characteristics of the terrestrial planets.GPA-AFSESC-2.9

    10. 10.

      Plan and carry out investigations to describe the characteristics of the outer planets.GPA-AFSESC-2.10

    11. 11.

      Construct an explanation of the characteristics of the solar system from scientific evidence including the composition, distribution and motion of other solar system objects. (Clarification statement: Dwarf planets, comets, asteroids, Oort cloud, and Kuiper belt objects should be studied as part of this element).GPA-AFSESC-2.11

    12. 12.

      Construct an explanation based on evidence of the characteristics of the Milky Way Galaxy.GPA-AFSESC-2.12

    13. 13.

      Construct an explanation based on evidence of the methods used for exoplanet detection.GPA-AFSESC-2.13

    14. 14.

      Construct an explanation of the characteristics of galaxies from scientific evidence.GPA-AFSESC-2.14

    15. 15.

      Plan and carry out investigations to describe the characteristics of stars, nebulae, pulsars, black holes, quasars, and dark matter.GPA-AFSESC-2.15

    16. 16.

      Construct an explanation of the big bang theory from scientific evidence.GPA-AFSESC-2.16

  • GPA-AFSESC-3.

    Obtain, evaluate, and communicate information about space exploration.GPA-AFSESC-3

    1. 1.

      Construct an explanation based on evidence of the benefits of space exploration.GPA-AFSESC-3.1

    2. 2.

      Plan and carry out investigations to describe the planning and components of a space mission.GPA-AFSESC-3.2

    3. 3.

      Plan and carry out investigations to describe the selection and training of astronauts.GPA-AFSESC-3.3

    4. 4.

      Plan and carry out investigations to describe the hazards of space travel on spacecraft.GPA-AFSESC-3.4

    5. 5.

      Plan and carry out investigations to describe the hazards of space travel on the human body.GPA-AFSESC-3.5

  • GPA-AFSESC-4.

    Obtain, evaluate, and communicate information about manned and unmanned spaceflight.GPA-AFSESC-4

    1. 1.

      Plan and carry out investigations to describe the evolution and impacts of the US, Soviet/Russian, and other international manned and unmanned space programs.GPA-AFSESC-4.1

    2. 2.

      Plan and carry out investigations to describe the development, accomplishments, and accidents of the Space Shuttle program.GPA-AFSESC-4.2

    3. 3.

      Construct an argument supported by evidence of causes of the Challenger and Columbia accidents.GPA-AFSESC-4.3

    4. 4.

      Plan and carry out investigations to describe the development and accomplishments of manned space stations.GPA-AFSESC-4.4

    5. 5.

      Plan and carry out investigations to describe plans for manned Lunar and Martian exploration programs.GPA-AFSESC-4.5

    6. 6.

      Plan and carry out investigations to describe unmanned exploration programs of the solar system.GPA-AFSESC-4.6

  • GPA-AFSESC-5.

    Obtain, evaluate, and communicate information about space technology.GPA-AFSESC-5

    1. 1.

      Develop and use models to explain orbits and the six classic orbital elements.GPA-AFSESC-5.1

    2. 2.

      Plan and carry out investigations to describe the orbital elements and utilization of different orbits.GPA-AFSESC-5.2

    3. 3.

      Develop and use models to explain trajectories, maneuvering and navigation in space.GPA-AFSESC-5.3

    4. 4.

      Construct an explanation based on evidence using Newton's Laws of how forces affect the acceleration of a rocket in flight.GPA-AFSESC-5.4

    5. 5.

      Explain and predict the motion of a body at rest and in flight in the absence of a force and when forces are applied using Newton's 1st Law (principle of inertia).GPA-AFSESC-5.5

    6. 6.

      Calculate the acceleration for an object using Newton's 2nd Law, including situations where multiple forces act together.GPA-AFSESC-5.6

    7. 7.

      Identify the pair of equal and opposite forces between two interacting bodies as they relate to rocket propulsion and relate their magnitudes and directions using Newton's 3rd Law.GPA-AFSESC-5.7

    8. 8.

      Develop and use a model of a Free Body Diagram to represent the forces acting on a rocket in all phases of flight.GPA-AFSESC-5.8

    9. 9.

      Use mathematical representations to calculate magnitudes and vector components for forces acting on a rocket during launch during all phases of flight.GPA-AFSESC-5.9

    10. 10.

      Plan and carry out an investigation to gather evidence to identify total energy and the exchanges of potential versus kinetic energy of a rocket during all phases of flight.GPA-AFSESC-5.10

    11. 11.

      Plan and carry out investigations to explain the differences between solid, liquid and hybrid rocket motors.GPA-AFSESC-5.11

    12. 12.

      Plan and carry out investigations to describe different payload launch vehicles. (Clarification statement: Intercontinental Ballistic Missiles, Expendable Launch Vehicles, and Reusable Launch Vehicles should be studied as part of this element).GPA-AFSESC-5.12

    13. 13.

      Plan and carry out an investigation to gather evidence to identify factors affecting rocket launch site location and launch window determination.GPA-AFSESC-5.13

    14. 14.

      Plan and carry out investigations to describe the use of robotics in space exploration.GPA-AFSESC-5.14

    15. 15.

      Plan and carry out investigations to describe private industry contributions to space exploration.GPA-AFSESC-5.15

    16. 16.

      Construct arguments based on evidence about the applications, benefits, and problems of commercial space mining.GPA-AFSESC-5.16

    17. 17.

      Develop and use models to explain the operation of the global positioning system.GPA-AFSESC-5.17

Aerospace Leadership: Management 400 (28.016)

  • GPA-AFLM4-1.

    Demonstrate employability skills required by business and industry.GPA-AFLM4-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFLM4-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFLM4-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFLM4-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFLM4-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFLM4-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFLM4-1.6

  • GPA-AFLM4-2.

    Students will understand who managers are, where they work, what they do. They will know what management represents.GPA-AFLM4-2

    1. 1.

      Describe three characteristics of an organization.GPA-AFLM4-2.1

    2. 2.

      List three examples of organizations.GPA-AFLM4-2.2

    3. 3.

      Explain the difference between an operative and a manager.GPA-AFLM4-2.3

    4. 4.

      Identify three levels of managers.GPA-AFLM4-2.4

    5. 5.

      Define efficiency and effectiveness.GPA-AFLM4-2.5

    6. 6.

      Diagram the four basic management processes.GPA-AFLM4-2.6

    7. 7.

      Describe three kinds of management behavior.GPA-AFLM4-2.7

  • GPA-AFLM4-3.

    Students will identify the skills and competencies successful managers possess, the importance the marketplace puts on managers, and how management relates to other disciplines of study.GPA-AFLM4-3

    1. 1.

      List the four general skills of managers and the six specific skills of managers.GPA-AFLM4-3.1

    2. 2.

      Define competencies.GPA-AFLM4-3.2

    3. 3.

      Explain the importance the marketplace puts on managers.GPA-AFLM4-3.3

    4. 4.

      Identify the reasons management is worth studying and how management relates to other disciplines of study.GPA-AFLM4-3.4

  • GPA-AFLM4-4.

    Students will compare the history of management from the classical contributions up to and including modern management.GPA-AFLM4-4

    1. 1.

      Identify the contributions Adam Smith, Frederick Taylor, Henri Fayol, and Max Weber each made to the field of management.GPA-AFLM4-4.1

    2. 2.

      Explain the influence of the industrial revolution on management practice.GPA-AFLM4-4.2

    3. 3.

      Describe other major contributions to scientific management and why scientific management received so much attention.GPA-AFLM4-4.3

  • GPA-AFLM4-5.

    Students will analyze various approaches to management including the human resources approach and the quantitative approach. They will identify how social events shape management approaches as well as other influences on current management approaches.GPA-AFLM4-5

    1. 1.

      Describe the contributions of Robert Owen and Hugo Munsterberg.GPA-AFLM4-5.1

    2. 2.

      Discuss what Mary Parker Follett believed about managers and groups.GPA-AFLM4-5.2

    3. 3.

      Compare and contrast the views of Chester Barnard and Max Weber.GPA-AFLM4-5.3

    4. 4.

      Describe the Hawthorne Studies.GPA-AFLM4-5.4

    5. 5.

      Identify the basic belief of the human relations movement.GPA-AFLM4-5.5

    6. 6.

      Describe the approach of the behavioral science theorists.GPA-AFLM4-5.6

    7. 7.

      List the applications of human resource approaches.GPA-AFLM4-5.7

    8. 8.

      Give examples of the quantitative approach to management.GPA-AFLM4-5.8

    9. 9.

      Identify a major factor that stimulated the classical and the human resources approach.GPA-AFLM4-5.9

    10. 10.

      State the historical event that stimulated the quantitative approach.GPA-AFLM4-5.10

    11. 11.

      Analyze the concept of a process approach, a systems approach, and a contingency approach to management.GPA-AFLM4-5.11

    12. 12.

      Describe how classical writings are applied today.GPA-AFLM4-5.12

  • GPA-AFLM4-6.

    Students will understand how management affects the economy including the global marketplace and technology.GPA-AFLM4-6

    1. 1.

      Create a timeline that identifies the three waves of civilization described by Alvin Toffler.GPA-AFLM4-6.1

    2. 2.

      Name three examples of knowledge workers.GPA-AFLM4-6.2

    3. 3.

      Describe a dot-com business.GPA-AFLM4-6.3

    4. 4.

      Compare and contrast the difference between a multinational corporation and a transnational corporation.GPA-AFLM4-6.4

    5. 5.

      Outline three stages of how globalization affects organizations.GPA-AFLM4-6.5

    6. 6.

      Define technology and list three examples of technologies that benefit organizations.GPA-AFLM4-6.6

    7. 7.

      Describe e-commerce.GPA-AFLM4-6.7

    8. 8.

      Identify the two big challenges facing a manager of telecommuters.GPA-AFLM4-6.8

  • GPA-AFLM4-7.

    Students will identify what society expects from organizations and managers. They will also know how entrepreneurship, the workforce, and labor impact society.GPA-AFLM4-7

    1. 1.

      Compare and contrast the two basic positions on corporate social responsibility.GPA-AFLM4-7.1

    2. 2.

      Select the definition of social obligation from a list of definitions.GPA-AFLM4-7.2

    3. 3.

      Describe social responsiveness.GPA-AFLM4-7.3

    4. 4.

      Explain the function of a code of ethics.GPA-AFLM4-7.4

    5. 5.

      Identify the difference between an entrepreneur and a small business owner.GPA-AFLM4-7.5

    6. 6.

      Outline the four stages of the entrepreneurial process.GPA-AFLM4-7.6

    7. 7.

      Explain workforce diversity.GPA-AFLM4-7.7

    8. 8.

      Describe work/life balance.GPA-AFLM4-7.8

    9. 9.

      Compare and contrast outsourcing, rightsizing, and downsizing.GPA-AFLM4-7.9

    10. 10.

      Explain the issues that contingent workers create for managers.GPA-AFLM4-7.10

    11. 11.

      Identify the two demographic factors that contribute to the labor shortage.GPA-AFLM4-7.11

  • GPA-AFLM4-8.

    Students will identify planning actions and types of plans including management by objectives.GPA-AFLM4-8

    1. 1.

      Describe formal and informal planning.GPA-AFLM4-8.1

    2. 2.

      List four reasons managers should make formal plans.GPA-AFLM4-8.2

    3. 3.

      State two of the major criticisms of formal planning.GPA-AFLM4-8.3

    4. 4.

      List four ways to describe different types of plans.GPA-AFLM4-8.4

    5. 5.

      Compare and contrast strategic and tactical plans, specific and directional plans, and single-use and standing plans.GPA-AFLM4-8.5

    6. 6.

      Define management by objectives (MBO) and list four common ingredients in MBO programs.GPA-AFLM4-8.6

    7. 7.

      Describe the three basic findings of Locke's research on goal setting.GPA-AFLM4-8.7

    8. 8.

      Identify the six guidelines for setting employee objectives.GPA-AFLM4-8.8

  • GPA-AFLM4-9.

    Students will establish goals and develop plans about contemporary issues and their personal lives.GPA-AFLM4-9

    1. 1.

      Define traditional goal setting and identify the problems with the traditional goal setting approach.GPA-AFLM4-9.1

    2. 2.

      Outline a means-end chain of traditional goal setting.GPA-AFLM4-9.2

    3. 3.

      Describe the management by objective (MBO) approach to goal setting.GPA-AFLM4-9.3

    4. 4.

      Identify the five characteristics of well-thought-out goals.GPA-AFLM4-9.4

    5. 5.

      List the six steps in goal setting.GPA-AFLM4-9.5

    6. 6.

      Identify the three contingency factors in planning.GPA-AFLM4-9.6

    7. 7.

      Describe the difference between traditional and a modern planning.GPA-AFLM4-9.7

    8. 8.

      Identify the two planning issues that are on the minds of contemporary experts.GPA-AFLM4-9.8

    9. 9.

      Describe three characteristics of effective plans in dynamic environments.GPA-AFLM4-9.9

  • GPA-AFLM4-10.

    Students will use the decision-making process to address situations in their lives.GPA-AFLM4-10

    1. 1.

      List the eight steps of a decision-making process.GPA-AFLM4-10.1

    2. 2.

      Define decision criteria.GPA-AFLM4-10.2

    3. 3.

      Explain how risk and uncertainty affect the decision-making process.GPA-AFLM4-10.3

    4. 4.

      Describe the advantages of creativity in decision-making.GPA-AFLM4-10.4

    5. 5.

      Explain the three components of creativity.GPA-AFLM4-10.5

    6. 6.

      Define satisfice.GPA-AFLM4-10.6

    7. 7.

      Describe three features of practicing bounded rationality.GPA-AFLM4-10.7

    8. 8.

      List three common errors in the decision-making process.GPA-AFLM4-10.8

  • GPA-AFLM4-11.

    Students will identify various decision-making styles used by groups and individuals and explain how culture effects the decision-making process.GPA-AFLM4-11

    1. 1.

      Explain the difference between well-structured and ill-structured problems.GPA-AFLM4-11.1

    2. 2.

      Name two characteristics of programmed and non-programmed decisions.GPA-AFLM4-11.2

    3. 3.

      List three types of programmed decisions.GPA-AFLM4-11.3

    4. 4.

      Compare and contrast the types of decisions made by managers at lower and higher organizational levels.GPA-AFLM4-11.4

    5. 5.

      Describe the benefits of expert systems and neural networks for decision- making.GPA-AFLM4-11.5

    6. 6.

      Name the two dimensions that most influence decision-making styles.GPA-AFLM4-11.6

    7. 7.

      List four basic decision-making styles and name the advantages and disadvantages of each.GPA-AFLM4-11.7

    8. 8.

      State the size of the most effective groups.GPA-AFLM4-11.8

    9. 9.

      Practice brainstorming and nominal group techniques.GPA-AFLM4-11.9

    10. 10.

      Explain how decision-making is impacted by culture.GPA-AFLM4-11.10

  • GPA-AFLM4-12.

    Students will identify the forces of change that affect management and employee actions.GPA-AFLM4-12

    1. 1.

      List the three categories that managers can change.GPA-AFLM4-12.1

    2. 2.

      Name five external forces that create a need to change in organizations.GPA-AFLM4-12.2

    3. 3.

      Describe the role of a change agent.GPA-AFLM4-12.3

    4. 4.

      Explain the calm-water and white-water rapids metaphors for change.GPA-AFLM4-12.4

    5. 5.

      Identify driving forces and restraining forces for change.GPA-AFLM4-12.5

    6. 6.

      Describe the three phases for working on calm-water changes.GPA-AFLM4-12.6

    7. 7.

      List three reasons why people resist change.GPA-AFLM4-12.7

    8. 8.

      Name three techniques that can be used to encourage change.GPA-AFLM4-12.8

  • GPA-AFLM4-13.

    Students will examine the difficulties and advantages of organizational changes.GPA-AFLM4-13

    1. 1.

      Describe the changing of structure, technology, and people in organizations.GPA-AFLM4-13.1

    2. 2.

      Identify four techniques used in organization development programs.GPA-AFLM4-13.2

    3. 3.

      Explain how opportunities, demands, and constraints create stress in organizations.GPA-AFLM4-13.3

    4. 4.

      List five common causes of stress in organizations.GPA-AFLM4-13.4

    5. 5.

      Compare and contrast role conflict, role overload, and role ambiguity.GPA-AFLM4-13.5

    6. 6.

      Name and give examples of the three ways stress reveals itself in people.GPA-AFLM4-13.6

    7. 7.

      Describe one special program used to reduce employee stress in organizations.GPA-AFLM4-13.7

    8. 8.

      List the three outcomes of innovation in organizations.GPA-AFLM4-13.8

    9. 9.

      Name the four steps in the creativity process.GPA-AFLM4-13.9

    10. 10.

      Explain the seven characteristics of an innovative culture.GPA-AFLM4-13.10

  • GPA-AFLM4-14.

    Students will handle personal stress and incorporate time management skills into their lives for themselves and groups in which they are active.GPA-AFLM4-14

    1. 1.

      Explain the difference between eustress and distress.GPA-AFLM4-14.1

    2. 2.

      Describe Type A, B, and H personalities.GPA-AFLM4-14.2

    3. 3.

      List three workaholic characteristics.GPA-AFLM4-14.3

    4. 4.

      Describe several ways to make stress work for you rather than against you.GPA-AFLM4-14.4

    5. 5.

      Name three burnout symptoms.GPA-AFLM4-14.5

    6. 6Explain.

      the first two steps of managing your time.GPA-AFLM4-14.6Explain

    7. 7.

      Describe the technological paradox.GPA-AFLM4-14.7

    8. 8.

      Explain what can be done before a meeting to make it more effective.GPA-AFLM4-14.8

  • GPA-AFLM4-15.

    Students will identify personality traits and predict behavior and personality.GPA-AFLM4-15

    1. 1.

      List the four kinds of behavior that are the focus of organizational behavior.GPA-AFLM4-15.1

    2. 2.

      Name the three components of attitude.GPA-AFLM4-15.2

    3. 3.

      Explain the three concerns about employee job attitudes.GPA-AFLM4-15.3

    4. 4.

      Describe cognitive dissonance.GPA-AFLM4-15.4

    5. 5.

      List the four dimensions of the Myers-Briggs type indicator.GPA-AFLM4-15.5

    6. 6.

      Name the five factors in the Big Five model of personality.GPA-AFLM4-15.6

    7. 7.

      Describe emotional intelligence and list the six dimensions of emotional intelligence.GPA-AFLM4-15.7

    8. 8.

      Name the six job-fit types identified by John Holland.GPA-AFLM4-15.8

    9. 9.

      Describe the proactive personality.GPA-AFLM4-15.9

  • GPA-AFLM4-16.

    Students will comprehend the impact of perception, how individuals learn, and group behavior on management decisions.GPA-AFLM4-16

    1. 1.

      Describe the impact of perception (attributions) on managers.GPA-AFLM4-16.1

    2. 2.

      Identify internal and external explanations of behavior.GPA-AFLM4-16.2

    3. 3.

      List three ways managers determine the causes of behavior.GPA-AFLM4-16.3

    4. 4.

      Explain fundamental attribution error and self-serving bias.GPA-AFLM4-16.4

    5. 5.

      Give examples of stereotyping and operant conditioning.GPA-AFLM4-16.5

    6. 6.

      Describe social learning theory.GPA-AFLM4-16.6

    7. 7.

      Identify four ways to shape behavior.GPA-AFLM4-16.7

    8. 8.

      List the four basic concepts of groups.GPA-AFLM4-16.8

  • GPA-AFLM4-17.

    Students will describe the types of work teams, their characteristics, and their popularity.GPA-AFLM4-17

    1. 1.

      Name three reasons teams are popular in businesses today.GPA-AFLM4-17.1

    2. 2.

      List the five stages of team development.GPA-AFLM4-17.2

    3. 3.

      Explain the difference between a work group and a work team.GPA-AFLM4-17.3

    4. 4.

      List five types of work teams.GPA-AFLM4-17.4

    5. 5.

      Explain the work of a problem-solving team and a cross-functional work team.GPA-AFLM4-17.5

    6. 6.

      Identify one reason why entrepreneurs use teams.GPA-AFLM4-17.6

    7. 7.

      Name six characteristics of high-performance teams.GPA-AFLM4-17.7

    8. 8.

      Describe two characteristics of effective leadership.GPA-AFLM4-17.8

    9. 9.

      Name three characteristics of a supportive climate for teams.GPA-AFLM4-17.9

  • GPA-AFLM4-18.

    Students will identify contemporary team issues and methods used to turn individuals into team players.GPA-AFLM4-18

    1. 1.

      Describe the challenges facing teams in an individualistic culture.GPA-AFLM4-18.1

    2. 2.

      List two countries in which the team approach has been much easier to introduce.GPA-AFLM4-18.2

    3. 3.

      Identify nine work team roles.GPA-AFLM4-18.3

    4. 4.

      List three tools a manager can use to shape team behavior.GPA-AFLM4-18.4

    5. 5.

      Explain the use of a probationary period.GPA-AFLM4-18.5

    6. 6.

      Describe the difference between an individual reward and a team reward.GPA-AFLM4-18.6

    7. 7.

      Describe four ways to bring new life to a mature team.GPA-AFLM4-18.7

    8. 8.

      Explain two situations in which the advantages of diversity are most clearly seen.GPA-AFLM4-18.8

    9. 9.

      Identify two causes of attrition on teams.GPA-AFLM4-18.9

  • GPA-AFLM4-19.

    Students will understand and use the communication process, using information technology for written and verbal communications.GPA-AFLM4-19

    1. 1.

      Name the five components of the communication process.GPA-AFLM4-19.1

    2. 2.

      List four factors that affect the encoding of messages.GPA-AFLM4-19.2

    3. 3.

      Describe the advantages and disadvantages of written communication and verbal communication.GPA-AFLM4-19.3

    4. 4.

      Demonstrate the communication grapevine and three examples of both nonverbal communication and body language.GPA-AFLM4-19.4

    5. 5.

      Explain how verbal intonation impacts communication.GPA-AFLM4-19.5

    6. 6.

      Illustrate three examples of barriers to communication.GPA-AFLM4-19.6

    7. 7.

      Describe actions managers can take to overcome communication barriers.GPA-AFLM4-19.7

    8. 8.

      List five examples of the use of technology networks in communication.GPA-AFLM4-19.8

    9. 9.

      Explain how knowledge is a major resource in an organization.GPA-AFLM4-19.9

  • GPA-AFLM4-20.

    Students will develop interpersonal skills in listening and feedback, delegation skills, managing conflict, negotiating, and writing evaluations.GPA-AFLM4-20

    1. 1.

      Name the four essential elements of listening.GPA-AFLM4-20.1

    2. 2.

      Explain two of the ways to make feedback more effective.GPA-AFLM4-20.2

    3. 3.

      Describe the elements of effective delegation.GPA-AFLM4-20.3

    4. 4.

      Explain three views of organizational conflict.GPA-AFLM4-20.4

    5. 5.

      Name five styles for managing conflict.GPA-AFLM4-20.5

    6. 6.

      Describe the process of negotiation and explain three of the methods (tips) for effective negotiation.GPA-AFLM4-20.6

    7. 7.

      Describe the three purposes of written performance evaluations.GPA-AFLM4-20.7

  • GPA-AFLM4-21.

    Students will identify the difference between managers and leaders and understand the various theories of leadership that have been developed to analyze management behavior.GPA-AFLM4-21

    1. 1.

      Compare and contrast the various theories of leadership.GPA-AFLM4-21.1

    2. 2.

      Name four important modes in which leaders operate.GPA-AFLM4-21.2

    3. 3.

      List two sets of variables that push a leader to behave in one way or another.GPA-AFLM4-21.3

    4. 4.

      Compare and contrast the leader-participation model, the situational theory of leadership and the charismatic leadership theory.GPA-AFLM4-21.4

    5. 5.

      Explain the difference between vision and setting goals.GPA-AFLM4-21.5

    6. 6.

      Explain how transformational leaders differ from transactional leaders.GPA-AFLM4-21.6

  • GPA-AFLM4-22.

    Students will identify essential traits of today's leaders including the essence of leadership.GPA-AFLM4-22

    1. 1.

      Describe the two aspects of a team leader's job that are not part of a first-line manager's job.GPA-AFLM4-22.1

    2. 2.

      Name the four roles that team leaders play.GPA-AFLM4-22.2

    3. 3.

      Explain why a leader has to pay attention to cultural factors in leading.GPA-AFLM4-22.3

    4. 4.

      List the five components of emotional intelligence.GPA-AFLM4-22.4

    5. 5.

      Name the five dimensions of trust and why it is so important to leadership.GPA-AFLM4-22.5

    6. 6.

      Explain how leadership is sometimes not all that important.GPA-AFLM4-22.6

  • GPA-AFLM4-23.

    Students will understand the importance of goal setting, providing feedback, and developing protégés in both coaching and mentoring.GPA-AFLM4-23

    1. 1.

      Compare and contrast a coach and a mentor.GPA-AFLM4-23.1

    2. 2.

      Name three benefits of setting goals.GPA-AFLM4-23.2

    3. 3.

      Explain two reasons mentoring is important in the business world.GPA-AFLM4-23.3

    4. 4.

      Explain the difference between a mission statement and specific goals.GPA-AFLM4-23.4

    5. 5.

      Describe how role modeling and feedback benefit a protégé.GPA-AFLM4-23.5

    6. 6.

      List three techniques for giving feedback.GPA-AFLM4-23.6

    7. 7.

      Name four ways to prepare a protégé for promotion.GPA-AFLM4-23.7

Aerospace Science: Aviation History 100 (28.017)

  • GPA-AFSAH1-1.

    Demonstrate employability skills required by business and industry.GPA-AFSAH1-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFSAH1-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFSAH1-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFSAH1-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFSAH1-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFSAH1-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFSAH1-1.6

  • GPA-AFSAH1-2.

    Students will identify, trace, analyze, and explain key significant events, developments, and figures of early aviation.GPA-AFSAH1-2

    1. 1.

      Examine the contributions of early civilization on heavier-than-air flight.GPA-AFSAH1-2.1

    2. 2.

      Analyze the significant contributions in early development of flight.GPA-AFSAH1-2.2

    3. 3.

      Summarize the contributions to the development of flight by the Wright Brothers.GPA-AFSAH1-2.3

    4. 4.

      Examine key contributions of other pioneers of aviation following the Wright Brothers.GPA-AFSAH1-2.4

  • GPA-AFSAH1-3.

    Students will identify, trace, analyze, and explain key significant events, developments, and figures of US aviation through World War I.GPA-AFSAH1-3

    1. 1.

      Evaluate the significant contributions of air power during World War I.GPA-AFSAH1-3.1

    2. 2.

      Analyze how barnstormers contributed to public awareness of aviation.GPA-AFSAH1-3.2

    3. 3.

      Analyze the significant contributions of the first transatlantic flights.GPA-AFSAH1-3.3

  • GPA-AFSAH1-4.

    Students will identify, trace, analyze, and explain key significant events, developments, and figures of US aviation from the interwar period to the end of World War II.GPA-AFSAH1-4

    1. 1.

      Analyze the path of the Army Air Corps took to independence.GPA-AFSAH1-4.1

    2. 2.

      Analyze the role aerial bombing had on the outcome of World War II.GPA-AFSAH1-4.2

    3. 3.

      Evaluate the advantages and disadvantages Allied aircraft had against Axis aircraft.GPA-AFSAH1-4.3

  • GPA-AFSAH1-5.

    Students will identify, trace, analyze, and explain key significant events, developments, and figures in post-World War II commercial aviation.GPA-AFSAH1-5

    1. 1.

      Evaluate the impact of federal oversight in aviation.GPA-AFSAH1-5.1

    2. 2.

      Analyze the contributions of commercial flight during the propeller era.GPA-AFSAH1-5.2

    3. 3.

      Analyze the impact general aviation has had on commercial aviation.GPA-AFSAH1-5.3

    4. 4.

      Evaluate the impact commercial aviation has had globally.GPA-AFSAH1-5.4

  • GPA-AFSAH1-6.

    Students will identify, trace, analyze, and explain key significant events, developments, and figures in the creation of the US Air Force and use of airpower.GPA-AFSAH1-6

    1. 1.

      Analyze how the National Security Act of 1947 helped create a separate US Air Force.GPA-AFSAH1-6.1

    2. 2.

      Evaluate the technology gains made in military aviation after WWII.GPA-AFSAH1-6.2

    3. 3.

      Analyze the strategy of US airpower from the Korean War to the Vietnam War.GPA-AFSAH1-6.3

    4. 4.

      Analyze how military operations around the world have supported US national objectives.GPA-AFSAH1-6.4

    5. 5.

      Examine the role US airpower from 1990.GPA-AFSAH1-6.5

  • GPA-AFSAH1-7.

    Students will identify, trace, analyze, and explain key significant events, developments and figures in aircraft and Air Force modernization.GPA-AFSAH1-7

    1. 1.

      Analyze the role of helicopter use for military and civilian purposes.GPA-AFSAH1-7.1

    2. 2.

      Examine the significance of stealth aircraft.GPA-AFSAH1-7.2

    3. 3.

      Describe developing technology that will affect the US Air Force of the future.GPA-AFSAH1-7.3

Aerospace Science: Survival (28.018)

  • GPA-AFS-1.

    The following standard is included in all CTAE courses adopted for the Career Cluster/Pathways.GPA-AFS-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFS-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFS-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFS-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFS-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFS-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFS-1.6

  • GPA-AFS-2.

    Students will identify elements of surviving in situations where their lives depend on their decisions.GPA-AFS-2

    1. 1.

      Describe the survival actions individuals must take in any survival situation, regardless of surroundings, based on the letters in the word "survival".GPA-AFS-2.1

    2. 2.

      Identify all the conditions that affect survival including environmental elements, personal status, and available survival equipment.GPA-AFS-2.2

    3. 3.

      Describe the fundamental human needs during a survival mission that must be met for survivors to maintain life and return.GPA-AFS-2.3

    4. 4.

      List and describe the psychological aspects of survival.GPA-AFS-2.4

    5. 5.

      List seven ways a survivor can prepare to rule over natural reactions and stresses common to survival.GPA-AFS-2.5

    6. 6.

      Explain the importance of having the will to survive in hopeless situations.GPA-AFS-2.6

  • GPA-AFS-3.

    Students will know basic personal protection procedures, treatments, and prevention measures when faced with survival situations.GPA-AFS-3

    1. 1.

      List some of the most frequent injuries during a survival situation and demonstrate the performance of first aid procedures meeting and/or exceeding all standards of the American Red Cross (ARC) and/or American Heart Association's (AHA).for treatment of those injuries.GPA-AFS-3.1

    2. 2.

      Describe the procedures for and importance of personal hygiene in a survival situation.GPA-AFS-3.2

    3. 3.

      Identify and demonstrate how to use plants for medicine.GPA-AFS-3.3

    4. 4.

      Identify the proper body temperature and diagram the internal and external influences that determine that temperature.GPA-AFS-3.4

    5. 5.

      Analyze why clothing is an important asset to survivors and demonstrate proper wear and care of clothing in a survival situation.GPA-AFS-3.5

    6. 6.

      Explain how the environment influences shelter sites, identify factors to consider before constructing the shelter, and demonstrate the four steps required to build a shelter.GPA-AFS-3.6

  • GPA-AFS-4.

    Students will identify the five crucial elements needed to maintain life in a survival situation.GPA-AFS-4

    1. 1.

      Illustrate some useful fire craft methods for varied survival situations.GPA-AFS-4.1

    2. 2.

      Show how to prepare, care for, and use a survival kit in a survival situation and how to improvise when the needed equipment is not available.GPA-AFS-4.2

    3. 3.

      Describe why a survivor must meet his nutritional needs and how the survivor can locate, identify, and obtain food in a survival situation.GPA-AFS-4.3

    4. 4.

      Identify the types of plants that can be eaten in a survival situation.GPA-AFS-4.4

    5. 5.

      Demonstrate how to locate, procure, purify, and store water to meet a survivor's daily needs.GPA-AFS-4.5

  • GPA-AFS-5.

    Students will demonstrate basic area orientation and traveling principles.GPA-AFS-5

    1. 1.

      Demonstrate knowledge and appropriate use of varied maps.GPA-AFS-5.1

    2. 2.

      Use the Sun and the stars to determine direction and travel.GPA-AFS-5.2

    3. 3.

      Identify factors that must be considered to determine if land travel is or is not a necessity in a survival situation.GPA-AFS-5.3

    4. 4.

      Demonstrate varied signaling techniques and identify when and where these signaling techniques would be most effective.GPA-AFS-5.4

    5. 5.

      Identify various recovery principles and demonstration the survivor's actions which would be taken in each scenario.GPA-AFS-5.5

Aerospace Science: Honors Ground School (28.019)

  • GPA-AFSHGS-1.

    Demonstrate employability skills required by business and industry.GPA-AFSHGS-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFSHGS-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFSHGS-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFSHGS-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFSHGS-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFSHGS-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFSHGS-1.6

  • GPA-AFSHGS-2.

    Students will become familiar with pilot training, aviation career opportunities, and human factors in aviation.GPA-AFSHGS-2

    1. 1.

      Outline the role of the FAA with reference to General Aviation.GPA-AFSHGS-2.1

    2. 2.

      List the eligibility and limitation requirements for the Private Pilot License.GPA-AFSHGS-2.2

    3. 3.

      Diagram the Category/Class Rating, and additional opportunities in Aviation Careers.GPA-AFSHGS-2.3

    4. 4.

      Demonstrate proper Aeronautical Decision Making, workload management, and Pilot-In Command responsibility.GPA-AFSHGS-2.4

    5. 5.

      Explain how fitness for flight and aviation physiology as related to Alcohol, Drugs, and Performance are related and regulated.GPA-AFSHGS-2.5

  • GPA-AFSHGS-3.

    Students will understand the airplane components and systems.GPA-AFSHGS-3

    1. 1.

      Identify the basic components of an aircraft as well as the primary function.GPA-AFSHGS-3.1

    2. 2.

      Explain the advancements in modern technologies as they apply to aviation advancement.GPA-AFSHGS-3.2

    3. 3.

      Label the primary Flights Instrumentation of today's modern aircraft.GPA-AFSHGS-3.3

    4. 4.

      Diagram the powerplant and related systems with respect to operation and maintenance requirements for flight.GPA-AFSHGS-3.4

  • GPA-AFSHGS-4.

    Students will become familiar with the four forces of flight, aerodynamic principles of stability, and load factors applied to aircraft.GPA-AFSHGS-4

    1. 1.

      Identify the relationship between lift, weight, thrust, and drag as they apply to aircraft in flight and at rest.GPA-AFSHGS-4.1

    2. 2.

      Recognize components of an aircraft and their uses.GPA-AFSHGS-4.2

    3. 3.

      Calculate weight and balance for a variety of load configuration.GPA-AFSHGS-4.3

    4. 4.

      Use appropriate tools to determine CG and fuel loads.GPA-AFSHGS-4.4

  • GPA-AFSHGS-5.

    Student will understand the important safety considerations, including collision avoidance precautions, right-of-way, and minimum safe altitudes.GPA-AFSHGS-5

    1. 1.

      Compare and contrast the classifications of airspace and their limitation and uses.GPA-AFSHGS-5.1

    2. 2.

      Identify appropriate Air Traffic Control services available to pilots.GPA-AFSHGS-5.2

    3. 3.

      Demonstrate knowledge and proficiency in using emergency procedures.GPA-AFSHGS-5.3

    4. 4.

      Demonstrate the ability to locate and use appropriate sources of flight Information.GPA-AFSHGS-5.4

  • GPA-AFSHGS-6.

    Student will learn the causes of various weather conditions, frontal systems, and hazardous weather phenomena. Understand how to recognize and avoid critical weather situations.GPA-AFSHGS-6

    1. 1.

      Use various sources to determine suitability of weather conditions for safe flight.GPA-AFSHGS-6.1

    2. 2.

      Interpret applicable weather charts and data products.GPA-AFSHGS-6.2

  • GPA-AFSHGS-7.

    Students will learn how to use data supplied by manufacturer in predicting airplane performance.GPA-AFSHGS-7

    1. 1.

      Obtain and interpret appropriate charts, manuals, and checklist to determine safe flight conditions.GPA-AFSHGS-7.1

    2. 2.

      Demonstrate proficiency in using various flight computers and flight charts.GPA-AFSHGS-7.2

    3. 3.

      Demonstrate understanding and use Navigational aids such as VOR, ADF, and DME.GPA-AFSHGS-7.3

  • GPA-AFSHGS-8.

    Student will demonstrate an understanding of accepted procedures and concepts pertaining to aeronautical decision making and judgment.GPA-AFSHGS-8

    1. 1.

      Recognize the importance of Aviation Physiology in making decisions relative to safety of flight.GPA-AFSHGS-8.1

    2. 2.

      Identify and state the effects of night illusions, hypoxia, and hyperventilation.GPA-AFSHGS-8.2

Aerospace Science: Science of Flight 200 (28.0191)

  • GPA-AFSF2-1.

    Demonstrate employability skills required by business and industry.GPA-AFSF2-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFSF2-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFSF2-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFSF2-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFSF2-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFSF2-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFSF2-1.6

  • GPA-AFSF2-2.

    Obtain, evaluate, and communicate information about the relationship between the forces of flight.GPA-AFSF2-2

    1. 1.

      Construct an explanation based on evidence using Newton's Laws of how forces affect the acceleration of a body in flight.GPA-AFSF2-2.1

    2. 2.

      Explain and predict the motion of a body at rest and in flight in the absence of a force and when forces are applied using Newton's 1st Law (principle of inertia).GPA-AFSF2-2.2

    3. 3.

      Calculate the acceleration for an object using Newton's 2nd Law, including situations where multiple forces act together.GPA-AFSF2-2.3

    4. 4.

      Identify the pair of equal and opposite forces between two interacting bodies as they relate to aircraft propulsion and relate their magnitudes and directions using Newton's 3rd Law.GPA-AFSF2-2.4

    5. 5.

      Develop and use a model of a Free Body Diagram to represent the forces acting on an object in all phases of flight.GPA-AFSF2-2.5

    6. 6.

      Use mathematical representations to calculate magnitudes and vector components for typical flight forces including gravitational force, thrust forces, drag forces, and lift forces, in level unaccelerated flight, turning flight, climbing, and descending flight.GPA-AFSF2-2.6

    7. 7.

      Plan and carry out an investigation to gather evidence to identify total energy and the exchanges of potential versus kinetic energy of an object throughout all phases of flight.GPA-AFSF2-2.7

    8. 8.

      Develop and use a model to describe the mathematical relationship between total, parasite, and induced drag.GPA-AFSF2-2.8

    9. 9.

      Develop and use models to determine the effects of various flight controls surfaces to include elevators, ailerons, rudders, flaps, elevons, slats and spoilers.GPA-AFSF2-2.9

  • GPA-AFSF2-3.

    Obtain, evaluate, and communicate information about how the atmosphere affects objects in flight.GPA-AFSF2-3

    1. 1.

      Construct an explanation based on evidence of the role and behavior of water and particulate matter in the atmosphere.GPA-AFSF2-3.1

    2. 2.

      Construct an explanation based on evidence of the causes and impacts of atmospheric motion.GPA-AFSF2-3.2

    3. 3.

      Construct an argument to compare and contrast the impact of atmospheric layers on flight.GPA-AFSF2-3.3

    4. 4.

      Plan and carry out an investigation to gather evidence to identify the impacts of air masses, fronts and high- and low-pressure systems on objects in flight.GPA-AFSF2-3.4

    5. 5.

      Develop and use models to describe the relationship between different topographical features and associated weather phenomena.GPA-AFSF2-3.5

    6. 6.

      Construct an explanation based on evidence of the causes of atmospheric instability, turbulence and wind shear and their effects on objects in flight.GPA-AFSF2-3.6

    7. 7.

      Plan and carry out an investigation demonstrating impacts of airframe and wing icing on aircraft performance.GPA-AFSF2-3.7

    8. 8.

      Construct elements used in weather stations such as thermometers, barometers, and anemometers, and utilize them in weather reporting and forecasting.GPA-AFSF2-3.8

    9. 9.

      Plan and carry out an investigation to gather evidence on the hazards of convective systems, atmospheric volcanic ash, and wake turbulence on flight.GPA-AFSF2-3.9

  • GPA-AFSF2-4.

    Obtain, evaluate, and communicate information about the effects of human physiology on manned flight.GPA-AFSF2-4

    1. 1.

      Construct an explanation based on evidence of the application of Boyle's Law, Dalton's Law and Henry's Law as they relate to aerospace physiology.GPA-AFSF2-4.1

    2. 2.

      Plan and carry out an investigation demonstrating Boyle's, Dalton's and Henry's laws and their application to human training in hypobaric chambers.GPA-AFSF2-4.2

    3. 3.

      Construct an argument supported by evidence of the effects of atmospheric changes on the human cardiovascular and respiratory systems.GPA-AFSF2-4.3

    4. 4.

      Develop symptom and treatment flowcharts for altitude-induced physical effects such as hypoxia, hyperventilation, trapped gas, ear/sinus blocks, and altitude-induced decompression sickness.GPA-AFSF2-4.4

    5. 5.

      Construct an explanation based on evidence of the effects of high g-force environments on the circulatory system.GPA-AFSF2-4.5

    6. 6.

      Construct an explanation based on evidence of the causes and effects of spatial disorientation.GPA-AFSF2-4.6

    7. 7.

      Plan and carry out an investigation to the efficacy of methods to counter the effects of the aerospace environment on the human body, to include aircraft pressurization, oxygen delivery, pressure suits, G-suits, flight simulation, Barany chairs, and centrifuge systems.GPA-AFSF2-4.7

  • GPA-AFSF2-5.

    Obtain, evaluate, and communicate information about navigational elements and methods, planning and navigation technology.GPA-AFSF2-5

    1. 1.

      Utilize navigational maps to determine locations, true and magnetic courses, and distances based on longitude and latitude coordinates.GPA-AFSF2-5.1

    2. 2.

      Plan and carry out investigations to determine different methods of cartographic projections.GPA-AFSF2-5.2

    3. 3.

      Plan and carry out investigations to describe differences in navigational methods, to include celestial, pilotage, dead-reckoning and electronic.GPA-AFSF2-5.3

    4. 4.

      Plan and carry out investigations to determine how aircraft parameters affect flight planning.GPA-AFSF2-5.4

    5. 5.

      Perform calculations related to fuel load and burn rates.GPA-AFSF2-5.5

    6. 6.

      Perform calculations related to weight and center of gravity balance.GPA-AFSF2-5.6

    7. 7.

      Construct an explanation based on evidence of the effects of wind and altitude selection on flight planning.GPA-AFSF2-5.7

    8. 8.

      Construct an explanation based on the use of wind triangles and their application to air navigation.GPA-AFSF2-5.8

    9. 9.

      Plan and carry out investigations to describe operation of inertial navigation systems.GPA-AFSF2-5.9

    10. 10.

      Plan and carry out investigations to describe operation of radio navigation systems.GPA-AFSF2-5.10

    11. 11.

      Plan and carry out investigations to describe operation of the global positioning systems.GPA-AFSF2-5.11

    12. 12.

      Construct an explanation based on evidence on the principles of gyroscopic systems in aircraft instrumentation.GPA-AFSF2-5.12

    13. 13.

      Construct an explanation on the function of pressure altimeters, airspeed, and attitude indicators.GPA-AFSF2-5.13

Aerospace Science: Corps Management (28.0192)

  • GPA-AFSCM-1.

    Demonstrate employability skills required by business and industry.GPA-AFSCM-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFSCM-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFSCM-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFSCM-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFSCM-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFSCM-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFSCM-1.6

  • GPA-AFSCM-2.

    Students will understand who managers are, where they work, what they do. They will know what management is.GPA-AFSCM-2

    1. 1.

      Describe three characteristics of an organization.GPA-AFSCM-2.1

    2. 2.

      List three examples of organizations.GPA-AFSCM-2.2

    3. 3.

      Explain the difference between an operative and a manager.GPA-AFSCM-2.3

    4. 4.

      Identify three levels of managers.GPA-AFSCM-2.4

    5. 5.

      Define efficiency and effectiveness.GPA-AFSCM-2.5

    6. 6.

      Diagram the four basic management processes.GPA-AFSCM-2.6

    7. 7.

      Describe three kinds of management behavior.GPA-AFSCM-2.7

  • GPA-AFSCM-3.

    Students will identify the skills and competencies successful managers possess, the importance the marketplace puts on managers, and how management relates to other disciplines of study.GPA-AFSCM-3

    1. 1.

      List the four general skills of managers and the six specific skills of managers.GPA-AFSCM-3.1

    2. 2.

      Define competencies.GPA-AFSCM-3.2

    3. 3.

      Explain the importance the marketplace puts on managers.GPA-AFSCM-3.3

    4. 4.

      Identify the reasons management is worth studying and how management relates to other disciplines of study.GPA-AFSCM-3.4

  • GPA-AFSCM-4.

    Students will analyze various approaches to management including the human resources approach and the quantitative approach. They will identify how social events shape management approaches as well as other influences on current management approaches.GPA-AFSCM-4

    1. 1.

      Describe the contributions of Robert Owen and Hugo Munsterberg.GPA-AFSCM-4.1

    2. 2.

      Discuss what Mary Parker Follett believed about managers and groups.GPA-AFSCM-4.2

    3. 3.

      Compare and contrast the views of Chester Barnard and Max Weber.GPA-AFSCM-4.3

    4. 4.

      Describe the Hawthorne Studies.GPA-AFSCM-4.4

    5. 5.

      Identify the basic belief of the human relations movement.GPA-AFSCM-4.5

    6. 6.

      Describe the approach of the behavioral science theorists.GPA-AFSCM-4.6

    7. 7.

      List the applications of human resource approaches.GPA-AFSCM-4.7

    8. 8.

      Give examples of the quantitative approach to management.GPA-AFSCM-4.8

    9. 9.

      Identify a major factor that stimulated the classical and the human resources approach.GPA-AFSCM-4.9

    10. 10.

      State the historical event that stimulated the quantitative approach.GPA-AFSCM-4.10

    11. 11.

      Analyze the concept of a process approach, a systems approach, and a contingency approach to management.GPA-AFSCM-4.11

    12. 12.

      Describe how classical writings are applied today.GPA-AFSCM-4.12

  • GPA-AFSCM-5.

    Understand the key events and characteristics of Russia and the Former Soviet Republics.GPA-AFSCM-5

    1. 1.

      Know how geography and historical events have shaped Russian identity.GPA-AFSCM-5.1

    2. 2.

      Know how communism, capitalism and economic restructuring have influenced the Russian economic system.GPA-AFSCM-5.2

    3. 3.

      Know and understand the relationship between Russia and the former Soviet.GPA-AFSCM-5.3

    4. 4.

      Know and understand the relationship between Russia and the rest of the global community.GPA-AFSCM-5.4

    5. 5.

      Know and understand U.S. interests are with Russia and the former Soviet republics.GPA-AFSCM-5.5

  • GPA-AFSCM-6.

    Students will understand how management affects the economy including the global marketplace and technology.GPA-AFSCM-6

    1. 1.

      Create a timeline that identifies the three waves of civilization described by Alvin Toffler.GPA-AFSCM-6.1

    2. 2.

      Name three examples of knowledge workers.GPA-AFSCM-6.2

    3. 3.

      Describe a dot-com business.GPA-AFSCM-6.3

    4. 4.

      Compare and contrast the difference between a multinational corporation and a transnational corporation.GPA-AFSCM-6.4

    5. 5.

      Outline three stages of how globalization affects organizations.GPA-AFSCM-6.5

    6. 6.

      Define technology and list three examples of technologies that benefit organizations.GPA-AFSCM-6.6

    7. 7.

      Describe e-commerce.GPA-AFSCM-6.7

    8. 8.

      Identify the two big challenges facing a manager of telecommuters.GPA-AFSCM-6.8

  • GPA-AFSCM-7.

    Students will identify what society expects from organizations and managers. They will also know how entrepreneurship, the workforce, and labor impact society.GPA-AFSCM-7

    1. 1.

      Compare and contrast the two basic positions on corporate social responsibility.GPA-AFSCM-7.1

    2. 2.

      Select the definition of social obligation from a list of definitions.GPA-AFSCM-7.2

    3. 3.

      Describe social responsiveness.GPA-AFSCM-7.3

    4. 4.

      Explain the function of a code of ethics.GPA-AFSCM-7.4

    5. 5.

      Identify the difference between an entrepreneur and a small business owner.GPA-AFSCM-7.5

    6. 6.

      Outline the four stages of the entrepreneurial process.GPA-AFSCM-7.6

    7. 7.

      Explain workforce diversity.GPA-AFSCM-7.7

    8. 8.

      Describe work/life balance.GPA-AFSCM-7.8

    9. 9.

      Compare and contrast outsourcing, rightsizing, and downsizing.GPA-AFSCM-7.9

    10. 10.

      Explain the issues that contingent workers create for managers.GPA-AFSCM-7.10

    11. 11.

      Identify the two demographic factors that contribute to the labor shortage.GPA-AFSCM-7.11

  • GPA-AFSCM-8.

    Students will be able to identify planning actions and types of plans including management by objectives.GPA-AFSCM-8

    1. 1.

      Describe formal and informal planning.GPA-AFSCM-8.1

    2. 2.

      List four reasons managers should make formal plans.GPA-AFSCM-8.2

    3. 3.

      State two of the major criticisms of formal planning.GPA-AFSCM-8.3

    4. 4.

      List four ways to describe different types of plans.GPA-AFSCM-8.4

    5. 5.

      Compare and contrast strategic and tactical plans, specific and directional plans, and single-use and standing plans.GPA-AFSCM-8.5

    6. 6.

      Define management by objectives (MBO) and list four common ingredients in MBO programs.GPA-AFSCM-8.6

    7. 7.

      Describe the three basic findings of Locke's research on goal setting.GPA-AFSCM-8.7

    8. 8.

      Identify the six guidelines for setting employee objectives.GPA-AFSCM-8.8

  • GPA-AFSCM-9.

    Students will establish goals and develop plans about contemporary issues and their personal lives.GPA-AFSCM-9

    1. 1.

      Define traditional goal setting and identify the problems with the traditional goal setting approach.GPA-AFSCM-9.1

    2. 2.

      Outline a means-end chain of traditional goal setting.GPA-AFSCM-9.2

    3. 3.

      Describe the management by objective (MBO) approach to goal setting.GPA-AFSCM-9.3

    4. 4.

      Identify the five characteristics of well-thought-out goals.GPA-AFSCM-9.4

    5. 5.

      List the six steps in goal setting.GPA-AFSCM-9.5

    6. 6.

      Identify the three contingency factors in planning.GPA-AFSCM-9.6

    7. 7.

      Describe the difference between traditional and a modern planning.GPA-AFSCM-9.7

    8. 8.

      Identify the two planning issues that are on the minds of contemporary experts.GPA-AFSCM-9.8

    9. 9.

      Describe three characteristics of effective plans in dynamic environments.GPA-AFSCM-9.9

  • GPA-AFSCM-10.

    Students will use the decision-making process to address situations in their lives.GPA-AFSCM-10

    1. 1.

      List the eight steps of a decision-making process.GPA-AFSCM-10.1

    2. 2.

      Define decision criteria.GPA-AFSCM-10.2

    3. 3.

      Explain how risk and uncertainty affect the decision-making process.GPA-AFSCM-10.3

    4. 4.

      Describe the advantages of creativity in decision-making.GPA-AFSCM-10.4

    5. 5.

      Explain the three components of creativity.GPA-AFSCM-10.5

    6. 6.

      Define satisfice.GPA-AFSCM-10.6

    7. 7.

      Describe three features of practicing bounder rationality.GPA-AFSCM-10.7

    8. 8.

      List three common errors in the decision-making process.GPA-AFSCM-10.8

  • GPA-AFSCM-11.

    Students will identify the various decision-making styles used by groups and individuals. They will also explain how culture effects the decision-making process.GPA-AFSCM-11

    1. 1.

      Explain the difference between well-structured and ill-structured problems.GPA-AFSCM-11.1

    2. 2.

      Name two characteristics of programmed and non-programmed decisions.GPA-AFSCM-11.2

    3. 3.

      List three types of programmed decisions.GPA-AFSCM-11.3

    4. 4.

      Compare and contrast the types of decisions made by managers at lower and higher organizational levels.GPA-AFSCM-11.4

    5. 5.

      Describe the benefits of expert systems and neural networks for decision-making.GPA-AFSCM-11.5

    6. 6.

      Name the two dimensions that most influence decision-making styles.GPA-AFSCM-11.6

    7. 7.

      List four basic decision-making styles and name the advantages and disadvantages of each.GPA-AFSCM-11.7

    8. 8.

      State the size of the most effective groups.GPA-AFSCM-11.8

    9. 9.

      Practice brainstorming and nominal group techniques.GPA-AFSCM-11.9

    10. 10.

      Explain how decision-making is impacted by culture.GPA-AFSCM-11.10

  • GPA-AFSCM-12.

    Students will identify the forces of change that affect management and employee actions.GPA-AFSCM-12

    1. 1.

      List the three categories that managers can change.GPA-AFSCM-12.1

    2. 2.

      Name five external forces that create a need to change in organizations.GPA-AFSCM-12.2

    3. 3.

      Describe the role of a change agent.GPA-AFSCM-12.3

    4. 4.

      Explain the calm-water and white-water rapids metaphors for change.GPA-AFSCM-12.4

    5. 5.

      Identify driving forces and restraining forces for change.GPA-AFSCM-12.5

    6. 6.

      Describe the three phases for working on calm-water changes.GPA-AFSCM-12.6

    7. 7.

      List three reasons why people resist change.GPA-AFSCM-12.7

    8. 8.

      Name three techniques that can be used to encourage change.GPA-AFSCM-12.8

  • GPA-AFSCM-13.

    Students will examine the difficulties and advantages of organizational changes.GPA-AFSCM-13

    1. 1.

      Describe the changing of structure, technology, and people in organizations.GPA-AFSCM-13.1

    2. 2.

      Identify four techniques used in organization development programs.GPA-AFSCM-13.2

    3. 3.

      Explain how opportunities, demands, and constraints create stress in organizations.GPA-AFSCM-13.3

    4. 4.

      List five common causes of stress in organizations.GPA-AFSCM-13.4

    5. 5.

      Compare and contrast role conflict, role overload, and role ambiguity.GPA-AFSCM-13.5

    6. 6.

      Name and give examples of the three ways stress reveals itself in people.GPA-AFSCM-13.6

    7. 7.

      Describe one special program used to reduce employee stress in organizations.GPA-AFSCM-13.7

    8. 8.

      List the three outcomes of innovation in organizations.GPA-AFSCM-13.8

    9. 9.

      Name the four steps in the creativity process.GPA-AFSCM-13.9

    10. 10.

      Explain the seven characteristics of an innovative culture.GPA-AFSCM-13.10

  • GPA-AFSCM-14.

    Students will handle personal stress and incorporate time management skills into their lives for themselves and groups in which they are active.GPA-AFSCM-14

    1. 1.

      Explain the difference between eustress and distress.GPA-AFSCM-14.1

    2. 2.

      Describe Type A, B, and H personalities.GPA-AFSCM-14.2

    3. 3.

      List three workaholic characteristics.GPA-AFSCM-14.3

    4. 4.

      Describe several ways to make stress work for you rather than against you.GPA-AFSCM-14.4

    5. 5.

      Name three burnout symptoms.GPA-AFSCM-14.5

    6. 6.

      Explain the first two steps of managing your time.GPA-AFSCM-14.6

    7. 7.

      Describe the technological paradox.GPA-AFSCM-14.7

    8. 8.

      Explain what can be done before a meeting to make it more effective.GPA-AFSCM-14.8

  • GPA-AFSCM-15.

    Students will identify personality traits and predict behavior and personality.GPA-AFSCM-15

    1. 1.

      List the four kinds of behavior that are the focus of organizational behavior.GPA-AFSCM-15.1

    2. 2.

      Name the three components of attitude.GPA-AFSCM-15.2

    3. 3.

      Explain the three concerns about employee job attitudes.GPA-AFSCM-15.3

    4. 4.

      Describe cognitive dissonance.GPA-AFSCM-15.4

    5. 5.

      List the four dimensions of the Myers-Briggs type indicator.GPA-AFSCM-15.5

    6. 6.

      Name the five factors in the Big Five model of personality.GPA-AFSCM-15.6

    7. 7.

      Describe emotional intelligence and list the six dimensions of emotional intelligence.GPA-AFSCM-15.7

    8. 8.

      Name the six job-fit types identified by John Holland.GPA-AFSCM-15.8

    9. 9.

      Describe the proactive personality.GPA-AFSCM-15.9

  • GPA-AFSCM-16.

    Students will comprehend the impact of perception, how individuals learn, and group behavior on management decisions.GPA-AFSCM-16

    1. 1.

      Describe the impact of perception (attributions) on managers.GPA-AFSCM-16.1

    2. 2.

      Identify internal and external explanations of behavior.GPA-AFSCM-16.2

    3. 3.

      List three ways managers determine the causes of behavior.GPA-AFSCM-16.3

    4. 4.

      Explain fundamental attribution error and self-serving bias.GPA-AFSCM-16.4

    5. 5.

      Give examples of stereotyping and operant conditioning.GPA-AFSCM-16.5

    6. 6.

      Describe social learning theory.GPA-AFSCM-16.6

    7. 7.

      Identify four ways to shape behavior.GPA-AFSCM-16.7

    8. 8.

      List the four basic concepts of groups.GPA-AFSCM-16.8

  • GPA-AFSCM-17.

    Students will describe the types of work teams, their characteristics, and their popularity.GPA-AFSCM-17

    1. 1.

      Name three reasons teams are popular in businesses today.GPA-AFSCM-17.1

    2. 2.

      List the five stages of team development.GPA-AFSCM-17.2

    3. 3.

      Explain the difference between a work group and a work team.GPA-AFSCM-17.3

    4. 4.

      List five types of work teams.GPA-AFSCM-17.4

    5. 5.

      Explain the work of a problem-solving team and a cross-functional work team.GPA-AFSCM-17.5

    6. 6.

      Identify one reason why entrepreneurs use teams.GPA-AFSCM-17.6

    7. 7.

      Name six characteristics of high-performance teams.GPA-AFSCM-17.7

    8. 8.

      Describe two characteristics of effective leadership.GPA-AFSCM-17.8

    9. 9.

      Name three characteristics of a supportive climate for teams.GPA-AFSCM-17.9

  • GPA-AFSCM-18.

    Students will identify contemporary team issues and methods used to turn individuals into team players.GPA-AFSCM-18

    1. 1.

      Describe the challenges facing teams in an individualistic culture.GPA-AFSCM-18.1

    2. 2.

      List two countries in which the team approach has been much easier to introduce.GPA-AFSCM-18.2

    3. 3.

      Identify nine work team roles.GPA-AFSCM-18.3

    4. 4.

      List three tools a manager can use to shape team behavior.GPA-AFSCM-18.4

    5. 5.

      Explain the use of a probationary period.GPA-AFSCM-18.5

    6. 6.

      Describe the difference between an individual reward and a team reward.GPA-AFSCM-18.6

    7. 7.

      Describe four ways to bring new life to a mature team.GPA-AFSCM-18.7

    8. 8.

      Explain two situations in which the advantages of diversity are most clearly seen.GPA-AFSCM-18.8

    9. 9.

      Identify two causes of attrition on teams.GPA-AFSCM-18.9

  • GPA-AFSCM-19.

    Students will understand and use the communication process, using information technology for written and verbal communications.GPA-AFSCM-19

    1. 1.

      Name the five components of the communication process.GPA-AFSCM-19.1

    2. 2.

      List four factors that affect the encoding of messages.GPA-AFSCM-19.2

    3. 3.

      Describe the advantages and disadvantages of written communication and verbal communication.GPA-AFSCM-19.3

    4. 4.

      Demonstrate the communication grapevine and three examples of both nonverbal communication and body language.GPA-AFSCM-19.4

    5. 5.

      Explain how verbal intonation impacts communication.GPA-AFSCM-19.5

    6. 6.

      Illustrate three examples of barriers to communication.GPA-AFSCM-19.6

    7. 7.

      Describe actions managers can take to overcome communication barriers.GPA-AFSCM-19.7

    8. 8.

      List five examples of the use of technology networks in communication.GPA-AFSCM-19.8

    9. 9.

      Explain how knowledge is a major resource in an organization.GPA-AFSCM-19.9

  • GPA-AFSCM-20.

    Students will develop interpersonal skills in listening and feedback, delegation skills, managing conflict, negotiating, and writing evaluations.GPA-AFSCM-20

    1. 1.

      Name the four essential elements of listening.GPA-AFSCM-20.1

    2. 2.

      Explain two of the ways to make feedback more effective.GPA-AFSCM-20.2

    3. 3.

      Describe the elements of effective delegation.GPA-AFSCM-20.3

    4. 4.

      Explain three views of organizational conflict.GPA-AFSCM-20.4

    5. 5.

      Name five styles for managing conflict.GPA-AFSCM-20.5

    6. 6.

      Describe the process of negotiation and explain three of the methods (tips) for effective negotiation.GPA-AFSCM-20.6

    7. 7.

      Describe the three purposes of written performance evaluations.GPA-AFSCM-20.7

  • GPA-AFSCM-21.

    Students will identify the difference between managers and leaders. They will also understand the various theories of leadership that have been developed to analyze management behavior.GPA-AFSCM-21

    1. 1.

      Compare and contrast the various theories of leadership.GPA-AFSCM-21.1

    2. 2.

      Name four important modes in which leaders operate.GPA-AFSCM-21.2

    3. 3.

      List two sets of variables that push a leader to behave in one way or another.GPA-AFSCM-21.3

    4. 4.

      Compare and contrast the leader-participation model, the situational theory of leadership and the charismatic leadership theory.GPA-AFSCM-21.4

    5. 5.

      Explain the difference between vision and setting goals.GPA-AFSCM-21.5

    6. 6.

      Explain how transformational leaders differ from transactional leaders.GPA-AFSCM-21.6

  • GPA-AFSCM-22.

    Students will identify essential traits of today's leaders including the essence of leadership.GPA-AFSCM-22

    1. 1.

      Describe the two aspects of a team leader's job that are not part of a first-line manager's job.GPA-AFSCM-22.1

    2. 2.

      Name the four roles that team leaders play.GPA-AFSCM-22.2

    3. 3.

      Explain why a leader has to pay attention to cultural factors in leading.GPA-AFSCM-22.3

    4. 4.

      List the five components of emotional intelligence.GPA-AFSCM-22.4

    5. 5.

      Name the five dimensions of trust and why it is so important to leadership.GPA-AFSCM-22.5

    6. 6.

      Explain how leadership is sometimes not all that important.GPA-AFSCM-22.6

  • GPA-AFSCM-23.

    Students will understand the importance of goal setting, providing feedback, and developing protégés in both coaching and mentoring.GPA-AFSCM-23

    1. 1.

      Compare and contrast a coach and a mentor.GPA-AFSCM-23.1

    2. 2.

      Name three benefits of setting goals.GPA-AFSCM-23.2

    3. 3.

      Explain two reasons mentoring is important in the business world.GPA-AFSCM-23.3

    4. 4.

      Explain the difference between a mission statement and specific goals.GPA-AFSCM-23.4

    5. 5.

      Describe how role modeling and feedback benefit a protégé.GPA-AFSCM-23.5

    6. 6.

      List three techniques for giving feedback.GPA-AFSCM-23.6

    7. 7.

      Name four ways to prepare a protégé for promotion.GPA-AFSCM-23.7

Aerospace Science: Senior Project (28.0194)

  • GPA-AFSP-1.

    Demonstrate employability skills required by business and industry.GPA-AFSP-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-AFSP-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-AFSP-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-AFSP-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-AFSP-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-AFSP-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-AFSP-1.6

  • GPA-AFSP-2.

    Students will identify the parts of the communication process and explain how the process works.GPA-AFSP-2

    1. 1.

      Diagram the communication process.GPA-AFSP-2.1

    2. 2.

      Describe encoding and decoding.GPA-AFSP-2.2

    3. 3.

      Select and list communication cues.GPA-AFSP-2.3

    4. 4.

      Name and give examples of three barriers to effective communication.GPA-AFSP-2.4

    5. 5.

      Explain the importance of feedback.GPA-AFSP-2.5

  • GPA-AFSP-3.

    Students will identify the component parts of the thinking process, recognize the standards of critical thinking, and explain the importance of learning to think and how to ask good questions.GPA-AFSP-3

    1. 1.

      Diagram the thinking process.GPA-AFSP-3.1

    2. 2.

      Distinguish between thinking and reflection.GPA-AFSP-3.2

    3. 3.

      Describe the impact of thinking on decision making and on problem solving.GPA-AFSP-3.3

    4. 4.

      Name and evaluate three standards for critical thinking.GPA-AFSP-3.4

  • GPA-AFSP-4.

    Students will summarize the steps for preparing to speak, for organizing a presentation, and the techniques for presenting a talk. They will apply the elements of effective speaking.GPA-AFSP-4

    1. 1.

      Distinguish between the six steps for effective communication.GPA-AFSP-4.1

    2. 2.

      Explain the importance of knowing the situation and audience.GPA-AFSP-4.2

    3. 3.

      Diagram the three types of speaking and the three purposes of a speech.GPA-AFSP-4.3

    4. 4.

      Distinguish between the four common methods of presentation.GPA-AFSP-4.4

    5. 5.

      Outline a presentation and include an introduction, body, conclusion, transitions, and illustrations.GPA-AFSP-4.5

    6. 6.

      Explain presentation skills and the importance of practicing your speech.GPA-AFSP-4.6

    7. 7.

      Present a speech using the effective speaking format.GPA-AFSP-4.7

  • GPA-AFSP-5.

    Students will recognize the elements of effective writing, and active voice in writing. They will summarize the three-part structure of a draft paper, the rules for the use of personal pronouns, the rules of subject-verb agreement, and the basics of e-mail protocol. The students will apply the elements of effective writing.GPA-AFSP-5

    1. 1.

      Describe tone, clarity, and continuity.GPA-AFSP-5.1

    2. 2.

      Distinguish between the three parts of a paper.GPA-AFSP-5.2

    3. 3.

      Describe ways to structure paragraphs and write transitions.GPA-AFSP-5.3

    4. 4.

      Label a topic sentence, sentences written in active and passive voice, and sentences with appropriate subject-verb agreement.GPA-AFSP-5.4

    5. 5.

      Describe style and substance guidelines.GPA-AFSP-5.5

    6. 6.

      Label the six rules of e-mail protocol.GPA-AFSP-5.6

    7. 7.

      Construct a letter or article using the effective writing style.GPA-AFSP-5.7

  • GPA-AFSP-6.

    Students will summarize the steps for preparing to speak, for organizing a presentation, and the techniques for presenting a talk. They will apply the elements of effective speaking.GPA-AFSP-6

    1. 1.

      Distinguish between the six steps for effective communication.GPA-AFSP-6.1

    2. 2.

      Explain the importance of knowing the situation and audience.GPA-AFSP-6.2

    3. 3.

      Diagram the three types of speaking and the three purposes of a speech.GPA-AFSP-6.3

    4. 4.

      Distinguish between the four common methods of presentation.GPA-AFSP-6.4

    5. 5.

      Outline a presentation and include an introduction, body, conclusion, transitions, and illustrations.GPA-AFSP-6.5

    6. 6.

      Explain presentation skills and the importance of practicing your speech.GPA-AFSP-6.6

    7. 7.

      Present a speech using the effective speaking format.GPA-AFSP-6.7

Naval Science I: Cadet Field Manual (28.021)

  • GPA-NSICFM-1.

    Demonstrate employability skills required by business and industry.GPA-NSICFM-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSICFM-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSICFM-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSICFM-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSICFM-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSICFM-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSICFM-1.6

  • GPA-NSICFM-2.

    The cadet will be expected to demonstrate the knowledge of and ability to present as properly groomed in a correctly composed designated uniform.GPA-NSICFM-2

    1. 1.

      Understand that the uniform is an important element in the morale, pride, discipline, and effectiveness of the NJROTC program.GPA-NSICFM-2.1

    2. 2.

      Understand how the wearing of the NJROTC uniform reflects upon your NJROTC unit, the U.S.GPA-NSICFM-2.2

    3. 3.

      Demonstrate the wearing of the NJROTC uniform, and the uniform standards described in the Cadet Field Manual.GPA-NSICFM-2.3

    4. 4.

      Explain the importance of proper appearance and grooming standards for wearing an NJROTC uniform.GPA-NSICFM-2.4

    5. 5.

      Demonstrate the correct uniform composition.GPA-NSICFM-2.5

    6. 6.

      Demonstrate the procedures for wearing the necktie with the NJROTC male uniform.GPA-NSICFM-2.6

  • GPA-NSICFM-3.

    The cadets will be expected to recognize the various NJROTC rates and ranks and understand the different assignments associated with each billet. They will recognize and understand the rates and ranks of active duty Navy personnel.GPA-NSICFM-3

    1. 1.

      Explain and recognize the various NJROTC rates and ranks and be able to understand the different assignments associated with each billet.GPA-NSICFM-3.1

    2. 2.

      Describe and recognize the rates and ranks of active duty Navy personnel.GPA-NSICFM-3.2

  • GPA-NSICFM-4.

    The cadets will be expected to demonstrate knowledge of and respect for the responsibilities of loyal citizens in a democratic society.GPA-NSICFM-4

    1. 1.

      Explain the types of military customs and courtesies to include their purposes and when courtesies are rendered.GPA-NSICFM-4.1

    2. 2.

      Describe the flag of the United States as a standard of honor.GPA-NSICFM-4.2

    3. 3.

      Explain the procedures in pledging allegiance to the flag.GPA-NSICFM-4.3

    4. 4.

      Describe the sequence of events in military ceremonies, reviews, and parades.GPA-NSICFM-4.4

  • GPA-NSICFM-5.

    Students will understand and fulfill the proper procedures for inspection.GPA-NSICFM-5

    1. 1.

      Describe the techniques for conducting a personnel inspection.GPA-NSICFM-5.1

    2. 2.

      Explain the Inspecting Officer's duties (tour) when inspecting a platoon.GPA-NSICFM-5.2

    3. 3.

      Explain the general Inspection Guidelines (items) that inspecting officers look for when inspecting a cadet in a platoon.GPA-NSICFM-5.3

  • GPA-NSICFM-6.

    Students will explain the requirements and different award levels for the NJROTC Physical Fitness Ribbon.GPA-NSICFM-6

    1. 1.

      Explain the requirements for the NJROTC Physical Fitness Ribbon.GPA-NSICFM-6.1

  • GPA-NSICFM-7.

    The cadet will be expected to demonstrate the purposes of military drill, terms used in military drill, different kinds of commands, proper techniques for giving commands and general rules for drill.GPA-NSICFM-7

    1. 1.

      Explain the purposes of Military Drill.GPA-NSICFM-7.1

    2. 2.

      Define the definitions used in Military Drill.GPA-NSICFM-7.2

    3. 3.

      Explain the important aspects of Instructing Drill.GPA-NSICFM-7.3

    4. 4.

      Explain the different types of commands.GPA-NSICFM-7.4

    5. 5.

      Describe the general rules for drill.GPA-NSICFM-7.5

    6. 6.

      Explain Drill by Numbers.GPA-NSICFM-7.6

    7. 7.

      Explain Mass Commands and Individual Commands from Ranks.GPA-NSICFM-7.7

    8. 8.

      Explain what is meant by Advanced Drill Procedures.GPA-NSICFM-7.8

  • GPA-NSICFM-8.

    The cadet will be expected to demonstrate the prescribed drill without arms movements in military drill and ceremonies.GPA-NSICFM-8

    1. 1.

      Demonstrate the basic military drill positions.GPA-NSICFM-8.1

    2. 2.

      Demonstrate the correct marching steps for basic military positions.GPA-NSICFM-8.2

    3. 3.

      Demonstrate the command for changing direction for basic military positions.GPA-NSICFM-8.3

  • GPA-NSICFM-9.

    The cadet will be expected to demonstrate the prescribed positions, movements, and commands of the Manual of Arms with the NJROTC.GPA-NSICFM-9

    1. 1.

      Explain the rifle nomenclature.GPA-NSICFM-9.1

    2. 2.

      Explain the importance of all the positions of the rifle.GPA-NSICFM-9.2

    3. 3.

      Explain the procedures of salutes under arms given by individuals.GPA-NSICFM-9.3

    4. 4.

      Demonstrate authorized movements in the Manual of Arms with the NJROTC rifles.GPA-NSICFM-9.4

  • GPA-NSICFM-10.

    The cadets will be expected to demonstrate the prescribed movements in handling execution of the Sword Manual.GPA-NSICFM-10

    1. 1.

      Explain sword history as it relates to symbol of authority, sword etiquette, ancient history, and sword salute.GPA-NSICFM-10.1

    2. 2.

      Explain how the sword is used at sword ceremonies.GPA-NSICFM-10.2

    3. 3.

      Explain the nomenclature and the general rules of the sword.GPA-NSICFM-10.3

    4. 4.

      Demonstrate the commands and movements of the Sword Manual.GPA-NSICFM-10.4

  • GPA-NSICFM-11.

    The cadets will be expected to demonstrate the prescribed movements in the handling of weapons, military drills, and ceremonies.GPA-NSICFM-11

    1. 1.

      Demonstrate and explain the execution of the Guidon Manual.GPA-NSICFM-11.1

    2. 2.

      Demonstrate and explain the positions of the Guidon.GPA-NSICFM-11.2

  • GPA-NSICFM-12.

    The cadets will be expected to demonstrate a knowledge of and respect for the national ensign (American flag). Demonstrate the execution of commands for ceremonies using the American flag.GPA-NSICFM-12

    1. 1.

      Demonstrate the hoisting, lowering, and folding the national ensign.GPA-NSICFM-12.1

    2. 2.

      Demonstrate the execution of commands in the Manual of Arms for the Color Guards.GPA-NSICFM-12.2

    3. 3.

      Demonstrate the execution of commands for the Manual of the Colors.GPA-NSICFM-12.3

    4. 4.

      Demonstrate the execution of the movements for the NJROTC Color Guard.GPA-NSICFM-12.4

  • GPA-NSICFM-13.

    The cadets will be expected to demonstrate the prescribed Squad Drill movements without arms.GPA-NSICFM-13

    1. 1.

      Demonstrate knowledge of the purpose and formation of squads.GPA-NSICFM-13.1

    2. 2.

      Explain and demonstrate procedures for forming and sizing a squad.GPA-NSICFM-13.2

    3. 3.

      Explain and demonstrate how to dismiss the squad with and without arms.GPA-NSICFM-13.3

    4. 4.

      Become familiar with and counting off "in line" and "in column."GPA-NSICFM-13.4

    5. 5.

      Demonstrate how to align the squad.GPA-NSICFM-13.5

    6. 6.

      Explain and demonstrate the command "Close, MARCH."GPA-NSICFM-13.6

    7. 7.

      Explain and demonstrate the command "Extend, MARCH."GPA-NSICFM-13.7

    8. 8.

      Understand how to march to the oblique in squad formation.GPA-NSICFM-13.8

    9. 9.

      Explain and demonstrate marching to the rear in squad formation.GPA-NSICFM-13.9

  • GPA-NSICFM-14.

    The cadets will be expected to demonstrate the prescribed Platoon Drill movements without arms.GPA-NSICFM-14

    1. 1.

      Explain platoon makeup and where the unit leader positions.GPA-NSICFM-14.1

    2. 2.

      Demonstrate the formations for the platoon.GPA-NSICFM-14.2

    3. 3.

      Become familiar with posts of individuals within the platoon.GPA-NSICFM-14.3

    4. 4.

      Understand the rules for the guide in the platoon.GPA-NSICFM-14.4

    5. 5.

      Demonstrate how to form the platoon by mustering petty officer and platoon commander.GPA-NSICFM-14.5

    6. 6.

      Explain dismissal of the platoon when armed and unarmed.GPA-NSICFM-14.6

    7. 7.

      Explain counting off procedures in line and in column for the platoon.GPA-NSICFM-14.7

    8. 8.

      Demonstrate forming a column from a line for platoons.GPA-NSICFM-14.8

    9. 9b.

      Understand how to align the platoon at normal and at close interval.GPA-NSICFM-14.9b

    10. 9c.

      Demonstrate forming a line from a column for platoons.GPA-NSICFM-14.9c

    11. 10.

      Explain and demonstrate "Close, MARCH" and "Extend, MARCH" while "in line" and "in column" formation.GPA-NSICFM-14.10

  • GPA-NSICFM-15.

    The cadets will be expected to demonstrate the prescribed Company Drill movements without arms.GPA-NSICFM-15

    1. 1.

      Understand the makeup of a company.GPA-NSICFM-15.1

    2. 2.

      Explain the rules for company drill.GPA-NSICFM-15.2

    3. 3.

      Demonstrate how to form the company.GPA-NSICFM-15.3

    4. 4.

      Describe how to dismiss the company.GPA-NSICFM-15.4

    5. 5.

      Explain how to form the company into a column and reform into a line.GPA-NSICFM-15.5

    6. 6.

      Understand how to align the company.GPA-NSICFM-15.6

    7. 7.

      Demonstrate column movements within the company.GPA-NSICFM-15.7

Naval Science I Introduction to NJROTC (28.022)

  • GPA-NSIINTRO-1.

    Demonstrate employability skills required by business and industry.GPA-NSIINTRO-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSIINTRO-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSIINTRO-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSIINTRO-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSIINTRO-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSIINTRO-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSIINTRO-1.6

  • GPA-NSIINTRO-2.

    Introduction to the Navy Junior Reserve Officers Training Corps Program - In this unit, you will learn about the NJROTC's history, mission, curriculum, and the benefits of belonging to the program. You will also learn about the difference between a job and a career and how to start planning now for your future career.GPA-NSIINTRO-2

    1. 1.

      Explain the history and background of the NJROTC.GPA-NSIINTRO-2.1

    2. 2.

      Describe the NJROTC's mission, goals, and policies.GPA-NSIINTRO-2.2

    3. 3.

      Describe the Navy Core Values.GPA-NSIINTRO-2.3

    4. 4.

      Describe the Naval Science curriculum.GPA-NSIINTRO-2.4

    5. 5.

      Describe NJRTOC unit activities.GPA-NSIINTRO-2.5

    6. 6.

      Explain the NJROTC program's benefits.GPA-NSIINTRO-2.6

  • GPA-NSIINTRO-3.

    Career Planning - In this unit, you will learn about the NJROTC's history, mission, curriculum, and the benefits of belonging to the program. You will also learn about the difference between a job and a career and how to start planning now for your future career.GPA-NSIINTRO-3

    1. 1.

      Describe selecting and charting a good career path.GPA-NSIINTRO-3.1

    2. 2.

      Explain careers versus jobs.GPA-NSIINTRO-3.2

    3. 3.

      Describe career direction-getting to know yourself.GPA-NSIINTRO-3.3

    4. 4.

      Explain career choices.GPA-NSIINTRO-3.4

    5. 5.

      Explain the U.S. Navy as a career option.GPA-NSIINTRO-3.5

    6. 6.

      Explain how to develop good study habits.GPA-NSIINTRO-3.6

  • GPA-NSIINTRO-4.

    Followership - Developing leadership in cadets is one of the primary goals of NJROTC. This unit will arm you with knowledge you need to become an effective leader. You will learn how good leaders come from the ranks of good followers, the styles, and traits of good leaders, how to motivate others, and the attitudes and emotions that make for the best leadership.GPA-NSIINTRO-4

    1. 1.

      Explain the importance of good followership.GPA-NSIINTRO-4.1

    2. 2.

      Describe the readiness factors of followers.GPA-NSIINTRO-4.2

    3. 3.

      Explain how to build productive relationships with leaders.GPA-NSIINTRO-4.3

    4. 4.

      Describe how to be an effective leader.GPA-NSIINTRO-4.4

  • GPA-NSIINTRO-5.

    Leadership - Developing leadership in cadets is one of the primary goals of NJROTC. This unit will arm you with knowledge you need to become an effective leader. You will learn how good leaders come from the ranks of good followers, the styles, and traits of good leaders, how to motivate others, and the attitudes and emotions that make for the best leadership.GPA-NSIINTRO-5

    1. 1.

      Discuss the two orientations to leadership behavior.GPA-NSIINTRO-5.1

    2. 2.

      Define the four leadership styles.GPA-NSIINTRO-5.2

    3. 3.

      Identify the primary factors of the leadership situation.GPA-NSIINTRO-5.3

    4. 4.

      List the six traits of an effective leader.GPA-NSIINTRO-5.4

    5. 5.

      Describe the personal qualities of an effective leader.GPA-NSIINTRO-5.5

    6. 6.

      Explain the leadership opportunities in NJROTC.GPA-NSIINTRO-5.6

  • GPA-NSIINTRO-6.

    Motivation - Developing leadership in cadets is one of the primary goals of NJROTC. This unit will arm you with knowledge you need to become an effective leader. You will learn how good leaders come from the ranks of good followers, the styles, and traits of good leaders, how to motivate others, and the attitudes and emotions that make for the best leadership.GPA-NSIINTRO-6

    1. 1.

      Explain the hierarchy of human needs.GPA-NSIINTRO-6.1

    2. 2.

      Describe goals and motivation.GPA-NSIINTRO-6.2

    3. 3.

      Discuss the key elements of coaching and mentoring.GPA-NSIINTRO-6.3

    4. 4.

      Explain how to practice leadership.GPA-NSIINTRO-6.4

  • GPA-NSIINTRO-7.

    Relationships - Developing leadership in cadets is one of the primary goals of NJROTC. This unit will arm you with knowledge you need to become an effective leader. You will learn how good leaders come from the ranks of good followers, the styles, and traits of good leaders, how to motivate others, and the attitudes and emotions that make for the best leadership.GPA-NSIINTRO-7

    1. 1.

      Describe how to build on respect.GPA-NSIINTRO-7.1

    2. 2.

      Discuss the values of tolerance and understanding.GPA-NSIINTRO-7.2

    3. 3.

      Identify techniques for improving group effectiveness.GPA-NSIINTRO-7.3

    4. 4.

      Explain conflict in groups.GPA-NSIINTRO-7.4

  • GPA-NSIINTRO-8.

    Developing leadership in cadets is one of the primary goals of NJROTC. This unit will arm you with knowledge you need to become an effective leader. You will learn how good leaders come from the ranks of good followers, the styles, and traits of good leaders, how to motivate others, and the attitudes and emotions that make for the best leadership.GPA-NSIINTRO-8

    1. 1.

      Explain how to interpret events and experiences.GPA-NSIINTRO-8.1

    2. 2.

      Discuss the importance of a positive outlook on life.GPA-NSIINTRO-8.2

    3. 3.

      Describe how perspective molds your understanding of life.GPA-NSIINTRO-8.3

    4. 4.

      Explain how perspective molds your purposes, passions, and practices.GPA-NSIINTRO-8.4

    5. 5.

      Explain how your actions reveal your attitudes.GPA-NSIINTRO-8.5

    6. 6.

      Identify positive and negative attitudes.GPA-NSIINTRO-8.6

    7. 7.

      Discuss defense mechanisms.GPA-NSIINTRO-8.7

    8. 8.

      List strategies for expressing emotions.GPA-NSIINTRO-8.8

  • GPA-NSIINTRO-9.

    Promoting good citizenship is another goal of the NJROTC program. To help you become a better citizen, this unit will teach you the rights and responsibilities of an American citizen as well as the foundations of your government. You will also learn how the defense of our nation relates to citizenship and how the military functions in our democracy.GPA-NSIINTRO-9

    1. 1.

      Explain authority and laws.GPA-NSIINTRO-9.1

    2. 2.

      Define your role as a citizen-your rights and responsibilities.GPA-NSIINTRO-9.2

    3. 3.

      Discuss the role of government.GPA-NSIINTRO-9.3

  • GPA-NSIINTRO-10.

    Promoting good citizenship is another goal of the NJROTC program. To help you become a better citizen, this unit will teach you the rights and responsibilities of an American citizen as well as the foundations of your government. You will also learn how the defense of our nation relates to citizenship and how the military functions in our democracy.GPA-NSIINTRO-10

    1. 1.

      Discuss the Declaration of Independence.GPA-NSIINTRO-10.1

    2. 2.

      Explain the United States Constitution.GPA-NSIINTRO-10.2

    3. 3.

      Describe the Bill of Rights.GPA-NSIINTRO-10.3

    4. 4.

      Review the other constitutional amendments.GPA-NSIINTRO-10.4

  • GPA-NSIINTRO-11.

    Promoting good citizenship is another goal of the NJROTC program. To help you become a better citizen, this unit will teach you the rights and responsibilities of an American citizen as well as the foundations of your government. You will also learn how the defense of our nation relates to citizenship and how the military functions in our democracy.GPA-NSIINTRO-11

    1. 1.

      Explain the defense structure of the United States.GPA-NSIINTRO-11.1

    2. 2.

      Describe the organization of the U.S. Navy.GPA-NSIINTRO-11.2

    3. 3.

      Discuss the roles of the U.S. Army and Air Force.GPA-NSIINTRO-11.3

  • GPA-NSIINTRO-12.

    Learn the types, designations, and missions of Navy ships and aircraft. You will also learn Navy shipboard terminology, customs, and courtesies. The unit also includes the origins and development of Naval aviation.GPA-NSIINTRO-12

    1. 1.

      Explain the mission of Navy ships.GPA-NSIINTRO-12.1

    2. 2.

      Explain ship terminology.GPA-NSIINTRO-12.2

    3. 3.

      List the types of Navy ships.GPA-NSIINTRO-12.3

    4. 4.

      Describe shipboard customs and courtesies.GPA-NSIINTRO-12.4

  • GPA-NSIINTRO-13.

    Learn the types, designations, and missions of Navy ships and aircraft. You will also learn Navy shipboard terminology, customs, and courtesies. The unit also includes the origins and development of Naval aviation.GPA-NSIINTRO-13

    1. 1.

      Explain the background of naval aviation.GPA-NSIINTRO-13.1

    2. 2.

      Describe naval aviation and missions.GPA-NSIINTRO-13.2

  • GPA-NSIINTRO-14.

    Choosing the Right Exercise Program for You - In this unit, you will learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-14

    1. 1.

      Classify exercises as aerobic, anaerobic, isometric, and isotonic.GPA-NSIINTRO-14.1

    2. 2.

      Compare the benefits of aerobic, anaerobic, isometric, and isotonic exercise.GPA-NSIINTRO-14.2

    3. 3.

      Identify the benefits of regular exercise.GPA-NSIINTRO-14.3

    4. 4.

      Determine the essential components of a good exercise program.GPA-NSIINTRO-14.4

  • GPA-NSIINTRO-15.

    Learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-15

    1. 1.

      Explain why stretching is important to building healthy skills.GPA-NSIINTRO-15.1

    2. 2.

      Describe the proper techniques for the three basic physical fitness.GPA-NSIINTRO-15.2

    3. 3.

      Describe the Presidential Physical Fitness Award.GPA-NSIINTRO-15.3

    4. 4.

      Identify the events in the Presidential Fitness Award.GPA-NSIINTRO-15.4

  • GPA-NSIINTRO-16.

    Learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-16

    1. 1.

      Explain how calories consumed versus calories used affects body weight.GPA-NSIINTRO-16.1

    2. 2.

      Identify daily required food and portions.GPA-NSIINTRO-16.2

    3. 3.

      Identify sources and benefits of fiber in diet.GPA-NSIINTRO-16.3

    4. 4.

      Describe the importance of water.GPA-NSIINTRO-16.4

    5. 5.

      Describe the possible effects of a diet high in fat and cholesterol.GPA-NSIINTRO-16.5

    6. 6.

      Explain why salt, sugar, and caffeine should be used in moderation.GPA-NSIINTRO-16.6

  • GPA-NSIINTRO-17.

    Learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-17

    1. 1.

      Explain the six nutrients your body requires.GPA-NSIINTRO-17.1

    2. 2.

      Explain the difference between simple and complex carbohydrates.GPA-NSIINTRO-17.2

    3. 3.

      Describe the role fat and cholesterol play in body functioning.GPA-NSIINTRO-17.3

    4. 4.

      Compare saturated and unsaturated fats.GPA-NSIINTRO-17.4

    5. 5.

      Describe ways to reduce cholesterol levels.GPA-NSIINTRO-17.5

    6. 6.

      Compare the functions of vitamins, carbohydrates, fats, and proteins.GPA-NSIINTRO-17.6

    7. 7.

      Identify food sources of vitamins and minerals.GPA-NSIINTRO-17.7

  • GPA-NSIINTRO-18.

    Learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-18

    1. 1.

      Identify the nine National Academy of Sciences dietary goals.GPA-NSIINTRO-18.1

    2. 2.

      Identify factors that affect the nutritional requirements of individuals at various life stages.GPA-NSIINTRO-18.2

    3. 3.

      Identify signs and symptoms of anorexia nervosa and bulimia.GPA-NSIINTRO-18.3

    4. 4.

      Examine varying viewpoints on vitamin mineral supplement usage.GPA-NSIINTRO-18.4

    5. 5.

      Calculate your personal blueprint.GPA-NSIINTRO-18.5

  • GPA-NSIINTRO-19.

    Learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-19

    1. 1.

      Identify the risks of obesity.GPA-NSIINTRO-19.1

    2. 2.

      Explore tendencies that encourage fat accumulation.GPA-NSIINTRO-19.2

    3. 3.

      Define current and desired state for healthy lifestyle.GPA-NSIINTRO-19.3

    4. 4.

      Identify steps that can lead to lean body fat content.GPA-NSIINTRO-19.4

    5. 5.

      Relate food intake and physical activity to weight control.GPA-NSIINTRO-19.5

  • GPA-NSIINTRO-20.

    Analyze the impact sanitation and hygiene have on health.GPA-NSIINTRO-20

    1. 1.

      Recognize the benefits of maintaining good hygiene habits.GPA-NSIINTRO-20.1

    2. 2.

      Explain how to keep clean in field conditions.GPA-NSIINTRO-20.2

    3. 3.

      Explain the correlation between physical fitness and hygiene.GPA-NSIINTRO-20.3

    4. 4.

      Identify possible results of poor sanitation.GPA-NSIINTRO-20.4

    5. 5.

      Detail procedures of disinfecting water.GPA-NSIINTRO-20.5

    6. 6.

      Explain how to guard against food poisoning and the spread of germs through waste.GPA-NSIINTRO-20.6

  • GPA-NSIINTRO-21.

    Understanding and Controlling - In this unit, you will learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-21

    1. 1.

      Differentiate between stress and anxiety in overall health.GPA-NSIINTRO-21.1

    2. 2.

      Identify the physical and psychological effects of stress.GPA-NSIINTRO-21.2

    3. 3.

      Practice prevention of stress overload including relaxation and anger management techniques.GPA-NSIINTRO-21.3

    4. 4.

      Identify leadership strategies that promote healthy stress levels within a group.GPA-NSIINTRO-21.4

    5. 5.

      Explore positive ways to deal with depression and anxiety.GPA-NSIINTRO-21.5

  • GPA-NSIINTRO-22.

    Learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-22

    1. 1.

      Identify commonly abused substances.GPA-NSIINTRO-22.1

    2. 2.

      Recognize the differences among drug use, misuse, and abuse.GPA-NSIINTRO-22.2

    3. 3.

      Explain reasons why people might use, misuse, or abuse alcohol or drugs.GPA-NSIINTRO-22.3

    4. 4.

      Identify the risks associated with alcohol and various drugs.GPA-NSIINTRO-22.4

    5. 5.

      Explain the effects of alcohol and drug use, misuse, and abuse on daily life.GPA-NSIINTRO-22.5

  • GPA-NSIINTRO-23.

    First Aid for Emergency and Nonemergency Situations - In this unit, you will learn how to use exercise and nutrition to maximize your physical well-being gain awareness of the dangers to wellness of alcohol and other drugs, and the principles and techniques of first aid.GPA-NSIINTRO-23

    1. 1.

      Assess first aid situations.GPA-NSIINTRO-23.1

    2. 2.

      Demonstrate life-saving skills in emergencies.GPA-NSIINTRO-23.2

    3. 3.

      Determine first aid procedures for a bleeding victim.GPA-NSIINTRO-23.3

    4. 4.

      Give first aid treatment for shock, fractures, strains, and sprains.GPA-NSIINTRO-23.4

    5. 5.

      Give first aid treatment for burns, wounds, bruises, and poisoning.GPA-NSIINTRO-23.5

    6. 6.

      Give first aid treatment for heat and cold-related injuries.GPA-NSIINTRO-23.6

    7. 7.

      Give first aid treatment for bites, stings, and poisonous hazards.GPA-NSIINTRO-23.7

  • GPA-NSIINTRO-24.

    Learn the fundamentals of geography, how to use a map, and how to be aware of the environment surrounding you. In addition, you will learn how to survive should you become stranded in a variety of environments.GPA-NSIINTRO-24

    1. 1.

      Identify the components of a globe.GPA-NSIINTRO-24.1

    2. 2.

      Explain the characteristics of topographic maps.GPA-NSIINTRO-24.2

    3. 3.

      Use the Grid Reference System to locate points anywhere in the world.GPA-NSIINTRO-24.3

    4. 4.

      Use terrain features to orient a map and determine your location.GPA-NSIINTRO-24.4

    5. 5.

      Measure distance using maps.GPA-NSIINTRO-24.5

    6. 6.

      Calculate direction on topographic maps.GPA-NSIINTRO-24.6

    7. 7.

      Use a compass and grid to locate a position on a topographical map.GPA-NSIINTRO-24.7

    8. 8.

      Apply map reading and land navigation skills to determine location.GPA-NSIINTRO-24.8

    9. 9.

      Relate map-reading skills to orienteering.GPA-NSIINTRO-24.9

  • GPA-NSIINTRO-25.

    Fundamentals of Survival - In this unit, you will learn the fundamentals of geography, how to use a map, and how to be aware of the environment surrounding you. In addition, you will learn how to survive should you become stranded in a variety of environments.GPA-NSIINTRO-25

    1. 1.

      Explain the fundamentals of survival.GPA-NSIINTRO-25.1

    2. 2.

      Describe how to survive in tropical areas.GPA-NSIINTRO-25.2

    3. 3.

      Describe how to survive in cold areas.GPA-NSIINTRO-25.3

    4. 4.

      Describe how to survive in water.GPA-NSIINTRO-25.4

Naval Science II: Maritime History (28.023)

  • GPA-NSIIMH-1.

    Demonstrate employability skills required by business and industry.GPA-NSIIMH-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSIIMH-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSIIMH-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSIIMH-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSIIMH-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSIIMH-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSIIMH-1.6

  • GPA-NSIIMH-2.

    Students will demonstrate an understanding of how sea power influenced the growth of Early Western Civilization.GPA-NSIIMH-2

    1. 1.

      Describe the fall of the Roman Empire and the subsequent thousand years of turmoil that followed.GPA-NSIIMH-2.1

    2. 2.

      State the importance of sea power.GPA-NSIIMH-2.2

    3. 3.

      Determine the events that caused the Turks to lose the Battle of Lepanto in 1571 and their control Assess how sea power evolved and its influence on the ancient world.GPA-NSIIMH-2.3

    4. 4.

      of the Mediterranean area.GPA-NSIIMH-2.4

    5. 5.

      Describe the conflict between England and Spain in 1570.GPA-NSIIMH-2.5

    6. 6.

      Explain how the English defeated the Spanish Armada.GPA-NSIIMH-2.6

  • GPA-NSIIMH-3.

    Students will demonstrate an understanding of how sea power influenced the American Revolution.GPA-NSIIMH-3

    1. 1.

      Name the taxing system used by England on the colonies and the subsequent events that led to the American Revolution.GPA-NSIIMH-3.1

    2. 2.

      State the difficulties the British faced in fighting naval battles with the colonies.GPA-NSIIMH-3.2

    3. 3.

      Tell how the American Navy was born and the significance of building the Navy.GPA-NSIIMH-3.3

    4. 4.

      Cite the importance of the first American Naval operation against the English Navy in the American Revolution.GPA-NSIIMH-3.4

    5. 5.

      Describe the two major events (turning point) of the battle of Saratoga and the impact it had on the American Revolutionary War.GPA-NSIIMH-3.5

    6. 6.

      Explain how naval power affected the outcome of the War at Sea.GPA-NSIIMH-3.6

    7. 7.

      Describe the events leading up to the battle of Yorktown and the subsequent end of the fighting in the colonies.GPA-NSIIMH-3.7

  • GPA-NSIIMH-4.

    Students will demonstrate an understanding of the growth of American sea power from 1783-1860.GPA-NSIIMH-4

    1. 1.

      List the reasons why the American economy suffered in 1783.GPA-NSIIMH-4.1

    2. 2.

      Cite the events surrounding the Navy Act of 1794.GPA-NSIIMH-4.2

    3. 3.

      Express the events during the quasi-war between America and France.GPA-NSIIMH-4.3

    4. 4.

      State the events surrounding the capture and destruction of the USS Philadelphia.GPA-NSIIMH-4.4

    5. 5.

      Describe the events that led to the final moves toward war between the United States and Britain.GPA-NSIIMH-4.5

    6. 6.

      Describe the major sea battles between the American and British forces during the War of 1812.GPA-NSIIMH-4.6

    7. 7.

      List other battles that occurred during the War of 1812.GPA-NSIIMH-4.7

    8. 8.

      Compare other major incidents where the British prevailed over American's sea vessels.GPA-NSIIMH-4.8

    9. 9.

      State the offensive maneuvers used by the British Navy during the War of 1812.GPA-NSIIMH-4.9

    10. 10.

      Assess how sea power influenced the spread of Western Civilization and the formative years of the new American republic.GPA-NSIIMH-4.10

    11. 11.

      Judge the contribution the U.S. Navy made to the progress of world trade between 1815 and 1860.GPA-NSIIMH-4.11

  • GPA-NSIIMH-5.

    Students will demonstrate knowledge of the Civil War.GPA-NSIIMH-5

    1. 1.

      Discuss how the issue of slavery divided the North and South and led to the outbreak of the Civil War in 1861.GPA-NSIIMH-5.1

    2. 2.

      Investigate the major events that occurred during 1860-61 in America.GPA-NSIIMH-5.2

    3. 3.

      Write the resources of both the North and South and the preparations required to fight the Civil War.GPA-NSIIMH-5.3

    4. 4.

      Discuss the role of the Union Navy during the Civil War.GPA-NSIIMH-5.4

    5. 5.

      Describe the CSS Virginia (Formerly USS Merrimack) and the USS Monitor.GPA-NSIIMH-5.5

    6. 6.

      State how General Robert E. Lee was able to prolong the life of the Confederacy after the Battle of Hampton Roads.GPA-NSIIMH-5.6

    7. 7.

      Describe the Emancipation Proclamation as a significant psychological move for the North in the Civil War.GPA-NSIIMH-5.7

    8. 8.

      Describe the Battle of Gettysburg as the turning point in the Civil War.GPA-NSIIMH-5.8

    9. 9.

      Explain the role that Captain Semmes and the CSS Alabama played in the Civil War.GPA-NSIIMH-5.9

    10. 10.

      Explain the primary reason General Robert E. Lee was forced to surrender.GPA-NSIIMH-5.10

    11. 11.

      Define the changes in American Life that resulted during or as a result of the Civil War.GPA-NSIIMH-5.11

  • GPA-NSIIMH-6.

    Students will demonstrate knowledge of the Navy's role from the Rise to World Power Status, 1865- 1914.GPA-NSIIMH-6

    1. 1.

      Critique the changes in foreign relations and technology that affected the U.S. Navy following the Civil War.GPA-NSIIMH-6.1

    2. 2.

      Cite the education and training programs that were developed after the Civil War for the U.S. Navy.GPA-NSIIMH-6.2

    3. 3.

      List five major contributions Alfred T. Mahan made to modern navies.GPA-NSIIMH-6.3

    4. 4.

      Explain how the United States rebuilt its Navy or contributed to its expansion following the Civil War.GPA-NSIIMH-6.4

    5. 5.

      Explain American reaction to the sinking of the USS Maine and the war preparations made by the United States before the start of the Spanish-American War.GPA-NSIIMH-6.5

    6. 6.

      Describe the advances in naval power and technology under Theodore Roosevelt.GPA-NSIIMH-6.6

    7. 7.

      Discuss America's international relations from 1903 until World War I.GPA-NSIIMH-6.7

    8. 8.

      Derive the difficulties and importance of building the Panama Canal.GPA-NSIIMH-6.8

  • GPA-NSIIMH-7.

    Students will demonstrate knowledge of the Navy's role in World War I, 1914-1918.GPA-NSIIMH-7

    1. 1.

      Explain the war plans made by Great Britain and Germany during World War I.GPA-NSIIMH-7.1

    2. 2.

      Describe actions taken by the German and the British during the Pacific Action.GPA-NSIIMH-7.2

    3. 3.

      List operational advantages of the German U-boats over the Allies during World War I.GPA-NSIIMH-7.3

    4. 4.

      Prove the events that brought America into World War I.GPA-NSIIMH-7.4

    5. 5.

      Evaluate the operation and significance of the convoy system that was used by Great Britain during World War I.GPA-NSIIMH-7.5

    6. 6.

      Describe the antisubmarine operations used by the U.S. Navy during World War I.GPA-NSIIMH-7.6

    7. 7.

      State the role America played during World War I.GPA-NSIIMH-7.7

    8. 8.

      Translate events leading up to the surrender of Germany.GPA-NSIIMH-7.8

  • GPA-NSIIMH-8.

    Students will demonstrate an understanding of the Interwar years, 1918-1941.GPA-NSIIMH-8

    1. 1.

      List the conditions set forth in the Naval Disarmament Treaty.GPA-NSIIMH-8.1

    2. 2.

      Identify the dictatorships that grew out of the great world depression.GPA-NSIIMH-8.2

    3. 3.

      Explain the condition of the U.S. Navy during the pre-war years.GPA-NSIIMH-8.3

    4. 4.

      Make sense of the final steps toward the war in Europe.GPA-NSIIMH-8.4

    5. 5.

      Justify U.S. isolationism/involvement from 1935 until the U.S. declared war on Japan on 8 December 1941.GPA-NSIIMH-8.5

  • GPA-NSIIMH-9.

    Students will demonstrate an understanding of naval history in World War II in the Atlantic from 1941-1945.GPA-NSIIMH-9

    1. 1.

      Explain the events that led up to the Japanese attack on Pearl Harbor.GPA-NSIIMH-9.1

    2. 2.

      Describe the state of U.S. military readiness during and after the attack on Pearl Harbor.GPA-NSIIMH-9.2

    3. 3.

      List three miscalculations the Japanese made during and after the attack on Pearl Harbor.GPA-NSIIMH-9.3

    4. 4.

      Explain the outcome of the Battle of Anzio.GPA-NSIIMH-9.4

    5. 5.

      Determine why successful Allied air attacks in Operation Overlord were essential to the success of the invasion of Normandy.GPA-NSIIMH-9.5

    6. 6.

      Describe the major events of D-Day in Normandy.GPA-NSIIMH-9.6

    7. 7.

      Describe major events of Operation Anvil: Invasion of Southern France.GPA-NSIIMH-9.7

  • GPA-NSIIMH-10.

    Students will demonstrate an understanding of naval history in World War II in the Pacific from 1941-1945.GPA-NSIIMH-10

    1. 1.

      State the events that led up to the Japanese attack on Pearl Harbor.GPA-NSIIMH-10.1

    2. 2.

      Describe the state of U.S. military readiness during and after the attack on Pearl Harbor.GPA-NSIIMH-10.2

    3. 3.

      Explain three miscalculations the Japanese made during and following the attack on Pearl Harbor.GPA-NSIIMH-10.3

    4. 4.

      Cite two reasons the Battle of the Coral Sea was important.GPA-NSIIMH-10.4

    5. 5.

      Explain the significance of the Battle of Midway.GPA-NSIIMH-10.5

    6. 6.

      List the Battles of Guadalcanal.GPA-NSIIMH-10.6

    7. 7.

      Explain the submarine war in the Pacific.GPA-NSIIMH-10.7

    8. 8.

      Describe the battle of the Philippines Sea.GPA-NSIIMH-10.8

    9. 9.

      Discuss the condition of the Imperial Japanese Navy following Battles for Leyte Gulf.GPA-NSIIMH-10.9

    10. 10.

      Describe the U.S. occupation of Iwo Jima and its logistic significance.GPA-NSIIMH-10.10

  • GPA-NSIIMH-11.

    Students will demonstrate an understanding of naval history in the Cold War Era, 1945-1991.GPA-NSIIMH-11

    1. 1.

      State the views and events during the demobilization following World War II.GPA-NSIIMH-11.1

    2. 2.

      Describe the events leading to the "Cold War".GPA-NSIIMH-11.2

    3. 3.

      Explain the postwar views and actions in relations to the unification of the armed forces and provisions for national security.GPA-NSIIMH-11.3

    4. 4.

      Assess postwar activities in the Far East in regard to insurgencies, nationalism, and anticolonialism.GPA-NSIIMH-11.4

    5. 5.

      Illustrate initial stages of the Korean War.GPA-NSIIMH-11.5

    6. 6.

      State naval contributions in the Korean War.GPA-NSIIMH-11.6

    7. 7.

      List events involved with Operation Chromite: Inchon.GPA-NSIIMH-11.7

    8. 8.

      Describe the events involved in the Chinese Intervention within the Korean War.GPA-NSIIMH-11.8

    9. 9.

      Discuss the events involved in the Truce Talks of the Korean War.GPA-NSIIMH-11.9

    10. 10.

      Determine the outcome of the Korean War in regard to naval participation, U.S. government policy, global perspective, and Communist objectives.GPA-NSIIMH-11.10

    11. 11.

      Describe naval confrontations in the post-Korean era.GPA-NSIIMH-11.11

    12. 12.

      Discuss the Korean post-war period as it related to the U.S. Navy.GPA-NSIIMH-11.12

    13. 13.

      Express the Navy's movement into the nuclear age.GPA-NSIIMH-11.13

    14. 14.

      Show major events in the Cuban missile crisis.GPA-NSIIMH-11.14

    15. 15.

      Prove the major events that led to the breakup of Vietnam into North and South Vietnam.GPA-NSIIMH-11.15

    16. 16.

      State the restrictions placed on military forces stationed in Vietnam.GPA-NSIIMH-11.16

    17. 17.

      Describe the Vietnamization process established by the United States.GPA-NSIIMH-11.17

    18. 18.

      State the major events that led to the end of the Vietnam War.GPA-NSIIMH-11.18

    19. 19.

      Discuss the events that were included in the Post-Vietnam Modernization efforts.GPA-NSIIMH-11.19

    20. 20.

      Assess the joint U.S. task force's role in Grenada in the fall of 1983.GPA-NSIIMH-11.20

    21. 21.

      Induce the role the United States played in restoring democracy to Panama and the importance of Operation Just Cause to U.S. interests in Panama.GPA-NSIIMH-11.21

    22. 22.

      Discuss the rise of terrorism worldwide with events in the Middle East during the 1980's.GPA-NSIIMH-11.22

    23. 23.

      Describe the major events that occurred between Iran and Iraq in the Persian Gulf region.GPA-NSIIMH-11.23

    24. 24.

      Discuss the great changes experienced by the Soviet Union after the demolition of the Berlin Wall.GPA-NSIIMH-11.24

  • GPA-NSIIMH-12.

    Navy Ships Students will gain an understanding of naval history in the 1990s and beyond.GPA-NSIIMH-12

    1. 1.

      Describe the major events that occurred between Iran and Iraq in the Persian Gulf region.GPA-NSIIMH-12.1

    2. 2.

      Cite major events that occurred during both Operations Desert Shield and Desert Storm.GPA-NSIIMH-12.2

    3. 3.

      State the conflicts that took place in Somalia during the early 1990's.GPA-NSIIMH-12.3

    4. 4.

      Justify some of the actions taken by the U.S. in the aftermath of Desert Storm.GPA-NSIIMH-12.4

    5. 5.

      Define international terrorist attacks against the U.S. during the late 1990s.GPA-NSIIMH-12.5

    6. 6.

      Discuss domestic terrorist events that occurred in the late 1990s and September 11, 2001.GPA-NSIIMH-12.6

    7. 7.

      Predict the challenging years ahead facing our Navy.GPA-NSIIMH-12.7

Naval Science II: Nautical Science (28.024)

  • GPA-NSIINS-1.

    Demonstrate employability skills required by business and industry.GPA-NSIINS-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSIINS-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSIINS-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSIINS-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSIINS-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSIINS-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSIINS-1.6

  • GPA-NSIINS-2.

    Students will demonstrate an understanding of the basic principles of effective leadership.GPA-NSIINS-2

    1. 1.

      Cite two advantages of unit leadership.GPA-NSIINS-2.1

    2. 2.

      Explain the three things required for leadership positions to exist.GPA-NSIINS-2.2

    3. 3.

      Explain the relationship between good followership and good leadership.GPA-NSIINS-2.3

    4. 4.

      Explain that personal relationships determine a leader's overall effectiveness.GPA-NSIINS-2.4

    5. 5.

      Describe at least ten essential qualities of an effective leader.GPA-NSIINS-2.5

  • GPA-NSIINS-3.

    Student will demonstrate an understanding of the importance of discipline in an organization and the different approaches to leadership.GPA-NSIINS-3

    1. 1.

      Describe the importance of authority in the Navy.GPA-NSIINS-3.1

    2. 2.

      Cite the differences between authority in civilian life and authority in the military.GPA-NSIINS-3.2

    3. 3.

      Explain the importance of self-discipline in both military and civilian life.GPA-NSIINS-3.3

    4. 4.

      Describe the requirements for discipline in unit drill ceremonies.GPA-NSIINS-3.4

    5. 5.

      Cite the major differences between a democratic style of leadership and an autocratic style of leadership.GPA-NSIINS-3.5

    6. 6.

      Cite five significant approaches to leadership.GPA-NSIINS-3.6

    7. 7.

      Describe four critical skills necessary for a leader to communicate effectively.GPA-NSIINS-3.7

  • GPA-NSIINS-4.

    Students will demonstrate an understanding of Maslow's Hierarchy of Needs and the importance of morale in an organization.GPA-NSIINS-4

    1. 1.

      Describe Maslow's theory as it relates to leadership.GPA-NSIINS-4.1

    2. 2.

      Describe those methods Navy leaders use to increase the motivational levels of naval personnel.GPA-NSIINS-4.2

    3. 3.

      Describe those elements that contribute to good moral.GPA-NSIINS-4.3

    4. 4.

      Cite eight of the general rules for building morale.GPA-NSIINS-4.4

    5. 5.

      Describe three skills an effective leader uses when holding a conversation with subordinates.GPA-NSIINS-4.5

    6. 6.

      Explain five important factors an effective leader must remember about leadership.GPA-NSIINS-4.6

  • GPA-NSIINS-5.

    Students will demonstrate an understanding of maritime geography as it relates to our national resources, landforms, climate, soil, bodies of water, people, governments, military, and geopolitics of the Western Seas.GPA-NSIINS-5

    1. 1.

      Explain three important reasons for the study of geography.GPA-NSIINS-5.1

    2. 2.

      Describe the subdivisions of the World Ocean.GPA-NSIINS-5.2

    3. 3.

      Cite the importance of geography in military planning and operations.GPA-NSIINS-5.3

    4. 4.

      Describe the Atlantic Ocean in terms of the economic and strategic importance to the United States and its allies.GPA-NSIINS-5.4

    5. 5.

      Explain the importance of the Caribbean Sea and Gulf of Mexico to the United States.GPA-NSIINS-5.5

    6. 6.

      Describe the Arctic Ocean in terms of its economic and strategic importance to the United States and its allies.GPA-NSIINS-5.6

    7. 7.

      Describe the Mediterranean Sea in terms of its economic and strategic importance to the United States and its allies.GPA-NSIINS-5.7

  • GPA-NSIINS-6.

    Students will demonstrate an understanding of maritime geography as it relates to our national resources, landforms, climate, soil, bodies of water, people, governments, military, and geopolitics of the Eastern Seas.GPA-NSIINS-6

    1. 1.

      Cite the importance of the Red Sea and the Gulf of Aden to American interests.GPA-NSIINS-6.1

    2. 2.

      Explain the role of the United States and its allies in the Persian Gulf and the Gulf of Oman.GPA-NSIINS-6.2

    3. 3.

      Describe the Indian Ocean in terms of its economic and strategic value to the United States and its allies.GPA-NSIINS-6.3

    4. 4.

      Describe the value of the Pacific Ocean to the United States and its allies.GPA-NSIINS-6.4

    5. 5.

      Show the special features of the Southern Ocean.GPA-NSIINS-6.5

  • GPA-NSIINS-7.

    Students will demonstrate an understanding of how the oceans were created and continue to transform.GPA-NSIINS-7

    1. 1.

      Explain four reasons for the great interests now being shown in the world's oceans.GPA-NSIINS-7.1

    2. 2.

      Describe those historical events that created great bodies of water.GPA-NSIINS-7.2

    3. 3.

      Describe the continental drift theory.GPA-NSIINS-7.3

    4. 4.

      Describe those great geological phenomena that occur today as a result of our changing Earth.GPA-NSIINS-7.4

  • GPA-NSIINS-8.

    Students will demonstrate an understanding of the significance of oceanographic study as it relates to undersea landscapes.GPA-NSIINS-8

    1. 1.

      Explain methods used to explore the ocean floor.GPA-NSIINS-8.1

    2. 2.

      Describe the benefits of the continental shelf.GPA-NSIINS-8.2

    3. 3.

      Discuss the makeup of the continental slope.GPA-NSIINS-8.3

    4. 4.

      Derive the features of the deep ocean basin.GPA-NSIINS-8.4

    5. 5.

      State the sediments found on the ocean floor.GPA-NSIINS-8.5

  • GPA-NSIINS-9.

    Students will demonstrate an understanding of the significance of oceanographic study as it relates to the makeup and movement of sea water.GPA-NSIINS-9

    1. 1.

      Describe the chemical makeup.GPA-NSIINS-9.1

    2. 2.

      Explain the physical properties of water.GPA-NSIINS-9.2

    3. 3.

      State the composition of seawater.GPA-NSIINS-9.3

    4. 4.

      Describe how water temperature is measured.GPA-NSIINS-9.4

    5. 5.

      Describe environmental effects on the color of water.GPA-NSIINS-9.5

    6. 6.

      Describe the causes of waves.GPA-NSIINS-9.6

    7. 7.

      Describe how wave movement is measured.GPA-NSIINS-9.7

    8. 8.

      Cite the causes of beach and coastline erosion.GPA-NSIINS-9.8

    9. 9.

      Describe the effects of wave power.GPA-NSIINS-9.9

    10. 10.

      Cite the causes of ocean currents and gyres.GPA-NSIINS-9.10

    11. 11.

      Describe the current movements in the Pacific Ocean.GPA-NSIINS-9.11

    12. 12.

      Explain three effects of subsurface or countercurrents.GPA-NSIINS-9.12

    13. 13.

      Explain the effects of the Moon on our tides.GPA-NSIINS-9.13

    14. 14.

      Describe the effects of tides on coastal areas.GPA-NSIINS-9.14

    15. 15.

      Describe the theory of tidal energy.GPA-NSIINS-9.15

  • GPA-NSIINS-10.

    Students will demonstrate an understanding of the significance of oceanographic study as it relates to life in the seas.GPA-NSIINS-10

    1. 1.

      Describe how microscopic plant life is involved in the ecological system of the oceans.GPA-NSIINS-10.1

    2. 2.

      Cite the chain of natural events that occur in the food cycle in the seas.GPA-NSIINS-10.2

    3. 3.

      Describe life-sustaining characteristics of marine life at the edge of the sea.GPA-NSIINS-10.3

    4. 4.

      Describe the abundance of life in the shallow sea.GPA-NSIINS-10.4

    5. 5.

      Describe two major divisions of marine animals and their characteristics.GPA-NSIINS-10.5

    6. 6.

      Discuss the laws of conservation.GPA-NSIINS-10.6

    7. 7.

      Describe the effects of the open sea on man.GPA-NSIINS-10.7

    8. 8.

      Cite methods used to increase stocks of commercial fish.GPA-NSIINS-10.8

    9. 9.

      Explain the marine "farming" method called aquaculture.GPA-NSIINS-10.9

    10. 10.

      Describe the bioluminescence of the sea at night and its characteristics.GPA-NSIINS-10.10

    11. 11.

      Describe how biological fouling and deterioration affect the Navy's annual budget.GPA-NSIINS-10.11

    12. 12.

      Describe four categories of harmful marine animals that pose a threat to man.GPA-NSIINS-10.12

    13. 13.

      Describe the types of equipment used to improve man's capability to penetrate the sea.GPA-NSIINS-10.13

    14. 14.

      Describe seven major groups of pollutants and their effects on marine life.GPA-NSIINS-10.14

  • GPA-NSIINS-11.

    Students will demonstrate a working knowledge of meteorology and how it affects us.GPA-NSIINS-11

    1. 1.

      Investigate the aspects of the science of weather.GPA-NSIINS-11.1

    2. 2.

      Express the significance of weather in history.GPA-NSIINS-11.2

    3. 3.

      Describe the aspects of the Earth's atmosphere.GPA-NSIINS-11.3

    4. 4.

      Describe the meaning and characteristics of the troposphere.GPA-NSIINS-11.4

    5. 5.

      Describe the meaning and characteristics of the tropopause.GPA-NSIINS-11.5

    6. 6.

      Describe the meaning and characteristics of the stratosphere.GPA-NSIINS-11.6

    7. 7.

      Describe the meaning and characteristics of the ionosphere.GPA-NSIINS-11.7

    8. 8.

      Describe the meaning and characteristics of the exosphere and magnetosphere.GPA-NSIINS-11.8

    9. 9.

      Describe the aspects of atmospheric pressure.GPA-NSIINS-11.9

    10. 10.

      Describe the fundamentals in making the weather.GPA-NSIINS-11.10

    11. 11.

      Describe the aspects in measuring temperature.GPA-NSIINS-11.11

    12. 12.

      Describe the aspects in measuring relative humidity and dew point.GPA-NSIINS-11.12

  • GPA-NSIINS-12.

    Students will demonstrate a working knowledge of meteorology as it relates to clouds and fog and how it affects us.GPA-NSIINS-12

    1. 1.

      Describe the factors associated with cloud formation.GPA-NSIINS-12.1

    2. 2.

      Draw cloud classifications as they relate to cloud types, altitudes, classes, and overall appearance.GPA-NSIINS-12.2

    3. 3.

      Describe the three types of low clouds and their characteristics.GPA-NSIINS-12.3

    4. 4.

      Describe the two types of middle clouds.GPA-NSIINS-12.4

    5. 5.

      Describe the three types of high clouds found in our atmosphere.GPA-NSIINS-12.5

    6. 6.

      Describe the factors associated when clouds are at sea.GPA-NSIINS-12.6

    7. 7.

      Explain the formation of rain.GPA-NSIINS-12.7

    8. 8.

      Describe modern rainmaking techniques.GPA-NSIINS-12.8

    9. 9.

      Describe the cloud factors associated with the formation of snow, sleet, hail, frost, and dew.GPA-NSIINS-12.9

    10. 10.

      Describe the process of how fog is formed on the Earth's surface as well as hazards in relation to fog formation.GPA-NSIINS-12.10

  • GPA-NSIINS-13.

    Students will demonstrate a working knowledge of meteorology as it relates to wind and weather and how it affects us.GPA-NSIINS-13

    1. 1.

      Describe the characteristics of prevailing winds around the Earth.GPA-NSIINS-13.1

    2. 2.

      Describe the effects of the Earth's revolution and inclination movement on our weather patterns.GPA-NSIINS-13.2

    3. 3.

      Describe the characteristics of high-pressure areas.GPA-NSIINS-13.3

    4. 4.

      Describe the characteristics of low-pressure areas.GPA-NSIINS-13.4

    5. 5.

      Describe the characteristics of mountain winds.GPA-NSIINS-13.5

    6. 6.

      Describe the characteristics of valley – wind systems.GPA-NSIINS-13.6

    7. 7.

      Describe the type of monsoons in Southeast Asia.GPA-NSIINS-13.7

    8. 8.

      Describe the Beaufort scale and how it is used.GPA-NSIINS-13.8

  • GPA-NSIINS-14.

    Students will demonstrate a working knowledge of meteorology as it relates to fronts and storms and how it affects us.GPA-NSIINS-14

    1. 1.

      Describe the development of weather fronts.GPA-NSIINS-14.1

    2. 2.

      Describe the primary frontal zones: Inter-tropical Convergence Zone, Arctic Frontal Zone, and Polar Frontal Zone.GPA-NSIINS-14.2

    3. 3.

      Describe the characteristics of a cold front.GPA-NSIINS-14.3

    4. 4.

      Describe the characteristics of a warm front.GPA-NSIINS-14.4

    5. 5.

      Describe the characteristics of an occluded front.GPA-NSIINS-14.5

    6. 6.

      Describe the formations, characteristics, and developmental stages of a thunderstorm.GPA-NSIINS-14.6

    7. 7.

      Describe the weather phenomena within the thunderstorm.GPA-NSIINS-14.7

    8. 8.

      Describe the characteristics and formation of the tornado.GPA-NSIINS-14.8

    9. 9.

      Describe the characteristics and categories associated with tropical cyclones.GPA-NSIINS-14.9

    10. 10.

      Describe the birth and characteristics of the hurricane.GPA-NSIINS-14.10

    11. 11.

      Describe the characteristics of hurricanes, typhoons, and their tracks.GPA-NSIINS-14.11

    12. 12.

      Describe the signs of an approaching tropical cyclone.GPA-NSIINS-14.12

    13. 13.

      Describe the purpose and function of Storm Warning Signals.GPA-NSIINS-14.13

    14. 14.

      Describe the purpose and function of the Hurricane Warning System.GPA-NSIINS-14.14

  • GPA-NSIINS-15.

    Students will demonstrate a working knowledge of meteorology as it relates to weather forecasting and how it affects us.GPA-NSIINS-15

    1. 1.

      Describe the function and structure of the National Weather Service.GPA-NSIINS-15.1

    2. 2.

      Describe the function of the Navy Weather Service.GPA-NSIINS-15.2

    3. 3.

      Describe the forecasting services the National Weather Service provides.GPA-NSIINS-15.3

    4. 4.

      Describe the purpose of weather satellites.GPA-NSIINS-15.4

    5. 5.

      Describe the service weather maps and charts provided to navigators.GPA-NSIINS-15.5

  • GPA-NSIINS-16.

    Students will demonstrate an understanding of astronomy and how it pertains to our solar system and its related bodies: Moon, Sun, stars, and planets.GPA-NSIINS-16

    1. 1.

      Explain the theories of the creation of the universe.GPA-NSIINS-16.1

    2. 2.

      List the methods for astronomical observation.GPA-NSIINS-16.2

    3. 3.

      Describe the methods for using the telescope.GPA-NSIINS-16.3

    4. 4.

      Identify the types of telescopes.GPA-NSIINS-16.4

    5. 5.

      Describe examples of satellites and other exploratory spacecraft.GPA-NSIINS-16.5

    6. 6.

      Explain the efforts in exploring the Solar System.GPA-NSIINS-16.6

    7. 7.

      Predict important events in the field of astronomy and space exploration in the next 20 years.GPA-NSIINS-16.7

    8. 8.

      Explain the discovery and development of the radio telescope.GPA-NSIINS-16.8

    9. 9.

      Explain the special uses of the radio telescope and give its purpose.GPA-NSIINS-16.9

    10. 10.

      Identify the methods for using balloon observatories.GPA-NSIINS-16.10

    11. 11.

      Describe examples of satellites and other exploratory spacecraft.GPA-NSIINS-16.11

    12. 12.

      Explain the efforts in exploring the Solar System.GPA-NSIINS-16.12

  • GPA-NSIINS-17.

    Students will demonstrate an understanding of the moon and how it pertains to our solar system and its related bodies: Sun, stars, and planets.GPA-NSIINS-17

    1. 1.

      Recognize basic facts about the Moon such as size, distance from Earth, and atmosphere.GPA-NSIINS-17.1

    2. 2.

      Describe the geological structure of the Moon.GPA-NSIINS-17.2

    3. 3.

      Describe the surface features of the Moon.GPA-NSIINS-17.3

    4. 4.

      Explain those theories that describe Moon craters and their formations.GPA-NSIINS-17.4

    5. 5.

      Describe the mountain ranges and riles on the surface of the Moon.GPA-NSIINS-17.5

    6. 6.

      Explain the effect moonquakes have on the Moon.GPA-NSIINS-17.6

    7. 7.

      Describe how the Moon's motion causes its phases.GPA-NSIINS-17.7

    8. 8.

      Explain the basic reasons for Moon exploration.GPA-NSIINS-17.8

  • GPA-NSIINS-18.

    Students will demonstrate an understanding of astronomy and how it pertains to our solar system and its related bodies: Moon, Sun, stars, and planets.GPA-NSIINS-18

    1. 1.

      Explain basic facts about the Sun, and its relationship to the Earth.GPA-NSIINS-18.1

    2. 2.

      Describe the composition of the Sun.GPA-NSIINS-18.2

    3. 3.

      Explain sunspots and the effects they have on the Earth's atmosphere.GPA-NSIINS-18.3

    4. 4.

      Explain the effects the Sun has on the Earth's magnetic field.GPA-NSIINS-18.4

    5. 5.

      Describe the effects the Sun's energy has on the Earth.GPA-NSIINS-18.5

    6. 6.

      Explain the importance of developing solar energy systems.GPA-NSIINS-18.6

    7. 7.

      Explain the missions for further observations of the sun that has been launched in recent years.GPA-NSIINS-18.7

  • GPA-NSIINS-19.

    Students will demonstrate an understanding of astronomy, and how they pertain to our solar system and its related bodies: Moon, Sun, stars, and planets.GPA-NSIINS-19

    1. 1.

      Describe the solar system in which we live.GPA-NSIINS-19.1

    2. 2.

      Identify the major characteristics of the planet Mercury.GPA-NSIINS-19.2

    3. 3.

      Describe the special features of Venus as it relates to our solar system.GPA-NSIINS-19.3

    4. 4.

      Describe the major features of Mars.GPA-NSIINS-19.4

    5. 5.

      Identify the principal characteristics of Jupiter.GPA-NSIINS-19.5

    6. 6.

      Describe the prime features of Saturn and explain how it differs from other planets in our solar system.GPA-NSIINS-19.6

    7. 7.

      Describe the chief characteristics of Uranus.GPA-NSIINS-19.7

    8. 8.

      Describe the relationship of Neptune and Uranus.GPA-NSIINS-19.8

    9. 9.

      Identify the unique features of Pluto.GPA-NSIINS-19.9

    10. 10.

      Describe the Nice Theory of Early Planetary Migration.GPA-NSIINS-19.10

  • GPA-NSIINS-20.

    Students will demonstrate an understanding of asteroids, comets, and meteors and how they pertain to our solar system and its related bodies: Moon, Sun, stars, and planets.GPA-NSIINS-20

    1. 1.

      Identify the asteroid belt as it relates to our solar system.GPA-NSIINS-20.1

    2. 2.

      Describe the composition of comets and their movement.GPA-NSIINS-20.2

    3. 3.

      Contrast the difference between meteoroids, meteors, and meteorites.GPA-NSIINS-20.3

  • GPA-NSIINS-21.

    Students will demonstrate an understanding astronomy and how it pertains to our solar system and its related bodies: Moon, Sun, stars, and planets.GPA-NSIINS-21

    1. 1.

      Explain the theory adopted as the common unit of astronomical distances.GPA-NSIINS-21.1

    2. 2.

      Explain the system used to classify stars.GPA-NSIINS-21.2

    3. 3.

      Describe the method used for determining a star's brightness.GPA-NSIINS-21.3

    4. 4.

      Explain the life cycle of a star.GPA-NSIINS-21.4

    5. 5.

      Explain the terms used to identify temporary stars from 134 B.C. to the present.GPA-NSIINS-21.5

    6. 6.

      Describe three Nebulae stars and their makeup.GPA-NSIINS-21.6

    7. 7.

      Describe the binaries and star clusters.GPA-NSIINS-21.7

    8. 8.

      Determine the characteristics of our galaxy and the three ways other galaxies are classified according to their shape.GPA-NSIINS-21.8

  • GPA-NSIINS-22.

    Students will demonstrate an understanding of Physical Science as it relates to Motion, Force, and Aerodynamics.GPA-NSIINS-22

    1. 1.

      Describe the two main topics in the field of physical science.GPA-NSIINS-22.1

    2. 2.

      List the six steps in the scientific method approach.GPA-NSIINS-22.2

    3. 3.

      Describe the differences in a theory and a law.GPA-NSIINS-22.3

    4. 4.

      Describe Newton's three laws of motion.GPA-NSIINS-22.4

    5. 5.

      Discuss Bernoulli's theorem.GPA-NSIINS-22.5

    6. 6.

      Explain how Mach numbers are derived.GPA-NSIINS-22.6

  • GPA-NSIINS-23.

    Students will demonstrate an understanding of Physical Science as it relates to buoyancy.GPA-NSIINS-23

    1. 1.

      Describe Archimedes Law.GPA-NSIINS-23.1

    2. 2.

      Explain how objects float.GPA-NSIINS-23.2

    3. 3.

      Explain how a submarine floats and submerges.GPA-NSIINS-23.3

    4. 4.

      Explain stability in a ship and its importance.GPA-NSIINS-23.4

  • GPA-NSIINS-24.

    Students will demonstrate an understanding of Physical Science as it relates to basic electricity.GPA-NSIINS-24

    1. 1.

      Describe the fundamental theory of electricity.GPA-NSIINS-24.1

    2. 2.

      Describe the properties of conductors and insulators.GPA-NSIINS-24.2

    3. 3.

      Describe the six common methods of producing voltage.GPA-NSIINS-24.3

    4. 4.

      Describe battery construction and significant characteristics.GPA-NSIINS-24.4

    5. 5.

      Explain the principle of electrical circuits.GPA-NSIINS-24.5

    6. 6.

      Describe Ohm's Law as it relates to current, voltage and resistance.GPA-NSIINS-24.6

    7. 7.

      Discuss electrical power theory.GPA-NSIINS-24.7

  • GPA-NSIINS-25.

    Students will demonstrate an understanding of Physical Science as it relates to electronics.GPA-NSIINS-25

    1. 1.

      Discuss the two kinds of waves by types: Mechanical and Electromagnetic.GPA-NSIINS-25.1

    2. 2.

      Discuss the four Propagation effects: Refraction, Reflection, Diffraction and Trapping.GPA-NSIINS-25.2

    3. 3.

      Discuss the principles of radio-frequency wave transmission.GPA-NSIINS-25.3

    4. 4.

      Describe the principals of radar.GPA-NSIINS-25.4

    5. 5.

      Describe the use of radar as a navigational aid.GPA-NSIINS-25.5

    6. 6.

      Describe the use of radar in combat.GPA-NSIINS-25.6

  • GPA-NSIINS-26.

    Demonstrate an understanding of Physical Science as it relates to computers and the internet.GPA-NSIINS-26

    1. 1.

      Define the concept of a computer.GPA-NSIINS-26.1

    2. 2.

      Discuss how modern computers evolved.GPA-NSIINS-26.2

    3. 3.

      Explain the basics of computer architecture.GPA-NSIINS-26.3

    4. 4.

      Describe the evolution of the modern internet.GPA-NSIINS-26.4

    5. 5.

      Describe the attributes of a computer server.GPA-NSIINS-26.5

    6. 6.

      Explain how the internet is organized, controlled, and accessed.GPA-NSIINS-26.6

    7. 7.

      Explain the concepts of cyberspace and the importance of internet security.GPA-NSIINS-26.7

  • GPA-NSIINS-27.

    Students will demonstrate an understanding of Physical Science as it relates to sound and sonar.GPA-NSIINS-27

    1. 1.

      Explain the effects that density and temperature have on sound.GPA-NSIINS-27.1

    2. 2.

      Explain how the ear detects sound.GPA-NSIINS-27.2

    3. 3.

      Describe the Doppler shift.GPA-NSIINS-27.3

    4. 4.

      Explain the characteristics of sound in seawater.GPA-NSIINS-27.4

    5. 5.

      Describe sonar and its characteristics.GPA-NSIINS-27.5

Naval Science III: Naval Knowledge (28.025)

  • GPA-NSIIINK-1.

    Demonstrate employability skills required by business and industry.GPA-NSIIINK-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSIIINK-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSIIINK-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSIIINK-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSIIINK-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSIIINK-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSIIINK-1.6

  • GPA-NSIIINK-2.

    Students will demonstrate an understanding of how sea power strongly impacts our nation's political, economic, and military well-being.GPA-NSIIINK-2

    1. 1.

      Define the importance of sea power as it relates to America.GPA-NSIIINK-2.1

    2. 2.

      Describe four major developments since World War II that have increased the importance of the oceans of the world.GPA-NSIIINK-2.2

    3. 3.

      Describe the strategic ocean areas.GPA-NSIIINK-2.3

    4. 4.

      Describe the mobility of sea power.GPA-NSIIINK-2.4

    5. 5.

      Describe the purpose and function of the United States Merchant Marine and the relationship between maritime commerce and the economy of the United States.GPA-NSIIINK-2.5

    6. 6.

      Explain the importance of oceanography to the United States.GPA-NSIIINK-2.6

    7. 7.

      Describe the vital role oceans will play in the future of humankind.GPA-NSIIINK-2.7

  • GPA-NSIIINK-3.

    Students will investigate the role of the merchant marine in National Defense.GPA-NSIIINK-3

    1. 1.

      Give a historical view of the United States Merchant Marine from 1850 to the present.GPA-NSIIINK-3.1

    2. 2.

      Describe national policy as it relates to the Merchant Marine Acts.GPA-NSIIINK-3.2

    3. 3.

      Describe the impact of waterborne commerce.GPA-NSIIINK-3.3

    4. 4.

      Describe the types of merchant ships.GPA-NSIIINK-3.4

    5. 5.

      Describe the auxiliary function of the U.S. Merchant Marine in National Defense.GPA-NSIIINK-3.5

    6. 6.

      Explain the role of the Merchant Marine in supporting our military forces in both peace and war.GPA-NSIIINK-3.6

    7. 7.

      Describe the role of the Merchant Marine in carrying strategic materials and energy resources which support the civilian economy and the defense production of our nation.GPA-NSIIINK-3.7

    8. 8.

      Explain the direct support the Merchant Marine provides to some military operations.GPA-NSIIINK-3.8

    9. 9.

      Identify the auxiliary combatant role of Merchant ships.GPA-NSIIINK-3.9

    10. 10.

      Describe the role of the Merchant Marine in support of foreign policy.GPA-NSIIINK-3.10

    11. 11.

      Describe the future of the Merchant Marine.GPA-NSIIINK-3.11

  • GPA-NSIIINK-4.

    Students will investigate the role of sea power and national security.GPA-NSIIINK-4

    1. 1.

      Define national, grand, and military strategy.GPA-NSIIINK-4.1

    2. 2.

      Name the major strategists from 400 B.C. to the mid-nineteenth century.GPA-NSIIINK-4.2

    3. 3.

      Describe the three classic schools of strategy.GPA-NSIIINK-4.3

    4. 4.

      Explain preparedness as it relates to grand strategy.GPA-NSIIINK-4.4

    5. 5.

      Describe the three phases of the evolution of U.S. grand strategy.GPA-NSIIINK-4.5

    6. 6.

      Describe the concepts of massive retaliation and flexible response as they relate to U.S. grand strategy.GPA-NSIIINK-4.6

    7. 7.

      Describe the three principle elements of today's national military strategy.GPA-NSIIINK-4.7

    8. 8.

      Explain the anticipated future strategic trends.GPA-NSIIINK-4.8

  • GPA-NSIIINK-5.

    Students will investigate United States strategy and the Navy.GPA-NSIIINK-5

    1. 1.

      Describe the two basic functions of the U.S. Navy.GPA-NSIIINK-5.1

    2. 2.

      Explain the three functional roles of the Navy within national military strategy.GPA-NSIIINK-5.2

    3. 3.

      Differentiate between tactics and strategy.GPA-NSIIINK-5.3

    4. 4.

      Describe modern tactical innovations.GPA-NSIIINK-5.4

    5. 5.

      Describe the capabilities the U.S. naval force must have if it is to be able to support national strategy.GPA-NSIIINK-5.5

    6. 6.

      Describe the Navy's fundamental and supportive tactical warfare tasks.GPA-NSIIINK-5.6

    7. 7.

      Describe the two categories of major tactical naval ships.GPA-NSIIINK-5.7

  • GPA-NSIIINK-6.

    Students will investigate national security and modern conflict.GPA-NSIIINK-6

    1. 1.

      Explain the major concerns and elements used to evaluate national security.GPA-NSIIINK-6.1

    2. 2.

      Describe the nine principles of war that govern war fighting strategy and tactics.GPA-NSIIINK-6.2

    3. 3.

      Explain the following forms of modern armed conflict: general war, limited war, revolution war and terrorism.GPA-NSIIINK-6.3

    4. 4.

      List the possible causes of general war.GPA-NSIIINK-6.4

    5. 5.

      Describe the prerequisites for revolution.GPA-NSIIINK-6.5

  • GPA-NSIIINK-7.

    Students will expand their understanding and knowledge of naval operations and support functions.GPA-NSIIINK-7

    1. 1.

      Describe naval task force organization 2.GPA-NSIIINK-7.1

    2. 2.

      Describe the naval command and control organization.GPA-NSIIINK-7.2

    3. 3.

      Define strike and strike group in the context of naval striking forces.GPA-NSIIINK-7.3

    4. 4.

      Describe the missions of the carrier strike forces.GPA-NSIIINK-7.4

    5. 5.

      Describe the modern carrier strike group (CSG).GPA-NSIIINK-7.5

    6. 6.

      Describe the naval surface action groups.GPA-NSIIINK-7.6

  • GPA-NSIIINK-8.

    Students will demonstrate their understanding and knowledge of major organizations of the Navy and how naval communications among naval units is accomplished.GPA-NSIIINK-8

    1. 1.

      Describe the major functions of naval communications.GPA-NSIIINK-8.1

    2. 2.

      Describe the major telecommunications commands under the Chief of Naval Operations.GPA-NSIIINK-8.2

    3. 3.

      Cite ways in which electronic equipment has aided in communication.GPA-NSIIINK-8.3

    4. 4.

      Explain the purpose of International Morse Code.GPA-NSIIINK-8.4

    5. 5.

      Describe the advantages of visual communication.GPA-NSIIINK-8.5

    6. 6.

      Describe the various sound and pyrotechnic signaling devices.GPA-NSIIINK-8.6

  • GPA-NSIIINK-9.

    Students will demonstrate knowledge of intelligence community; the intelligence cycle types of intelligence and the value of good intelligence to include the need to protect that intelligence.GPA-NSIIINK-9

    1. 1.

      Provide a definition of intelligence.GPA-NSIIINK-9.1

    2. 2.

      Evaluate Describe the steps of the intelligence cycle and types of intelligence used.GPA-NSIIINK-9.2

    3. 3.

      Describe the make-up of the U.S. intelligence community to include the various agencies that makeup national, military, and naval intelligence.GPA-NSIIINK-9.3

    4. 4.

      Describe the role of the Office of Naval Intelligence (ONI).GPA-NSIIINK-9.4

    5. 5.

      Describe the basis of foreign intelligence organizations.GPA-NSIIINK-9.5

    6. 6.

      Describe the roles of spies and diplomats in espionage operations.GPA-NSIIINK-9.6

    7. 7.

      Define counterintelligence.GPA-NSIIINK-9.7

    8. 8.

      List the three different security classifications.GPA-NSIIINK-9.8

    9. 9.

      Explain the purposes of security clearances.GPA-NSIIINK-9.9

    10. 10.

      Explain the consequences of security breaches.GPA-NSIIINK-9.10

  • GPA-NSIIINK-10.

    Students will demonstrate knowledge of Naval Logistics to include the functional areas of the Navy's Supply System.GPA-NSIIINK-10

    1. 1.

      Describe the Navy's logistics supply and service system that began in World War I.GPA-NSIIINK-10.1

    2. 2.

      Describe the principles of logistics that come into play in logistics planning at all levels.GPA-NSIIINK-10.2

    3. 3.

      Describe the six functional areas of logistics.GPA-NSIIINK-10.3

    4. 4.

      Explain the following four elements of logistics: acquisition, distribution, sustainment, and disposition.GPA-NSIIINK-10.4

    5. 5.

      Describe logistics in modern warfare to include the Maritime Prepositioning Force.GPA-NSIIINK-10.5

  • GPA-NSIIINK-11.

    Students will expand their understanding and knowledge of naval research and development.GPA-NSIIINK-11

    1. 1.

      Describe the Research and Development (R&D) program of the Department of Defense (DoD).GPA-NSIIINK-11.1

    2. 2.

      Describe the management of the Navy's R&D programs.GPA-NSIIINK-11.2

    3. 3.

      Explain the role of the Office of Naval Research (ONR) in naval research and development.GPA-NSIIINK-11.3

    4. 4.

      Describe the role of the Naval Research Laboratory (NRL) in naval research and development.GPA-NSIIINK-11.4

    5. 5.

      Describe the objectives of the naval oceanographic research program.GPA-NSIIINK-11.5

    6. 6.

      Describe the current advanced research and development project areas.GPA-NSIIINK-11.6

  • GPA-NSIIINK-12.

    Students will demonstrate an understanding of military justice and how it relates to the Navy.GPA-NSIIINK-12

    1. 1.

      Explain the history of law codes as it pertains to the Navy.GPA-NSIIINK-12.1

    2. 2.

      Describe the relationship between the U.S. Constitution and Military Law.GPA-NSIIINK-12.2

    3. 3.

      Define Navy Regulations.GPA-NSIIINK-12.3

    4. 4.

      Describe important Navy Regulations.GPA-NSIIINK-12.4

    5. 5.

      Explain the purpose of the Uniform Code of Military Justice (UCMJ).GPA-NSIIINK-12.5

    6. 6.

      Cite the composition of the UCMJ articles.GPA-NSIIINK-12.6

  • GPA-NSIIINK-13.

    Students will have broad basis knowledge of discipline and punishment.GPA-NSIIINK-13

    1. 1.

      Describe the procedures for applying discipline and punishment in the Navy.GPA-NSIIINK-13.1

    2. 2.

      Describe the procedures for initiating and preferring charges on enlisted personnel aboard a U.S.GPA-NSIIINK-13.2

    3. 3.

      List the process of apprehension, arrest, restriction, and confinement used in the Navy.GPA-NSIIINK-13.3

    4. 4.

      Describe the procedure for preliminary inquire leading to captain's mast.GPA-NSIIINK-13.4

    5. 5.

      Cite two basic classes of official naval disciplinary actions.GPA-NSIIINK-13.5

    6. 6.

      Describe the features of nonjudicial punishment.GPA-NSIIINK-13.6

    7. 7.

      Cite the three types of military courts-martial.GPA-NSIIINK-13.7

    8. 8.

      Describe the relationship between civil jurisdiction and military justice.GPA-NSIIINK-13.8

    9. 9.

      Cite the methods used for disciplinary separations from the service.GPA-NSIIINK-13.9

  • GPA-NSIIINK-14.

    Students will demonstrate an understanding of international law as it applies to countries using the sea.GPA-NSIIINK-14

    1. 1.

      Explain Identify the United States' role in international relations.GPA-NSIIINK-14.1

    2. 2.

      Explain the purpose of international law and diplomacy.GPA-NSIIINK-14.2

    3. 3.

      Describe the history of diplomacy as it relates to international law and the sea.GPA-NSIIINK-14.3

    4. 4.

      Describe the sources of international law which bind independent nations.GPA-NSIIINK-14.4

    5. 5.

      Identify three specific characteristics sovereign nations have in common.GPA-NSIIINK-14.5

    6. 6.

      Identify the rights and duties of sovereign states under international law.GPA-NSIIINK-14.6

    7. 7.

      Describe the process of diplomatic recognition.GPA-NSIIINK-14.7

    8. 8.

      Describe the guidelines pertinent to military and naval attachés under international law.GPA-NSIIINK-14.8

    9. 9.

      Describe how international problems are solved through the effective use of international law.GPA-NSIIINK-14.9

    10. 10.

      Explain the concept of collective security.GPA-NSIIINK-14.10

    11. 11.

      Describe the United Nations (UN).GPA-NSIIINK-14.11

    12. 12.

      Describe international, regional and collective arrangements recognized by the UN.GPA-NSIIINK-14.12

    13. 13.

      Describe modern collective security trends and the issues that revolve around such trends.GPA-NSIIINK-14.13

  • GPA-NSIIINK-15.

    Students will have a working knowledge of the fundamentals of international law.GPA-NSIIINK-15

    1. 1.

      Identify and explain the customs and treaties from sixteen-o-four to the present which relate to the international law of the sea.GPA-NSIIINK-15.1

    2. 2.

      Identify the main ideas that have formed customary international law of the sea.GPA-NSIIINK-15.2

    3. 3.

      Describe the four possible adverse impacts of international legal rules affecting the deployment and navigation of naval vessels.GPA-NSIIINK-15.3

    4. 4.

      Explain the increase of sovereign territorial sea jurisdiction.GPA-NSIIINK-15.4

    5. 5.

      Describe the potential hardships for the U.S. Navy in straits and many scattered islands around the world.GPA-NSIIINK-15.5

    6. 6.

      Explain the controversy over where internal bays and gulfs end and territorial seas begin.GPA-NSIIINK-15.6

    7. 7.

      Describe how international law deals with rivers, lakes and canals.GPA-NSIIINK-15.7

    8. 8.

      Explain the law of the high seas.GPA-NSIIINK-15.8

    9. 9.

      Describe the economic zone problems.GPA-NSIIINK-15.9

    10. 10.

      Describe policies on territorial self-defense and rights concerning fisheries.GPA-NSIIINK-15.10

    11. 11.

      Explain the international law on the continental shelf and sea beds of the world.GPA-NSIIINK-15.11

  • GPA-NSIIINK-16.

    Students will have a working knowledge of the fundamentals of the law of war at sea.GPA-NSIIINK-16

    1. 1.

      Describe the international law as it relates to war ships.GPA-NSIIINK-16.1

    2. 2.

      Explain the general rules of war on land and at sea.GPA-NSIIINK-16.2

    3. 3.

      Describe war at sea and the effects war has on international law.GPA-NSIIINK-16.3

    4. 4.

      Describe the methods used to enforce laws of war.GPA-NSIIINK-16.4

  • GPA-NSIIINK-17.

    Students will demonstrate an understanding of the evolution and basic elements of naval weapons.GPA-NSIIINK-17

    1. 1.

      Describe the evolution of naval weapons from 1453 to present.GPA-NSIIINK-17.1

    2. 2.

      Discuss basic weapons terminology as it applies to the Navy.GPA-NSIIINK-17.2

    3. 3.

      Describe the Navy weapons organization.GPA-NSIIINK-17.3

    4. 4.

      Discuss the range of weapons used by the Navy.GPA-NSIIINK-17.4

    5. 5.

      Describe the major considerations used to select ship's weapons system.GPA-NSIIINK-17.5

    6. 6.

      Describe weapon systems elements and requirements.GPA-NSIIINK-17.6

    7. 7.

      Describe the shipboard weapon control systems used by the Navy.GPA-NSIIINK-17.7

    8. 8.

      Describe aircraft weapon control systems.GPA-NSIIINK-17.8

  • GPA-NSIIINK-18.

    Students will demonstrate an understanding of naval guns and projectiles.GPA-NSIIINK-18

    1. 1.

      Describe the major characteristics and nomenclature of Naval guns.GPA-NSIIINK-18.1

    2. 2.

      Describe the principal components of gun ammunition.GPA-NSIIINK-18.2

    3. 3.

      Describe the principles of gun projectiles.GPA-NSIIINK-18.3

    4. 4.

      Describe the techniques used by the Navy to provide gunfire support.GPA-NSIIINK-18.4

  • GPA-NSIIINK-19.

    Students will demonstate an understanding of navy ship, submarine and aircraft missiles.GPA-NSIIINK-19

    1. 1.

      Describe the four basic component parts of guided missiles.GPA-NSIIINK-19.1

    2. 2.

      Describe the five main types of missile guidance systems.GPA-NSIIINK-19.2

    3. 3.

      Describe the uses of guided missiles.GPA-NSIIINK-19.3

    4. 4.

      Describe the types and usage of guided missiles used in the Navy.GPA-NSIIINK-19.4

    5. 5.

      Describe the Navy's submarine-launched ballistic missile program.GPA-NSIIINK-19.5

    6. 6.

      Describe the purpose of the Navy's cruise missiles launched from surface ships, submarines and aircraft.GPA-NSIIINK-19.6

    7. 7.

      Describe the Navy's Ballistic Cruise Missiles.GPA-NSIIINK-19.7

    8. 8.

      Describe the Navy's surface-to-surface missile types.GPA-NSIIINK-19.8

    9. 9.

      Describe the second line of fleet defense with the use of Navy's surface to air missiles.GPA-NSIIINK-19.9

    10. 10.

      Describe the purpose of the Navy's air-to-surface missiles.GPA-NSIIINK-19.10

    11. 11.

      Describe the purpose of the Navy's air-to-air missiles.GPA-NSIIINK-19.11

  • GPA-NSIIINK-20.

    Students will demostrate an basic understanding of naval laser weapons and rail guns.GPA-NSIIINK-20

    1. 1.

      Describe the Navy's use of LASER weapons.GPA-NSIIINK-20.1

    2. 2.

      Describe the Navy's use of the Rail Gun.GPA-NSIIINK-20.2

  • GPA-NSIIINK-21.

    Students will demonstrate an basic understanding of naval cyber warfare.GPA-NSIIINK-21

    1. 1.

      Describe Command relationships in the Naval Cyber warfare organization.GPA-NSIIINK-21.1

    2. 2.

      Discuss the fundamentals of Cyber warfare and Cyber security.GPA-NSIIINK-21.2

    3. 3.

      Describe Cyber-attacks and methods.GPA-NSIIINK-21.3

    4. 4.

      Discuss Cyber defense and methods.GPA-NSIIINK-21.4

  • GPA-NSIIINK-22.

    Students will demonstrate a basic understanding of Mine Warfare.GPA-NSIIINK-22

    1. 1.

      Describe the principles used in mine warfare from the American Revolution to the present.GPA-NSIIINK-22.1

    2. 2.

      Describe the classification of mines.GPA-NSIIINK-22.2

    3. 3.

      Describe the three major types of mine countermeasures, to include ship treatment against magnetic and acoustic mines, minesweeping, and mine hunting.GPA-NSIIINK-22.3

    4. 4.

      Describe Mine Hunting and what it involves.GPA-NSIIINK-22.4

    5. 5.

      Describe the major capabilities of mine warfare.GPA-NSIIINK-22.5

  • GPA-NSIIINK-23.

    Students will expand their understanding and knowledge of Chemical, Biological and Nuclear Warfare.GPA-NSIIINK-23

    1. 1.

      Differenate conventional weapons from Chemical, Biological and Nuclear weapons.GPA-NSIIINK-23.1

    2. 2.

      Describe some examples of the use of chemical and biological warfare in earlier times.GPA-NSIIINK-23.2

    3. 3.

      Explain what has tended to keep the use of chemical and biological warfare in earlier times.GPA-NSIIINK-23.3

    4. 4.

      Explain chemical warfare and describe the common types of chemical warfare agents found in the weapons stockpiles of most major nations today.GPA-NSIIINK-23.4

    5. 5.

      Explain biological warfare.GPA-NSIIINK-23.5

    6. 6.

      Explain nuclear warfare and describe the possible effects of a nuclear warhead explosion.GPA-NSIIINK-23.6

    7. 7.

      Explain the physiological effects of radiation exposure on personnel.GPA-NSIIINK-23.7

  • GPA-NSIIINK-24.

    Student will demonstration an understanding of the Navy's mission and organization to ensure combat effectiveness.GPA-NSIIINK-24

    1. 1.

      Describe the administrative organization of a typical navy fighting ship, to include the responsibilities of key personnel.GPA-NSIIINK-24.1

  • GPA-NSIIINK-25.

    Students will expand their understanding and knowledge of the responsibilities of Navy watchstanders.GPA-NSIIINK-25

    1. 1.

      Describe the duties and responsibilities of watchstanders.GPA-NSIIINK-25.1

    2. 2.

      Describe the duties performed by crewmembers during underway watches.GPA-NSIIINK-25.2

    3. 3.

      Describe the differences between shipboard and shore-based watches.GPA-NSIIINK-25.3

Naval Science III: Naval Orientation and Skills28.026

  • GPA-NSIIINOS-1.

    Demonstrate employability skills required by business and industry.GPA-NSIIINOS-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSIIINOS-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSIIINOS-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSIIINOS-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSIIINOS-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSIIINOS-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSIIINOS-1.6

  • GPA-NSIIINOS-2.

    Students will compare and contrast the different philosophies and challenges of leadership.GPA-NSIIINOS-2

    1. 1.

      Describe the basis for effective leadership.GPA-NSIIINOS-2.1

    2. 2.

      Explain the differences in philosophies of leadership.GPA-NSIIINOS-2.2

    3. 3.

      Explain the importance of obedience.GPA-NSIIINOS-2.3

    4. 4.

      Describe obedience in the military services.GPA-NSIIINOS-2.4

    5. 5.

      Describe the legal and moral obligations of military leaders.GPA-NSIIINOS-2.5

    6. 6.

      Summarize the challenge of leadership.GPA-NSIIINOS-2.6

  • GPA-NSIIINOS-3.

    Students will investigate the qualities of an effective leader.GPA-NSIIINOS-3

    1. 1.

      Differentiate between moral responsibility and legally enforceable laws.GPA-NSIIINOS-3.1

    2. 2.

      Define loyalty.GPA-NSIIINOS-3.2

    3. 3.

      Describe devotion to duty.GPA-NSIIINOS-3.3

    4. 4.

      Describe professional knowledge and experience.GPA-NSIIINOS-3.4

    5. 5.

      Explain the importance of self-confidence.GPA-NSIIINOS-3.5

    6. 6.

      Describe the value of initiative and ingenuity in the military service.GPA-NSIIINOS-3.6

    7. 7.

      Compare courage to moral courage.GPA-NSIIINOS-3.7

    8. 8.

      Explain the importance of a leader's ability to organize and to make decisions.GPA-NSIIINOS-3.8

    9. 9.

      Describe the importance of leading by personal example.GPA-NSIIINOS-3.9

    10. 10.

      Explain why mutual trust and confidence are important aspects of effective leadership.GPA-NSIIINOS-3.10

  • GPA-NSIIINOS-4.

    Students will assess the challenge of leadership, as it relates to the performance evaluation of subordinates.GPA-NSIIINOS-4

    1. 1.

      Define performance, ability, aptitude, and achievement.GPA-NSIIINOS-4.1

    2. 2.

      Describe evaluation in the NJROTC.GPA-NSIIINOS-4.2

    3. 3.

      Explain goal setting as it relates to self-evaluation.GPA-NSIIINOS-4.3

    4. 4.

      Explain progress assessment as it relates to self-evaluation.GPA-NSIIINOS-4.4

    5. 5.

      Describe the process of self-evaluation.GPA-NSIIINOS-4.5

  • GPA-NSIIINOS-5.

    Student will explore the various methods of giving instructor and how they relate to the challenge of leadership.GPA-NSIIINOS-5

    1. 1.

      Define learning theory.GPA-NSIIINOS-5.1

    2. 2.

      List the major factors that influence learning.GPA-NSIIINOS-5.2

    3. 3.

      Describe the conditions that tend to hinder learning.GPA-NSIIINOS-5.3

    4. 4.

      Explain how to prepare a lesson plan, the site where instruction will occur, and yourself as the instructor.GPA-NSIIINOS-5.4

    5. 5.

      List the commonly used techniques for delivery of instruction.GPA-NSIIINOS-5.5

    6. 6.

      Describe the advantages and disadvantages of the lecture technique for presenting information.GPA-NSIIINOS-5.6

    7. 7.

      Describe the main steps of the lecture procedures for delivering instruction.GPA-NSIIINOS-5.7

    8. 8.

      Describe the advantages and disadvantages of the lecture with audiovisuals technique for presenting information.GPA-NSIIINOS-5.8

    9. 9.

      Describe the main steps of the lecture with audiovisuals procedure for delivering instruction.GPA-NSIIINOS-5.9

    10. 10.

      Describe the advantages and disadvantages of the demonstration technique for presenting information.GPA-NSIIINOS-5.10

    11. 11.

      Describe the main steps of the demonstration procedure for delivering instruction.GPA-NSIIINOS-5.11

    12. 12.

      Describe the advantages and disadvantages of the role-playing instructional technique.GPA-NSIIINOS-5.12

    13. 13.

      Describe the advantages and disadvantages of the case study instructional technique.GPA-NSIIINOS-5.13

    14. 14.

      Describe the advantages and disadvantages of the discussion instructional technique.GPA-NSIIINOS-5.14

    15. 15.

      Describe the advantages and disadvantages of the cooperative learning instructional technique.GPA-NSIIINOS-5.15

  • GPA-NSIIINOS-6.

    Students will demonstrate knowledge of Navy ships, their construction, characteristics and naming.GPA-NSIIINOS-6

    1. 1.

      Describe the eight major factors used in the construction of any U.S. Navy ship.GPA-NSIIINOS-6.1

    2. 2.

      Identify nautical terms used in the U.S. Navy.GPA-NSIIINOS-6.2

    3. 3.

      Define terms that characterize a ship's structure.GPA-NSIIINOS-6.3

    4. 4.

      Describe the decks and spaces of a U.S. Navy vessel.GPA-NSIIINOS-6.4

    5. 5.

      Describe the superstructure of a U.S. Navy vessel.GPA-NSIIINOS-6.5

    6. 6.

      Describe the watertight integrity of a Navy ship.GPA-NSIIINOS-6.6

    7. 7.

      Explain the design and planning stages in ship construction for U.S. Navy ships.GPA-NSIIINOS-6.7

    8. 8.

      Describe the launching of a U.S. vessel.GPA-NSIIINOS-6.8

    9. 9.

      Describe the commissioning of a U.S. vessel.GPA-NSIIINOS-6.9

    10. 10.

      Cite the three types of propulsion plants used in Navy vessels.GPA-NSIIINOS-6.10

    11. 11.

      List the classifications and designations of U.S. Navy ships.GPA-NSIIINOS-6.11

  • GPA-NSIIINOS-7.

    Students will expand their understanding and knowledge of damage control and firefighting onboard a vessel.GPA-NSIIINOS-7

    1. 1.

      Describe the services provided by damage control.GPA-NSIIINOS-7.1

    2. 2.

      Describe the functions and responsibilities of key personnel assigned to the damage control organization.GPA-NSIIINOS-7.2

    3. 3.

      Describe the responsibilities of repair parties.GPA-NSIIINOS-7.3

    4. 4.

      Explain the material condition of readiness.GPA-NSIIINOS-7.4

    5. 5.

      Describe the methods and materials used by repair parties to make emergency repairs.GPA-NSIIINOS-7.5

    6. 6.

      Describe the systems used to communicate throughout the damage control organization.GPA-NSIIINOS-7.6

    7. 7.

      Describe the three physical requirements for a fire to occur and the four classes of fires.GPA-NSIIINOS-7.7

    8. 8.

      Describe the procedures for fighting fires.GPA-NSIIINOS-7.8

  • GPA-NSIIINOS-8.

    Students will demonstrate of basic care, makeup and use of fiber lines and wire ropes as it relates to basic seamanship.GPA-NSIIINOS-8

    1. 1.

      Cite the duties and responsibilities of deck personnel department.GPA-NSIIINOS-8.1

    2. 2.

      Define marlinspike seamanship.GPA-NSIIINOS-8.2

    3. 3.

      Describe the types and makeup of ropes and lines used in the Navy.GPA-NSIIINOS-8.3

    4. 4.

      Describe the proper procedure for handling fiber rope.GPA-NSIIINOS-8.4

    5. 5.

      Describe how to tie knots, bends, and hitches.GPA-NSIIINOS-8.5

    6. 6.

      Cite the importance of securing at sea.GPA-NSIIINOS-8.6

  • GPA-NSIIINOS-9.

    Students will exhibit an understanding of ground tackle and deck equipment used in basic seamanship.GPA-NSIIINOS-9

    1. 1.

      Explain the terms associated with and the use of ground tackle.GPA-NSIIINOS-9.1

    2. 2.

      Explain the terms associated with and the use of anchors.GPA-NSIIINOS-9.2

    3. 3.

      Explain the terms associated with and the use of anchor chains and related equipment.GPA-NSIIINOS-9.3

    4. 4.

      Describe the operation of an anchor windlass.GPA-NSIIINOS-9.4

    5. 5.

      Explain the terms associated with and the procedures used in anchoring.GPA-NSIIINOS-9.5

    6. 6.

      Explain the terms associated with and the use of deck and pier fittings used in mooring.GPA-NSIIINOS-9.6

    7. 7.

      Explain the terms associated with and the procedures used for mooring lines to a pier.GPA-NSIIINOS-9.7

    8. 8.

      Describe the equipment and the basic procedures used in towing.GPA-NSIIINOS-9.8

    9. 9.

      Describe the equipment used and explain the terms associated with cargo handling.GPA-NSIIINOS-9.9

    10. 10.

      Explain the procedures used during underway replenishment.GPA-NSIIINOS-9.10

  • GPA-NSIIINOS-10.

    Students will exhibit an understanding of the various types of equipment and terminology used in small boat seamanship.GPA-NSIIINOS-10

    1. 1.

      State the purpose of small boat seamanship.GPA-NSIIINOS-10.1

    2. 2.

      Identify nomenclature that applies to small boat parts and structure.GPA-NSIIINOS-10.2

    3. 3.

      Describe the upperworks of a small boat.GPA-NSIIINOS-10.3

    4. 4.

      Identity types of small craft as they apply to the NJROTC program.GPA-NSIIINOS-10.4

    5. 5.

      Describe the duties of a coxswain.GPA-NSIIINOS-10.5

    6. 6.

      Describe the procedures for small boat handling.GPA-NSIIINOS-10.6

    7. 7.

      Given a set of maneuvering problems related to small craft, use recognized concept to maneuver a boat in the classroom.GPA-NSIIINOS-10.7

    8. 8.

      Describe boat etiquette as practiced by the United States Navy.GPA-NSIIINOS-10.8

  • GPA-NSIIINOS-11.

    Students will demonstrate a basic understanding of navigation and the significant instruments used in this science.GPA-NSIIINOS-11

    1. 1.

      Define navigation.GPA-NSIIINOS-11.1

    2. 2.

      Describe the terrestrial sphere as it relates to navigation.GPA-NSIIINOS-11.2

    3. 3.

      Cite the significance of the great circle.GPA-NSIIINOS-11.3

    4. 4.

      Define circular measurement.GPA-NSIIINOS-11.4

    5. 5.

      Describe the relationship of meridians as they pertain to measurement.GPA-NSIIINOS-11.5

    6. 6.

      Explain how latitude and longitude are used to locate places on a map.GPA-NSIIINOS-11.6

    7. 7.

      Describe how nautical measurement are made at sea.GPA-NSIIINOS-11.7

    8. 8.

      Describe true and relative bearing.GPA-NSIIINOS-11.8

    9. 9.

      Explain the use of navigational charts.GPA-NSIIINOS-11.9

    10. 10.

      Describe how Mercator projection is used by navigators.GPA-NSIIINOS-11.10

    11. 11.

      Explain the purpose for the basic types of nautical charts.GPA-NSIIINOS-11.11

    12. 12.

      Describe how courses, bearings and lines of position are plotted on a nautical chart.GPA-NSIIINOS-11.12

  • GPA-NSIIINOS-12.

    Student will demonstrate a basic understanding of marine navigation and the significant instruments used in this science.GPA-NSIIINOS-12

    1. 1.

      Describe the navigational systems used for marine navigation.GPA-NSIIINOS-12.1

    2. 2.

      Describe the navigational equipment and other means used to pilot a ship.GPA-NSIIINOS-12.2

    3. 3.

      Describe the process of plotting a fix as it relates to marine navigation.GPA-NSIIINOS-12.3

    4. 4.

      Describe the navigational equipment and other means used in piloting a ship.GPA-NSIIINOS-12.4

    5. 5.

      Describe the principal of celestial navigation.GPA-NSIIINOS-12.5

  • GPA-NSIIINOS-13.

    Student will demonstrate a basic understanding of navigation as it relates to use of Aids to Navigation.GPA-NSIIINOS-13

    1. 1.

      Specify three principal characteristics of navigational lights.GPA-NSIIINOS-13.1

    2. 2.

      Explain the purpose of lighthouses and light towers.GPA-NSIIINOS-13.2

    3. 3.

      Describe the types of buoys used along waterways.GPA-NSIIINOS-13.3

    4. 4.

      Describe how day beacons and ranges are used as navigational aids.GPA-NSIIINOS-13.4

    5. 5.

      Define the U.S. Intracoastal Waterway.GPA-NSIIINOS-13.5

    6. 6.

      Describe the publication Nautical Chart Symbols, Abbreviations, and Terms, Chart No. 1.GPA-NSIIINOS-13.6

  • GPA-NSIIINOS-14.

    Students will demonstrate an understanding become familiar with the tools and terminology of navigation and time and do basic navigational plotting.GPA-NSIIINOS-14

    1. 1.

      Describe the basic timekeeping instruments used in the U.S. Navy.GPA-NSIIINOS-14.1

    2. 2.

      Explain how time is indicated in the military services.GPA-NSIIINOS-14.2

    3. 3.

      Describe the purpose of the ship's bell system on board a Navy vessel.GPA-NSIIINOS-14.3

    4. 4.

      Describe the arc theory in relation to measuring time.GPA-NSIIINOS-14.4

    5. 5.

      Describe the various kinds of time.GPA-NSIIINOS-14.5

    6. 6.

      Describe the aspects of the date/time group.GPA-NSIIINOS-14.6

  • GPA-NSIIINOS-15.

    Students will demonstrate knowledge of basic theory of the nautical rules of the road.GPA-NSIIINOS-15

    1. 1.

      Describe the two main sets of nautical rules.GPA-NSIIINOS-15.1

    2. 2.

      Explain the importance and purpose of nautical rules.GPA-NSIIINOS-15.2

    3. 3.

      Describe the rules for shipboard lights and day shapes in inland and international waters.GPA-NSIIINOS-15.3

    4. 4.

      Describe whistle, fog and distress signals used on marine vessels.GPA-NSIIINOS-15.4

    5. 5.

      Describe the inland and international rules for steering and sailing vessels to avoid risk of collisions.GPA-NSIIINOS-15.5

  • GPA-NSIIINOS-16.

    Students will demonstrate knowledge and be skilled in the many uses of the maneuvering board.GPA-NSIIINOS-16

    1. 1.

      Describe the purpose and use of the maneuvering board.GPA-NSIIINOS-16.1

    2. 2.

      Explain the relationship between relative motion and reference point.GPA-NSIIINOS-16.2

    3. 3.

      Describe the major steps for plotting directions with the use of a maneuvering board.GPA-NSIIINOS-16.3

    4. 4.

      Given a set of problems related to the Closest Point of Approach (CPA), apply the major concepts to maneuver a ship.GPA-NSIIINOS-16.4

    5. 5.

      Describe the wind effect on maneuvering a ship.GPA-NSIIINOS-16.5

Naval Science IV: Naval Leadership and Ethics (28.028)

  • GPA-NSIVNLE-1.

    Demonstrate employability skills required by business and industry.GPA-NSIVNLE-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSIVNLE-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSIVNLE-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSIVNLE-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSIVNLE-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSIVNLE-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSIVNLE-1.6

  • GPA-NSIVNLE-2.

    Students will demonstrate knowledge of leadership group dynamics and how and why groups behave as they do.GPA-NSIVNLE-2

    1. 1.

      Describe the things that influence persons in a group.GPA-NSIVNLE-2.1

    2. 2.

      List the membership condition that characterized true functioning groups.GPA-NSIVNLE-2.2

    3. 3.

      Cite effects of a group on individuals within the group.GPA-NSIVNLE-2.3

    4. 4.

      Explain what a leader must do to guard against losing group members and effectiveness of the group.GPA-NSIVNLE-2.4

    5. 5.

      Describe the main factors that influence the internal dynamics of a group.GPA-NSIVNLE-2.5

    6. 6.

      Identify formal and informal factors regarding communications that an effective leader must keep in mind.GPA-NSIVNLE-2.6

    7. 7.

      Discuss group standards.GPA-NSIVNLE-2.7

    8. 8.

      Discuss group solidarity and how it is achieved.GPA-NSIVNLE-2.8

    9. 9.

      Describe what characteristics an organization with high esprit de corps.GPA-NSIVNLE-2.9

    10. 10.

      Illustrate which external group dynamic factors may influence a group.GPA-NSIVNLE-2.10

    11. 11.

      Discuss four things a leader can do to motivate their group towards the achievement of their mission or goals.GPA-NSIVNLE-2.11

    12. 12.

      Prove long recommended techniques for giving praise and reprimands.GPA-NSIVNLE-2.12

  • GPA-NSIVNLE-3.

    Students will understand that the human capacity to capture the essence of a purpose in life is based on working, creating, excelling, and being concerned about the world and its affairs.GPA-NSIVNLE-3

    1. 1.

      Explain and discuss the human capacity for effort.GPA-NSIVNLE-3.1

    2. 2.

      Discuss what is necessary to solve many of today's problems.GPA-NSIVNLE-3.2

    3. 3.

      Illustrate the five basic goals for education that apply to everyone.GPA-NSIVNLE-3.3

    4. 4.

      Explain why reading is important.GPA-NSIVNLE-3.4

    5. 5.

      Discuss why we should see to understand the past.GPA-NSIVNLE-3.5

    6. 6.

      Discuss why religion is an area that merits a more sympathetic understanding by modern intellectuals.GPA-NSIVNLE-3.6

    7. 7.

      Cite the evidence for one to conclude that morals and ethics are becoming less prevalent in people's lives.GPA-NSIVNLE-3.7

  • GPA-NSIVNLE-4.

    Students will understand that human motivation is based on the hierarchical system of physiological needs, safety needs, love and belonging needs, status and esteem needs, and the need for self-actualization or self-fulfillment.GPA-NSIVNLE-4

    1. 1.

      Explain what is meant by Maslow's statement, "The basic human needs are organized into a hierarchy or relative prepotency."GPA-NSIVNLE-4.1

    2. 2.

      State why safety need are usually not motivators in our society.GPA-NSIVNLE-4.2

    3. 3.

      Describe where satisfaction of a person's self-esteem needs leads.GPA-NSIVNLE-4.3

    4. 4.

      Cite the highest needs that emerge after satisfaction of physiological, safety, love, and esteem needs.GPA-NSIVNLE-4.4

    5. 5.

      Explain the most common exception to the hierarchy of needs as postulated by Maslow.GPA-NSIVNLE-4.5

    6. 6.

      Explain why it is necessary that all lower needs by 100% satisfied in order for higher needs to become motivators.GPA-NSIVNLE-4.6

    7. 7.

      Discuss what it means to say most behavior is multi-motivated.GPA-NSIVNLE-4.7

  • GPA-NSIVNLE-5.

    Students will understand that leadership begins with the leader's personal example and does not end until the organization comprehends, accepts, complies with, and resonates with the highest possible standards.GPA-NSIVNLE-5

    1. 1.

      Evaluate the four intangibilities upon which leadership should be based.GPA-NSIVNLE-5.1

    2. 2.

      Describe where moral strength begins.GPA-NSIVNLE-5.2

    3. 3.

      Discuss what a leader must do to be sure of getting the real facts about a problem.GPA-NSIVNLE-5.3

    4. 4.

      Define the meaning of "knowing one's people".GPA-NSIVNLE-5.4

    5. 5.

      Discuss what has significantly changed about leadership today as opposed to the past.GPA-NSIVNLE-5.5

    6. 6.

      Explain which type of leader subordinates best respond to and give their all.GPA-NSIVNLE-5.6

  • GPA-NSIVNLE-6.

    Students will understand that effective leadership uses the arts of communication and supervision to get the job done, and that effective leadership is an ongoing, growing, and learning process--not a finished product.GPA-NSIVNLE-6

    1. 1.

      Describe which arts are used in practicing effective leadership.GPA-NSIVNLE-6.1

    2. 2.

      Explain why it is important to communicate well.GPA-NSIVNLE-6.2

    3. 3.

      State the essence of good leadership.GPA-NSIVNLE-6.3

    4. 4.

      Cite three characteristics of effective leadership.GPA-NSIVNLE-6.4

    5. 5.

      Discuss what is involved in sharing and teamwork.GPA-NSIVNLE-6.5

    6. 6.

      Describe the basic rules that effective leaders follow.GPA-NSIVNLE-6.6

    7. 7.

      Cite the beneficial effects obtained when a person makes a real contribution to the unit mission.GPA-NSIVNLE-6.7

  • GPA-NSIVNLE-7.

    Students will demonstrate knowledge that every technique of positive leadership should make the follower feel that, as long as they are doing their best to follow, they will be secure, and their efforts will receive recognition.GPA-NSIVNLE-7

    1. 1.

      State a major problem often faced by a leader.GPA-NSIVNLE-7.1

    2. 2.

      State the seven categories into which the techniques of leadership may be grouped.GPA-NSIVNLE-7.2

    3. 3.

      Describe the four leadership techniques involved in giving orders.GPA-NSIVNLE-7.3

    4. 4.

      Describe the eleven leadership techniques involved in getting cooperation.GPA-NSIVNLE-7.4

    5. 5.

      Describe the ten leadership techniques involved in establishing discipline.GPA-NSIVNLE-7.5

    6. 6.

      Describe the nine leadership techniques involved in improving feelings of security.GPA-NSIVNLE-7.6

    7. 7.

      Describe the seven leadership techniques involved in giving recognition.GPA-NSIVNLE-7.7

    8. 8.

      Describe the six leadership techniques involved in improving organization and administration.GPA-NSIVNLE-7.8

  • GPA-NSIVNLE-8.

    Students will understand that a leader knows where they are going and how to get there, is willing to let subordinates in on the ultimate goal and the path(s) thereto, and to enlist their support.GPA-NSIVNLE-8

    1. 1.

      State the difference between a leader and a manager.GPA-NSIVNLE-8.1

    2. 2.

      Explain a leader's "service reputation".GPA-NSIVNLE-8.2

    3. 3.

      Discuss how an officer's humanity is perceived.GPA-NSIVNLE-8.3

    4. 4.

      Describe what ability an individual must have in order to be effective and successful in the Navy.GPA-NSIVNLE-8.4

    5. 5.

      Discuss the element of surprise.GPA-NSIVNLE-8.5

    6. 6.

      Explain how an officer can lose the respect of their troops.GPA-NSIVNLE-8.6

    7. 7.

      Discuss how behavior is a basic element of "setting the example".GPA-NSIVNLE-8.7

  • GPA-NSIVNLE-9.

    Students will understand that the military chain of command is the pyramid structure of communications, authority, and responsibilities which allows every individual in the organization to know what is going on with those below and what is expected by those above.GPA-NSIVNLE-9

    1. 1.

      Express why the chain of command is so important.GPA-NSIVNLE-9.1

    2. 2.

      Infer the benefits of following the chain of command.GPA-NSIVNLE-9.2

    3. 3.

      Explain when the chain of command should be bypassed.GPA-NSIVNLE-9.3

    4. 4.

      Describe what actions are taken when it has been necessary to bypass the chain of command.GPA-NSIVNLE-9.4

    5. 5.

      Express what juniors must do when a senior's perceptions are believed to be in error.GPA-NSIVNLE-9.5

    6. 6.

      State the possible detrimental results that may occur when the chain of command is bypassed.GPA-NSIVNLE-9.6

    7. 7.

      Describe the typical effective span of control.GPA-NSIVNLE-9.7

    8. 8.

      Discuss the negative concept of using the chain of command as a crutch for not taking the initiative and responsibility for starting the job.GPA-NSIVNLE-9.8

  • GPA-NSIVNLE-10.

    Students will demonstrate knowledge that authority and responsibility is invested in the captain of a ship, and every leader below has the unequivocal requirement for obedience to their command.GPA-NSIVNLE-10

    1. 1.

      Relate a fundamental assumption every leader must make.GPA-NSIVNLE-10.1

    2. 2.

      Evaluate decisions that are made contrary to one's belief.GPA-NSIVNLE-10.2

    3. 3.

      Derive what one does when faced with difficult decisions.GPA-NSIVNLE-10.3

    4. 4.

      State the tenacity of an officer who adheres to their values system.GPA-NSIVNLE-10.4

    5. 5.

      Discuss how one goes about building the strength of a unit.GPA-NSIVNLE-10.5

    6. 6.

      Describe the proper action to be taken if one has a problem with a senior.GPA-NSIVNLE-10.6

  • GPA-NSIVNLE-11.

    Students will understand how discipline within a body of leaders and carrying out orders can turn an unruly mob into a cohesive group, banded for specific objectives.GPA-NSIVNLE-11

    1. 1.

      Compare authority verses responsibility.GPA-NSIVNLE-11.1

    2. 2.

      Discuss how quickly an officer can decide to implement a command.GPA-NSIVNLE-11.2

    3. 3.

      Describe the posture a leader takes when carrying out an order.GPA-NSIVNLE-11.3

  • GPA-NSIVNLE-12.

    Students will understand the leadership abilities necessary to deliver criticism smoothly, to receive criticism with equanimity, and to elicit criticism where it would be helpful.GPA-NSIVNLE-12

    1. 1.

      Identify the concept of seeking and taking responsibility as a key of successful leadership.GPA-NSIVNLE-12.1

    2. 2.

      Cite the mechanism by which leaders exercise their responsibility to help subordinates past rough spots.GPA-NSIVNLE-12.2

    3. 3.

      Discuss setting standards as an integral part of a leader's job.GPA-NSIVNLE-12.3

    4. 4.

      Discuss how often a senior should review subordinate's performance with them.GPA-NSIVNLE-12.4

    5. 5.

      Discuss the phrase, "May I make a suggestion, Sir?" as a good method to be used by juniors who wish to make their views on an issue known to their senior.GPA-NSIVNLE-12.5

    6. 6.

      Discuss a characteristic displayed by good followers and leaders in the naval service when giving advice.GPA-NSIVNLE-12.6

    7. 7.

      Cite the rule that should always be followed regarding the delivery of criticism.GPA-NSIVNLE-12.7

    8. 8.

      Describe what characteristic criticism must have to be useful.GPA-NSIVNLE-12.8

    9. 9.

      Discuss what attitude junior officers should take toward suggestion given by subordinate enlisted personnel.GPA-NSIVNLE-12.9

  • GPA-NSIVNLE-13.

    Students will understand that a naval officer is morally responsible for all aspects of what happens to their unit.GPA-NSIVNLE-13

    1. 1.

      State the four cardinal virtues of moral responsibility and leadership.GPA-NSIVNLE-13.1

    2. 2.

      Discuss what is meant by the term "responsibility".GPA-NSIVNLE-13.2

    3. 3.

      Discuss the concept of possessing moral courage as paramount to a junior officer.GPA-NSIVNLE-13.3

    4. 4.

      Describe what happens when a junior leader turns a blind eye to a situation or exhibits behavior that they know to be wrong.GPA-NSIVNLE-13.4

  • GPA-NSIVNLE-14.

    Students will understand that the difference between leaders and those who follow is the propensity on the part of the leader to seek out situations in which they can contribute and take charge as necessary, and accept responsibility if something goes wrong.GPA-NSIVNLE-14

    1. 1.

      Discuss how a leader shows that they are responsible.GPA-NSIVNLE-14.1

    2. 2.

      Discuss the leader's responsibilities when given an unpleasant assignment.GPA-NSIVNLE-14.2

    3. 3.

      Explain how a leader develops a sense of responsibility among subordinates.GPA-NSIVNLE-14.3

    4. 4.

      Explain the relationship between delegating and assigning responsibility for a task or mission.GPA-NSIVNLE-14.4

    5. 5.

      Discuss when a senior will regard a failure of a junior as unavoidable.GPA-NSIVNLE-14.5

  • GPA-NSIVNLE-15.

    Students will understand that within the triad of responsibility, accountability, and authority, the officers' corps has an ethical code that ensures that officers always do what is right and always use authority properly.GPA-NSIVNLE-15

    1. 1.

      Discuss one of the most important qualities of leadership.GPA-NSIVNLE-15.1

    2. 2.

      Discuss when a leader's legitimate authority rests over a subordinate.GPA-NSIVNLE-15.2

    3. 3.

      Explain how a military leader's authority can be strengthened.GPA-NSIVNLE-15.3

    4. 4.

      Describe the difference between positive and negative exercise of authority.GPA-NSIVNLE-15.4

Naval Science IV: Effective Communications (28.027)

  • GPA-NSIVEC-1.

    Demonstrate employability skills required by business and industry.GPA-NSIVEC-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-NSIVEC-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-NSIVEC-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-NSIVEC-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-NSIVEC-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-NSIVEC-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-NSIVEC-1.6

  • GPA-NSIVEC-2.

    Students will demonstrate an understanding of the aspects involved in achieving effective communications.GPA-NSIVEC-2

    1. 1.

      Discuss the importance of communication to the accomplishment of a units' mission.GPA-NSIVEC-2.1

    2. 2.

      Discuss the security a message has further down the chain of command.GPA-NSIVEC-2.2

    3. 3.

      Explain the basics involved in effective communications.GPA-NSIVEC-2.3

    4. 4.

      Explain what occurs when power is effectively used.GPA-NSIVEC-2.4

    5. 5.

      Explain five techniques for tailoring communication to people's level of understanding.GPA-NSIVEC-2.5

    6. 6.

      Describe what an officer must do prior to communicating with the crew.GPA-NSIVEC-2.6

  • GPA-NSIVEC-3.

    Students will understand that for an order to be effective it must be understood by the lowest command level tasked with carrying out the mission or objective.GPA-NSIVEC-3

    1. 1.

      Discuss what a leader must do before issuing a crisp, clear oral or written message.GPA-NSIVEC-3.1

    2. 2.

      Discuss the ways seniors and subordinates may react to a communication.GPA-NSIVEC-3.2

  • GPA-NSIVEC-4.

    Students will understand that to ensure that an intended message has been received is to look at the results.GPA-NSIVEC-4

    1. 1.

      Discuss the concept that a successful communicator understands that different people respond differently to messages.GPA-NSIVEC-4.1

    2. 2.

      Discuss the concept that setting the example is the basic way to communicate with others.GPA-NSIVEC-4.2

    3. 3.

      Explain the two assumptions that can cause difficulty in communications.GPA-NSIVEC-4.3

    4. 4.

      Explain Descartes' rules of logic of speaking.GPA-NSIVEC-4.4

    5. 5.

      Discuss what a leader should do when delivering an order.GPA-NSIVEC-4.5

    6. 6.

      Explain what voice and inflection convey.GPA-NSIVEC-4.6

    7. 7.

      Discuss the importance about the manner in which the reader is addressed in written communications.GPA-NSIVEC-4.7

  • GPA-NSIVEC-5.

    Students will understand that the ability to convey messages from one person to another is dependent on the attitude and the motivation of the receiver.GPA-NSIVEC-5

    1. 1.

      Identify the primary consideration in the communication process.GPA-NSIVEC-5.1

    2. 2.

      Cite the five principles that help increase the accuracy of a message.GPA-NSIVEC-5.2

    3. 3.

      Discuss the dual responsibility in effective communication.GPA-NSIVEC-5.3

  • GPA-NSIVEC-6.

    Students will understand that one of the foremost responsibilities of a leader is to serve as the example or model for followers in everything they do or represent.GPA-NSIVEC-6

    1. 1.

      Discuss the concepts of setting the example as one of the foremost responsibilities of a leader.GPA-NSIVEC-6.1

    2. 2.

      Identify what great leaders like Winston Churchill, Franklin Roosevelt, General MacArthur and Admirals Nimitz and Halsey have in common.GPA-NSIVEC-6.2

    3. 3.

      Discuss the simple formula for successful communication.GPA-NSIVEC-6.3

    4. 4.

      Describe the stereotypes that individuals carry with them.GPA-NSIVEC-6.4

    5. 5.

      Discuss how a leader sets the moral tone for subordinates.GPA-NSIVEC-6.5

  • GPA-NSIVEC-7.

    Students will understand that communications as a component of planning requires a leader to engage in a continual exchange of ideas, requirements, and objectives with others.GPA-NSIVEC-7

    1. 1.

      Discuss what a leader does to ensure development of useful plans.GPA-NSIVEC-7.1

    2. 2.

      Discuss the three aspects of communication that are sufficient to convey an order.GPA-NSIVEC-7.2

    3. 3.

      Explain why a follow-up system on plans and objectives are important.GPA-NSIVEC-7.3

    4. 4.

      Cite the five criteria for effective listening techniques.GPA-NSIVEC-7.4

    5. 5.

      Discuss how to go about seeking acknowledgement of a message when the delivery and comprehension of the message are important.GPA-NSIVEC-7.5

  • GPA-NSIVEC-8.

    Students will demonstrate knowledge that written communications are very important when orders are complicated, when they are extremely formal, and when they are very important to the safety of the men and the ship.GPA-NSIVEC-8

    1. 1.

      Discuss when it is better to communicate in writing as opposed to verbally.GPA-NSIVEC-8.1

    2. 2.

      Describe a key advantage of written orders.GPA-NSIVEC-8.2

    3. 3.

      Identify the characteristics that are normally associated with the use of written orders in the Navy.GPA-NSIVEC-8.3

    4. 4.

      Discuss when a written order should be used, and when it should not be used.GPA-NSIVEC-8.4

  • GPA-NSIVEC-9.

    Students will understand the limitations of oral communications as they pertain to complex tasks requiring detailed explanations.GPA-NSIVEC-9

    1. 1.

      Discuss what is meant by a verbal order.GPA-NSIVEC-9.1

    2. 2.

      Identify three criteria that good orders meet.GPA-NSIVEC-9.2

    3. 3.

      Identify four situations particularly suited for using oral orders.GPA-NSIVEC-9.3

  • GPA-NSIVEC-10.

    Students will demonstrate knowledge of how to avoid communication pitfalls that leave room for interpretation of meaning.GPA-NSIVEC-10

    1. 1.

      Discuss when it is most likely that orders will be misunderstood.GPA-NSIVEC-10.1

    2. 2.

      Discuss the importance of providing background information for the proper execution of an order.GPA-NSIVEC-10.2

    3. 3.

      Discuss how a leader can avoid having orders distorted as they pass through the chain of command.GPA-NSIVEC-10.3

    4. 4.

      Discuss why administrative failures can occur when strict compliance is expected from discretionary orders.GPA-NSIVEC-10.4

  • GPA-NSIVEC-11.

    Students will demonstrate confidence and proficiency in communications by presenting both a written and an oral presentation.GPA-NSIVEC-11

    1. 1.

      Develop and present a written communiqué.GPA-NSIVEC-11.1

    2. 2.

      Develop and present an oral communiqué.GPA-NSIVEC-11.2

Army Leadership Education - 1 (28.031)

  • GPA-ALE1-1.

    Demonstrate employability skills required by business and industry.GPA-ALE1-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE1-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE1-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE1-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE1-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE1-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE1-1.6

  • GPA-ALE1-2.

    Describe how the Army JROTC program promotes personal success and citizenship.GPA-ALE1-2

    1. 1.

      Describe the origin of the Army JROTC program.GPA-ALE1-2.1

    2. 2.

      Describe activities you can participate in as a Cadet.GPA-ALE1-2.2

    3. 3.

      Identify the program outcomes of the Army JROTC program.GPA-ALE1-2.3

    4. 4.

      Explain the mission and benefits of the Army JROTC program.GPA-ALE1-2.4

    5. 5.

      State the Army JROTC Cadet Creed.GPA-ALE1-2.5

    6. 6.

      Describe the core curriculum of the Army JROTC program.GPA-ALE1-2.6

    7. 7.

      Describe and properly use the following keywords: cadet, challenges, JROTC, leadership, mantle, mission, motivate, National Defense Act, opportunities, unique.GPA-ALE1-2.7

  • GPA-ALE1-3.

    Analyze the organization and traditions of JROTC programs.GPA-ALE1-3

    1. 1.

      Explain the organization of JROTC programs.GPA-ALE1-3.1

    2. 2.

      Explain the lines of responsibility and authority in JROTC programs.GPA-ALE1-3.2

    3. 3.

      Correlate duties and responsibilities with positions in the JROTC battalion.GPA-ALE1-3.3

    4. 4.

      Explain uniform wear and history.GPA-ALE1-3.4

    5. 5.

      Explain the purpose of uniform wear, restrictions, and standards.GPA-ALE1-3.5

    6. 6.

      Describe the proper care and maintenance of each piece of the uniform.GPA-ALE1-3.6

    7. 7.

      Describe Cadet appearance and grooming standards.GPA-ALE1-3.7

    8. 8.

      Match Army ranks to their proper titles.GPA-ALE1-3.8

    9. 9.

      Identify military rank and grade insignia.GPA-ALE1-3.9

    10. 10.

      Demonstrate placement of uniform awards, insignias, and decorations.GPA-ALE1-3.10

    11. 11.

      Classify the components of individual award categories.GPA-ALE1-3.11

    12. 12.

      Define award criteria.GPA-ALE1-3.12

    13. 13.

      Define and properly use the following keywords: Army Combat Uniforms, battalion, bisecting, chevron, citizenship, Class A uniform, Class B uniform, company, enlisted, ferrule, grey beret, insignia, military awards, non-subdued, organization, organizational chart, platoon, responsibility, shoulder marks, size, squad, standards, subordinate, succession, tarnish, teams, uniform.GPA-ALE1-3.13

  • GPA-ALE1-4.

    Demonstrate customs and courtesies in the JROTC environment.GPA-ALE1-4

    1. 1.

      Explain how our nation arrived at the current design of the United States Flag.GPA-ALE1-4.1

    2. 2.

      Explain the symbolism of the parts and colors on the United States Flag.GPA-ALE1-4.2

    3. 3.

      Explain the origin of the lyrics in our National Anthem.GPA-ALE1-4.3

    4. 4.

      Demonstrate the proper salute to the United States Flag.GPA-ALE1-4.4

    5. 5.

      Demonstrate the correct way to fold the United States Flag.GPA-ALE1-4.5

    6. 6.

      Demonstrate how to show respect for the United States Flag.GPA-ALE1-4.6

    7. 7.

      Compare the rules for displaying the United States Flag in different situations.GPA-ALE1-4.7

    8. 8.

      Describe customs when the National Anthem is played.GPA-ALE1-4.8

    9. 9.

      Explain why there are rules for saluting and addressing officers.GPA-ALE1-4.9

    10. 10.

      Distinguish among the types of personal salutes and when they are executed.GPA-ALE1-4.10

    11. 11.

      Identify situations requiring salutes or other forms of respect to senior officers.GPA-ALE1-4.11

    12. 12.

      Define and properly use the following keywords: Anthem, bombardment, colors, courtesies, customs, ensign, esprit de corps, half-staff, halyard, pennant, retreat, reveille, staff, standard, under arms, union.GPA-ALE1-4.12

  • GPA-ALE1-5.

    Apply proper etiquette in social settings.GPA-ALE1-5

    1. 1.

      Analyze etiquette and manners in formal and informal settings.GPA-ALE1-5.1

    2. 2.

      Explain the handling of social invitations.GPA-ALE1-5.2

    3. 3.

      Demonstrate proper dining etiquette.GPA-ALE1-5.3

    4. 4.

      Correlate the historical significance of Dining-In, Dining-Out to the Cadet Ball.GPA-ALE1-5.4

    5. 5.

      Define and properly use the following keywords: dignitary, Dining-In, Dining-Out, etiquette, manners, monopolize, place card, receiving line, RSVP, stilted.GPA-ALE1-5.5

  • GPA-ALE1-6.

    Use Thinking Maps to enhance learning.GPA-ALE1-6

    1. 1.

      Identify the types of thinking processes.GPA-ALE1-6.1

    2. 2.

      Relate thinking to learning.GPA-ALE1-6.2

    3. 3.

      Correlate thinking processes to the eight Thinking Maps.GPA-ALE1-6.3

    4. 4.

      Use Thinking Maps to visually represent a learning objective.GPA-ALE1-6.4

    5. 5.

      Define and properly use the following keywords: analogy, Brace Map, Bridge Map, Circle Map, Bubble Map, Double-bubble Map, Flow Map, Multi-Flow Map, Relating Factor, and Tree Map.GPA-ALE1-6.5

  • GPA-ALE1-7.

    Determine your behavioral preferences.GPA-ALE1-7

    1. 1.

      Explain the four clusters of behavior in the Winning Colors® framework.GPA-ALE1-7.1

    2. 2.

      Illustrate individual behavioral preferences using the four Winning Colors®.GPA-ALE1-7.2

    3. 3.

      Identify strengths for each behavior cluster.GPA-ALE1-7.3

    4. 4.

      Express appreciation for your own uniqueness.GPA-ALE1-7.4

    5. 5.

      Define and properly use the following keywords: assessment, associate, cluster, differentiate, and introspection.GPA-ALE1-7.5

  • GPA-ALE1-8.

    Apply an appreciation of diversity to interpersonal situations.GPA-ALE1-8

    1. 1.

      Explain how awareness enhancing behaviors affect a better communication with others.GPA-ALE1-8.1

    2. 2.

      Identify key characteristics for each Winning Colors® behavior cluster: Builder, Planner, Adventurer, and Relater.GPA-ALE1-8.2

    3. 3.

      Determine factors that impact the behavior of others.GPA-ALE1-8.3

    4. 4.

      Evaluate factors that impact how others perceive individual behavior.GPA-ALE1-8.4

    5. 5.

      Select behaviors that promote success in a variety of situations.GPA-ALE1-8.5

    6. 6.

      Define and properly use the following keywords: comfort zone, diversity, natural, and preference.GPA-ALE1-8.6

  • GPA-ALE1-9.

    Analyze how thinking and learning affects your academic performance.GPA-ALE1-9

    1. 1.

      Distinguish between active learner and passive learner traits.GPA-ALE1-9.1

    2. 2.

      Explain how creative and critical thinking work together.GPA-ALE1-9.2

    3. 3.

      Describe the difference between objective and subjective thinking.GPA-ALE1-9.3

    4. 4.

      Explain the essential elements of the learning process.GPA-ALE1-9.4

    5. 5.

      Examine the different models of learning preferences.GPA-ALE1-9.5

    6. 6.

      Describe the eight types of intelligence.GPA-ALE1-9.6

    7. 7.

      Explore how to expand your learning preferences and intelligences.GPA-ALE1-9.7

    8. 8.

      Define and properly use the following keywords: assumption, context, creative thinking, critical thinking, data, kinesthetic linguistic, metacognition, objectivity, passive, pragmatic, schema, sociological, spatial, stimuli, and subjective.GPA-ALE1-9.8

  • GPA-ALE1-10.

    Apply strategies for reading comprehension.GPA-ALE1-10

    1. 1.

      Identify the purposes of reading.GPA-ALE1-10.1

    2. 2.

      Distinguish among reading comprehension strategies.GPA-ALE1-10.2

    3. 3.

      Distinguish among the types of context clues readers use to determine word meaning.GPA-ALE1-10.3

    4. 4.

      Recognize how to apply strategies that build your vocabulary.GPA-ALE1-10.4

    5. 5.

      Relate how vocabulary contributes to reading comprehension.GPA-ALE1-10.5

    6. 6.

      Define and properly use the following keywords: analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, prefix, properties, purpose, root word, strategy, suffix, synonym.GPA-ALE1-10.6

  • GPA-ALE1-11.

    Develop personal study and test-taking strategies.GPA-ALE1-11

    1. 1.

      Describe effective study habits.GPA-ALE1-11.1

    2. 2.

      Analyze effective note-taking strategies.GPA-ALE1-11.2

    3. 3.

      Explain effective strategies for test preparation and test-taking.GPA-ALE1-11.3

    4. 4.

      Define and properly use the following keywords: abbreviations, association, critical thinking, efficiently, note hand, objective, questions, preview, qualifier, retention, review, subjective questions, test anxiety.GPA-ALE1-11.4

    5. 5.

      Develop individualized personal study and test-taking strategies.GPA-ALE1-11.5

  • GPA-ALE1-12.

    Develop a personal code of conduct.GPA-ALE1-12

    1. 1.

      Describe how values affect behavior.GPA-ALE1-12.1

    2. 2.

      Identify the seven values of the US Army.GPA-ALE1-12.2

    3. 3.

      Describe basic rules of ethics.GPA-ALE1-12.3

    4. 4.

      Compare cultural, universal, and non-universal norms.GPA-ALE1-12.4

    5. 5.

      Explain the process for making ethical decisions.GPA-ALE1-12.5

    6. 6.

      Describe the benefits of a personal code of conduct.GPA-ALE1-12.6

    7. 7.

      Describe ways to form good habits.GPA-ALE1-12.7

    8. 8.

      Define and properly use the following keywords: conscience, cultural norms, ethics, Golden Rule, habits, integrity, morals, non-universal norms, priorities, universal norms, values.GPA-ALE1-12.8

  • GPA-ALE1-13.

    Develop a personal growth plan.GPA-ALE1-13

    1. 1.

      Distinguish between the 14 critical emotional skills.GPA-ALE1-13.1

    2. 2.

      Relate the critical emotional skills to the five emotional skills dimensions.GPA-ALE1-13.2

    3. 3.

      Develop strategies for growth in emotional skill areas.GPA-ALE1-13.3

    4. 4.

      Define and properly use the following keywords: adaptability, assertion, change orientation, deference, emotional intelligence, intrapersonal, persistence.GPA-ALE1-13.4

  • GPA-ALE1-14.

    To relate drill competencies to life skills.GPA-ALE1-14

    1. 1.

      Summarize the origin of drill dating back to the continental Army of the United States.GPA-ALE1-14.1

    2. 2.

      Identify skills learned by drilling.GPA-ALE1-14.2

    3. 3.

      Compare the qualities of teamwork instilled in the Continental Army to the teamwork qualities that military drill develops today.GPA-ALE1-14.3

    4. 4.

      Define and properly use the following keywords: dedication, discipline, drill, followership, maneuver, precision, professionalism, self-discipline, teamwork, unison.GPA-ALE1-14.4

  • GPA-ALE1-15.

    Perform stationary movements and marching techniques on command.GPA-ALE1-15

    1. 1.

      Describe the position of attention.GPA-ALE1-15.1

    2. 2.

      Describe how to respond to positions of rest commands.GPA-ALE1-15.2

    3. 3.

      Describe how to respond to facing commands.GPA-ALE1-15.3

    4. 4.

      Describe the correct way to salute in a variety of situations.GPA-ALE1-15.4

    5. 5.

      Describe how to execute marching movements from various commands.GPA-ALE1-15.5

    6. 6.

      Describe how to respond to halt commands.GPA-ALE1-15.6

    7. 7.

      Define and properly use the following keywords: at ease, attention, double time, facing, halt, hand salute, parade rest, quick time, rest, rest movements, steps.GPA-ALE1-15.7

  • GPA-ALE1-16.

    Demonstrate correct response to squad drill movements.GPA-ALE1-16

    1. 1.

      Describe how to respond to commands when forming and marching the squad.GPA-ALE1-16.1

    2. 2.

      Identify the different types of squad formations and their related drill commands.GPA-ALE1-16.2

    3. 3.

      Identify the location of key squad personnel in squad formation.GPA-ALE1-16.3

    4. 4.

      Define and properly use the following keywords: close interval, column, double interval, file, flack, formation, line, normal interval, pivot, rank.GPA-ALE1-16.4

  • GPA-ALE1-17.

    Apply the processes for making personal decisions and setting goals.GPA-ALE1-17

    1. 1.

      Describe the steps used to make decisions.GPA-ALE1-17.1

    2. 2.

      Identify guidelines used to evaluate choices.GPA-ALE1-17.2

    3. 3.

      Evaluate decisions for positive outcome.GPA-ALE1-17.3

    4. 4.

      Describe the SMART goal-setting system.GPA-ALE1-17.4

    5. 5.

      Analyze goals for potential success.GPA-ALE1-17.5

    6. 6.

      Define and properly use the following keywords: Assess, attainable, decision-making goal setting.GPA-ALE1-17.6

  • GPA-ALE1-18.

    Develop personal anger management strategies.GPA-ALE1-18

    1. 1.

      Determine common causes of anger.GPA-ALE1-18.1

    2. 2.

      Identify physical effects of anger.GPA-ALE1-18.2

    3. 3.

      Examine possible reactions to anger.GPA-ALE1-18.3

    4. 4.

      Distinguish healthy form unhealthy reactions to anger.GPA-ALE1-18.4

    5. 5.

      Describe healthy anger management strategies.GPA-ALE1-18.5

    6. 6.

      Define and properly use the following keywords: aggression, anger management, assertion, change orientation, deference, empathy, passive-aggressive behavior, suppress.GPA-ALE1-18.6

  • GPA-ALE1-19.

    Apply conflict resolution techniques.GPA-ALE1-19

    1. 1.

      Explain how conflict affects relationships.GPA-ALE1-19.1

    2. 2.

      Describe the causes and types of conflict.GPA-ALE1-19.2

    3. 3.

      Evaluate options and consequences for dealing with conflict.GPA-ALE1-19.3

    4. 4.

      Use communication skills to respond positively to a conflict.GPA-ALE1-19.4

    5. 5.

      Apply the six steps for conflict resolution.GPA-ALE1-19.5

    6. 6.

      Apply knowledge of winning colors to resolve conflict.GPA-ALE1-19.6

    7. 7.

      Define and properly use the following keywords: active listening, apologize, compromise, conflict, consequences, effective speaking, either-or- fallacy, escalate, harassment, mutual, negotiate.GPA-ALE1-19.7

  • GPA-ALE1-20.

    Determine the causes, effects, and coping strategies for stress in your life.GPA-ALE1-20

    1. 1.

      Determine the cause and the coping strategies for stress in your life.GPA-ALE1-20.1

    2. 2.

      Differentiate between the positive and negative stress.GPA-ALE1-20.2

    3. 3.

      Identify the source of stress.GPA-ALE1-20.3

    4. 4.

      Identify the stages of the body's stress response.GPA-ALE1-20.4

    5. 5.

      Describe physical and behavioral effects of prolonged stress.GPA-ALE1-20.5

    6. 6.

      Describe ways to manage stress.GPA-ALE1-20.6

    7. 7.

      Define and properly use the following keywords: distress, endorphins, fatigue, "fight, flight, or freeze response", psychosomatic response, relaxation response, resistance, stress, stressor.GPA-ALE1-20.7

  • GPA-ALE1-21.

    Describe the physical fitness standards for the cadet challenge.GPA-ALE1-21

    1. 1.

      Identify the five Cadet Challenge exercises.GPA-ALE1-21.1

    2. 2.

      Describe the proper techniques for the Cadet Challenge exercises.GPA-ALE1-21.2

    3. 3.

      Distinguish between the various fitness award categories.GPA-ALE1-21.3

    4. 4.

      Define and properly use the following keywords: Cadet Challenge, curl-ups, flexed-arm hang, pull-ups, right angle push-ups, shuttle run, V-sit reach.GPA-ALE1-21.4

  • GPA-ALE1-22.

    Explain the strategies for effective listening skills.GPA-ALE1-22

    1. 1.

      Explain how barriers prevent effective listening.GPA-ALE1-22.1

    2. 2.

      Compile a list of trigger words.GPA-ALE1-22.2

    3. 3.

      Identify four tips to improve effective listening skills.GPA-ALE1-22.3

    4. 4.

      Define and properly use the following keywords: hearing, listening, thought speed, trigger words.GPA-ALE1-22.4

    5. 5.

      Demonstrate active listening skills and complete an Active Listening Task Summary in the cadet portfolio.GPA-ALE1-22.5

Army Leadership Education - 1 Alpha (28.0311)

  • GPA-ALE1-22.

    Explain the strategies for effective listening skills.GPA-ALE1-22

    1. 1.

      Explain how barriers prevent effective listening.GPA-ALE1-22.1

    2. 2.

      Compile a list of trigger words.GPA-ALE1-22.2

    3. 3.

      Identify four tips to improve effective listening skills.GPA-ALE1-22.3

    4. 4.

      Define and properly use the following keywords: hearing, listening, thought speed, trigger words.GPA-ALE1-22.4

    5. 5.

      Demonstrate active listening skills and complete an Active Listening Task Summary in the cadet portfolio.GPA-ALE1-22.5

  • GPA-ALE1-21.

    Describe the physical fitness standards for the cadet challenge.GPA-ALE1-21

    1. 1.

      Identify the five Cadet Challenge exercises.GPA-ALE1-21.1

    2. 2.

      Describe the proper techniques for the Cadet Challenge exercises.GPA-ALE1-21.2

    3. 3.

      Distinguish between the various fitness award categories.GPA-ALE1-21.3

    4. 4.

      Define and properly use the following keywords: Cadet Challenge, curl-ups, flexed-arm hang, pull-ups, right angle push-ups, shuttle run, V-sit reach.GPA-ALE1-21.4

  • GPA-ALE1-1.

    Demonstrate employability skills required by business and industry.GPA-ALE1-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE1-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE1-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE1-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE1-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE1-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE1-1.6

  • GPA-ALE1-2.

    Describe how the Army JROTC program promotes personal success and citizenship.GPA-ALE1-2

    1. 1.

      Describe the origin of the Army JROTC program.GPA-ALE1-2.1

    2. 2.

      Describe activities you can participate in as a Cadet.GPA-ALE1-2.2

    3. 3.

      Identify the program outcomes of the Army JROTC program.GPA-ALE1-2.3

    4. 4.

      Explain the mission and benefits of the Army JROTC program.GPA-ALE1-2.4

    5. 5.

      State the Army JROTC Cadet Creed.GPA-ALE1-2.5

    6. 6.

      Describe the core curriculum of the Army JROTC program.GPA-ALE1-2.6

    7. 7.

      Describe and properly use the following keywords: cadet, challenges, JROTC, leadership, mantle, mission, motivate, National Defense Act, opportunities, unique.GPA-ALE1-2.7

  • GPA-ALE1-3.

    Analyze the organization and traditions of JROTC programs.GPA-ALE1-3

    1. 1.

      Explain the organization of JROTC programs.GPA-ALE1-3.1

    2. 2.

      Explain the lines of responsibility and authority in JROTC programs.GPA-ALE1-3.2

    3. 3.

      Correlate duties and responsibilities with positions in the JROTC battalion.GPA-ALE1-3.3

    4. 4.

      Explain uniform wear and history.GPA-ALE1-3.4

    5. 5.

      Explain the purpose of uniform wear, restrictions, and standards.GPA-ALE1-3.5

    6. 6.

      Describe the proper care and maintenance of each piece of the uniform.GPA-ALE1-3.6

    7. 7.

      Describe Cadet appearance and grooming standards.GPA-ALE1-3.7

    8. 8.

      Match Army ranks to their proper titles.GPA-ALE1-3.8

    9. 9.

      Identify military rank and grade insignia.GPA-ALE1-3.9

    10. 10.

      Demonstrate placement of uniform awards, insignias, and decorations.GPA-ALE1-3.10

    11. 11.

      Classify the components of individual award categories.GPA-ALE1-3.11

    12. 12.

      Define award criteria.GPA-ALE1-3.12

    13. 13.

      Define and properly use the following keywords: Army Combat Uniforms, battalion, bisecting, chevron, citizenship, Class A uniform, Class B uniform, company, enlisted, ferrule, grey beret, insignia, military awards, non-subdued, organization, organizational chart, platoon, responsibility, shoulder marks, size, squad, standards, subordinate, succession, tarnish, teams, uniform.GPA-ALE1-3.13

  • GPA-ALE1-4.

    Demonstrate customs and courtesies in the JROTC environment.GPA-ALE1-4

    1. 1.

      Explain how our nation arrived at the current design of the United States Flag.GPA-ALE1-4.1

    2. 2.

      Explain the symbolism of the parts and colors on the United States Flag.GPA-ALE1-4.2

    3. 3.

      Explain the origin of the lyrics in our National Anthem.GPA-ALE1-4.3

    4. 4.

      Demonstrate the proper salute to the United States Flag.GPA-ALE1-4.4

    5. 5.

      Demonstrate the correct way to fold the United States Flag.GPA-ALE1-4.5

    6. 6.

      Demonstrate how to show respect for the United States Flag.GPA-ALE1-4.6

    7. 7.

      Compare the rules for displaying the United States Flag in different situations.GPA-ALE1-4.7

    8. 8.

      Describe customs when the National Anthem is played.GPA-ALE1-4.8

    9. 9.

      Explain why there are rules for saluting and addressing officers.GPA-ALE1-4.9

    10. 10.

      Distinguish among the types of personal salutes and when they are executed.GPA-ALE1-4.10

    11. 11.

      Identify situations requiring salutes or other forms of respect to senior officers.GPA-ALE1-4.11

    12. 12.

      Define and properly use the following keywords: Anthem, bombardment, colors, courtesies, customs, ensign, esprit de corps, half-staff, halyard, pennant, retreat, reveille, staff, standard, under arms, union.GPA-ALE1-4.12

  • GPA-ALE1-5.

    Apply proper etiquette in social settings.GPA-ALE1-5

    1. 1.

      Analyze etiquette and manners in formal and informal settings.GPA-ALE1-5.1

    2. 2.

      Explain the handling of social invitations.GPA-ALE1-5.2

    3. 3.

      Demonstrate proper dining etiquette.GPA-ALE1-5.3

    4. 4.

      Correlate the historical significance of Dining-In, Dining-Out to the Cadet Ball.GPA-ALE1-5.4

    5. 5.

      Define and properly use the following keywords: dignitary, Dining-In, Dining-Out, etiquette, manners, monopolize, place card, receiving line, RSVP, stilted.GPA-ALE1-5.5

  • GPA-ALE1-6.

    Use Thinking Maps to enhance learning.GPA-ALE1-6

    1. 1.

      Identify the types of thinking processes.GPA-ALE1-6.1

    2. 2.

      Relate thinking to learning.GPA-ALE1-6.2

    3. 3.

      Correlate thinking processes to the eight Thinking Maps.GPA-ALE1-6.3

    4. 4.

      Use Thinking Maps to visually represent a learning objective.GPA-ALE1-6.4

    5. 5.

      Define and properly use the following keywords: analogy, Brace Map, Bridge Map, Circle Map, Bubble Map, Double-bubble Map, Flow Map, Multi-Flow Map, Relating Factor, and Tree Map.GPA-ALE1-6.5

  • GPA-ALE1-7.

    Determine your behavioral preferences.GPA-ALE1-7

    1. 1.

      Explain the four clusters of behavior in the Winning Colors® framework.GPA-ALE1-7.1

    2. 2.

      Illustrate individual behavioral preferences using the four Winning Colors®.GPA-ALE1-7.2

    3. 3.

      Identify strengths for each behavior cluster.GPA-ALE1-7.3

    4. 4.

      Express appreciation for your own uniqueness.GPA-ALE1-7.4

    5. 5.

      Define and properly use the following keywords: assessment, associate, cluster, differentiate, and introspection.GPA-ALE1-7.5

  • GPA-ALE1-8.

    Apply an appreciation of diversity to interpersonal situations.GPA-ALE1-8

    1. 1.

      Explain how awareness enhancing behaviors affect a better communication with others.GPA-ALE1-8.1

    2. 2.

      Identify key characteristics for each Winning Colors® behavior cluster: Builder, Planner, Adventurer, and Relater.GPA-ALE1-8.2

    3. 3.

      Determine factors that impact the behavior of others.GPA-ALE1-8.3

    4. 4.

      Evaluate factors that impact how others perceive individual behavior.GPA-ALE1-8.4

    5. 5.

      Select behaviors that promote success in a variety of situations.GPA-ALE1-8.5

    6. 6.

      Define and properly use the following keywords: comfort zone, diversity, natural, and preference.GPA-ALE1-8.6

  • GPA-ALE1-9.

    Analyze how thinking and learning affects your academic performance.GPA-ALE1-9

    1. 1.

      Distinguish between active learner and passive learner traits.GPA-ALE1-9.1

    2. 2.

      Explain how creative and critical thinking work together.GPA-ALE1-9.2

    3. 3.

      Describe the difference between objective and subjective thinking.GPA-ALE1-9.3

    4. 4.

      Explain the essential elements of the learning process.GPA-ALE1-9.4

    5. 5.

      Examine the different models of learning preferences.GPA-ALE1-9.5

    6. 6.

      Describe the eight types of intelligence.GPA-ALE1-9.6

    7. 7.

      Explore how to expand your learning preferences and intelligences.GPA-ALE1-9.7

    8. 8.

      Define and properly use the following keywords: assumption, context, creative thinking, critical thinking, data, kinesthetic linguistic, metacognition, objectivity, passive, pragmatic, schema, sociological, spatial, stimuli, and subjective.GPA-ALE1-9.8

  • GPA-ALE1-10.

    Apply strategies for reading comprehension.GPA-ALE1-10

    1. 1.

      Identify the purposes of reading.GPA-ALE1-10.1

    2. 2.

      Distinguish among reading comprehension strategies.GPA-ALE1-10.2

    3. 3.

      Distinguish among the types of context clues readers use to determine word meaning.GPA-ALE1-10.3

    4. 4.

      Recognize how to apply strategies that build your vocabulary.GPA-ALE1-10.4

    5. 5.

      Relate how vocabulary contributes to reading comprehension.GPA-ALE1-10.5

    6. 6.

      Define and properly use the following keywords: analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, prefix, properties, purpose, root word, strategy, suffix, synonym.GPA-ALE1-10.6

  • GPA-ALE1-11.

    Develop personal study and test-taking strategies.GPA-ALE1-11

    1. 1.

      Describe effective study habits.GPA-ALE1-11.1

    2. 2.

      Analyze effective note-taking strategies.GPA-ALE1-11.2

    3. 3.

      Explain effective strategies for test preparation and test-taking.GPA-ALE1-11.3

    4. 4.

      Define and properly use the following keywords: abbreviations, association, critical thinking, efficiently, note hand, objective, questions, preview, qualifier, retention, review, subjective questions, test anxiety.GPA-ALE1-11.4

    5. 5.

      Develop individualized personal study and test-taking strategies.GPA-ALE1-11.5

  • GPA-ALE1-12.

    Develop a personal code of conduct.GPA-ALE1-12

    1. 1.

      Describe how values affect behavior.GPA-ALE1-12.1

    2. 2.

      Identify the seven values of the US Army.GPA-ALE1-12.2

    3. 3.

      Describe basic rules of ethics.GPA-ALE1-12.3

    4. 4.

      Compare cultural, universal, and non-universal norms.GPA-ALE1-12.4

    5. 5.

      Explain the process for making ethical decisions.GPA-ALE1-12.5

    6. 6.

      Describe the benefits of a personal code of conduct.GPA-ALE1-12.6

    7. 7.

      Describe ways to form good habits.GPA-ALE1-12.7

    8. 8.

      Define and properly use the following keywords: conscience, cultural norms, ethics, Golden Rule, habits, integrity, morals, non-universal norms, priorities, universal norms, values.GPA-ALE1-12.8

  • GPA-ALE1-13.

    Develop a personal growth plan.GPA-ALE1-13

    1. 1.

      Distinguish between the 14 critical emotional skills.GPA-ALE1-13.1

    2. 2.

      Relate the critical emotional skills to the five emotional skills dimensions.GPA-ALE1-13.2

    3. 3.

      Develop strategies for growth in emotional skill areas.GPA-ALE1-13.3

    4. 4.

      Define and properly use the following keywords: adaptability, assertion, change orientation, deference, emotional intelligence, intrapersonal, persistence.GPA-ALE1-13.4

  • GPA-ALE1-14.

    To relate drill competencies to life skills.GPA-ALE1-14

    1. 1.

      Summarize the origin of drill dating back to the continental Army of the United States.GPA-ALE1-14.1

    2. 2.

      Identify skills learned by drilling.GPA-ALE1-14.2

    3. 3.

      Compare the qualities of teamwork instilled in the Continental Army to the teamwork qualities that military drill develops today.GPA-ALE1-14.3

    4. 4.

      Define and properly use the following keywords: dedication, discipline, drill, followership, maneuver, precision, professionalism, self-discipline, teamwork, unison.GPA-ALE1-14.4

  • GPA-ALE1-15.

    Perform stationary movements and marching techniques on command.GPA-ALE1-15

    1. 1.

      Describe the position of attention.GPA-ALE1-15.1

    2. 2.

      Describe how to respond to positions of rest commands.GPA-ALE1-15.2

    3. 3.

      Describe how to respond to facing commands.GPA-ALE1-15.3

    4. 4.

      Describe the correct way to salute in a variety of situations.GPA-ALE1-15.4

    5. 5.

      Describe how to execute marching movements from various commands.GPA-ALE1-15.5

    6. 6.

      Describe how to respond to halt commands.GPA-ALE1-15.6

    7. 7.

      Define and properly use the following keywords: at ease, attention, double time, facing, halt, hand salute, parade rest, quick time, rest, rest movements, steps.GPA-ALE1-15.7

  • GPA-ALE1-16.

    Demonstrate correct response to squad drill movements.GPA-ALE1-16

    1. 1.

      Describe how to respond to commands when forming and marching the squad.GPA-ALE1-16.1

    2. 2.

      Identify the different types of squad formations and their related drill commands.GPA-ALE1-16.2

    3. 3.

      Identify the location of key squad personnel in squad formation.GPA-ALE1-16.3

    4. 4.

      Define and properly use the following keywords: close interval, column, double interval, file, flack, formation, line, normal interval, pivot, rank.GPA-ALE1-16.4

  • GPA-ALE1-17.

    Apply the processes for making personal decisions and setting goals.GPA-ALE1-17

    1. 1.

      Describe the steps used to make decisions.GPA-ALE1-17.1

    2. 2.

      Identify guidelines used to evaluate choices.GPA-ALE1-17.2

    3. 3.

      Evaluate decisions for positive outcome.GPA-ALE1-17.3

    4. 4.

      Describe the SMART goal-setting system.GPA-ALE1-17.4

    5. 5.

      Analyze goals for potential success.GPA-ALE1-17.5

    6. 6.

      Define and properly use the following keywords: Assess, attainable, decision-making goal setting.GPA-ALE1-17.6

  • GPA-ALE1-18.

    Develop personal anger management strategies.GPA-ALE1-18

    1. 1.

      Determine common causes of anger.GPA-ALE1-18.1

    2. 2.

      Identify physical effects of anger.GPA-ALE1-18.2

    3. 3.

      Examine possible reactions to anger.GPA-ALE1-18.3

    4. 4.

      Distinguish healthy form unhealthy reactions to anger.GPA-ALE1-18.4

    5. 5.

      Describe healthy anger management strategies.GPA-ALE1-18.5

    6. 6.

      Define and properly use the following keywords: aggression, anger management, assertion, change orientation, deference, empathy, passive-aggressive behavior, suppress.GPA-ALE1-18.6

  • GPA-ALE1-19.

    Apply conflict resolution techniques.GPA-ALE1-19

    1. 1.

      Explain how conflict affects relationships.GPA-ALE1-19.1

    2. 2.

      Describe the causes and types of conflict.GPA-ALE1-19.2

    3. 3.

      Evaluate options and consequences for dealing with conflict.GPA-ALE1-19.3

    4. 4.

      Use communication skills to respond positively to a conflict.GPA-ALE1-19.4

    5. 5.

      Apply the six steps for conflict resolution.GPA-ALE1-19.5

    6. 6.

      Apply knowledge of winning colors to resolve conflict.GPA-ALE1-19.6

    7. 7.

      Define and properly use the following keywords: active listening, apologize, compromise, conflict, consequences, effective speaking, either-or- fallacy, escalate, harassment, mutual, negotiate.GPA-ALE1-19.7

  • GPA-ALE1-20.

    Determine the causes, effects, and coping strategies for stress in your life.GPA-ALE1-20

    1. 1.

      Determine the cause and the coping strategies for stress in your life.GPA-ALE1-20.1

    2. 2.

      Differentiate between the positive and negative stress.GPA-ALE1-20.2

    3. 3.

      Identify the source of stress.GPA-ALE1-20.3

    4. 4.

      Identify the stages of the body's stress response.GPA-ALE1-20.4

    5. 5.

      Describe physical and behavioral effects of prolonged stress.GPA-ALE1-20.5

    6. 6.

      Describe ways to manage stress.GPA-ALE1-20.6

    7. 7.

      Define and properly use the following keywords: distress, endorphins, fatigue, "fight, flight, or freeze response", psychosomatic response, relaxation response, resistance, stress, stressor.GPA-ALE1-20.7

Army Leadership Education - 1 Bravo (28.0312)

  • GPA-ALE1-1.

    Demonstrate employability skills required by business and industry.GPA-ALE1-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE1-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE1-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE1-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE1-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE1-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE1-1.6

  • GPA-ALE1-2.

    Describe how the Army JROTC program promotes personal success and citizenship.GPA-ALE1-2

    1. 1.

      Describe the origin of the Army JROTC program.GPA-ALE1-2.1

    2. 2.

      Describe activities you can participate in as a Cadet.GPA-ALE1-2.2

    3. 3.

      Identify the program outcomes of the Army JROTC program.GPA-ALE1-2.3

    4. 4.

      Explain the mission and benefits of the Army JROTC program.GPA-ALE1-2.4

    5. 5.

      State the Army JROTC Cadet Creed.GPA-ALE1-2.5

    6. 6.

      Describe the core curriculum of the Army JROTC program.GPA-ALE1-2.6

    7. 7.

      Describe and properly use the following keywords: cadet, challenges, JROTC, leadership, mantle, mission, motivate, National Defense Act, opportunities, unique.GPA-ALE1-2.7

  • GPA-ALE1-3.

    Analyze the organization and traditions of JROTC programs.GPA-ALE1-3

    1. 1.

      Explain the organization of JROTC programs.GPA-ALE1-3.1

    2. 2.

      Explain the lines of responsibility and authority in JROTC programs.GPA-ALE1-3.2

    3. 3.

      Correlate duties and responsibilities with positions in the JROTC battalion.GPA-ALE1-3.3

    4. 4.

      Explain uniform wear and history.GPA-ALE1-3.4

    5. 5.

      Explain the purpose of uniform wear, restrictions, and standards.GPA-ALE1-3.5

    6. 6.

      Describe the proper care and maintenance of each piece of the uniform.GPA-ALE1-3.6

    7. 7.

      Describe Cadet appearance and grooming standards.GPA-ALE1-3.7

    8. 8.

      Match Army ranks to their proper titles.GPA-ALE1-3.8

    9. 9.

      Identify military rank and grade insignia.GPA-ALE1-3.9

    10. 10.

      Demonstrate placement of uniform awards, insignias, and decorations.GPA-ALE1-3.10

    11. 11.

      Classify the components of individual award categories.GPA-ALE1-3.11

    12. 12.

      Define award criteria.GPA-ALE1-3.12

    13. 13.

      Define and properly use the following keywords: Army Combat Uniforms, battalion, bisecting, chevron, citizenship, Class A uniform, Class B uniform, company, enlisted, ferrule, grey beret, insignia, military awards, non-subdued, organization, organizational chart, platoon, responsibility, shoulder marks, size, squad, standards, subordinate, succession, tarnish, teams, uniform.GPA-ALE1-3.13

  • GPA-ALE1-4.

    Demonstrate customs and courtesies in the JROTC environment.GPA-ALE1-4

    1. 1.

      Explain how our nation arrived at the current design of the United States Flag.GPA-ALE1-4.1

    2. 2.

      Explain the symbolism of the parts and colors on the United States Flag.GPA-ALE1-4.2

    3. 3.

      Explain the origin of the lyrics in our National Anthem.GPA-ALE1-4.3

    4. 4.

      Demonstrate the proper salute to the United States Flag.GPA-ALE1-4.4

    5. 5.

      Demonstrate the correct way to fold the United States Flag.GPA-ALE1-4.5

    6. 6.

      Demonstrate how to show respect for the United States Flag.GPA-ALE1-4.6

    7. 7.

      Compare the rules for displaying the United States Flag in different situations.GPA-ALE1-4.7

    8. 8.

      Describe customs when the National Anthem is played.GPA-ALE1-4.8

    9. 9.

      Explain why there are rules for saluting and addressing officers.GPA-ALE1-4.9

    10. 10.

      Distinguish among the types of personal salutes and when they are executed.GPA-ALE1-4.10

    11. 11.

      Identify situations requiring salutes or other forms of respect to senior officers.GPA-ALE1-4.11

    12. 12.

      Define and properly use the following keywords: Anthem, bombardment, colors, courtesies, customs, ensign, esprit de corps, half-staff, halyard, pennant, retreat, reveille, staff, standard, under arms, union.GPA-ALE1-4.12

  • GPA-ALE1-5.

    Apply proper etiquette in social settings.GPA-ALE1-5

    1. 1.

      Analyze etiquette and manners in formal and informal settings.GPA-ALE1-5.1

    2. 2.

      Explain the handling of social invitations.GPA-ALE1-5.2

    3. 3.

      Demonstrate proper dining etiquette.GPA-ALE1-5.3

    4. 4.

      Correlate the historical significance of Dining-In, Dining-Out to the Cadet Ball.GPA-ALE1-5.4

    5. 5.

      Define and properly use the following keywords: dignitary, Dining-In, Dining-Out, etiquette, manners, monopolize, place card, receiving line, RSVP, stilted.GPA-ALE1-5.5

  • GPA-ALE1-6.

    Use Thinking Maps to enhance learning.GPA-ALE1-6

    1. 1.

      Identify the types of thinking processes.GPA-ALE1-6.1

    2. 2.

      Relate thinking to learning.GPA-ALE1-6.2

    3. 3.

      Correlate thinking processes to the eight Thinking Maps.GPA-ALE1-6.3

    4. 4.

      Use Thinking Maps to visually represent a learning objective.GPA-ALE1-6.4

    5. 5.

      Define and properly use the following keywords: analogy, Brace Map, Bridge Map, Circle Map, Bubble Map, Double-bubble Map, Flow Map, Multi-Flow Map, Relating Factor, and Tree Map.GPA-ALE1-6.5

  • GPA-ALE1-7.

    Determine your behavioral preferences.GPA-ALE1-7

    1. 1.

      Explain the four clusters of behavior in the Winning Colors® framework.GPA-ALE1-7.1

    2. 2.

      Illustrate individual behavioral preferences using the four Winning Colors®.GPA-ALE1-7.2

    3. 3.

      Identify strengths for each behavior cluster.GPA-ALE1-7.3

    4. 4.

      Express appreciation for your own uniqueness.GPA-ALE1-7.4

    5. 5.

      Define and properly use the following keywords: assessment, associate, cluster, differentiate, and introspection.GPA-ALE1-7.5

  • GPA-ALE1-8.

    Apply an appreciation of diversity to interpersonal situations.GPA-ALE1-8

    1. 1.

      Explain how awareness enhancing behaviors affect a better communication with others.GPA-ALE1-8.1

    2. 2.

      Identify key characteristics for each Winning Colors® behavior cluster: Builder, Planner, Adventurer, and Relater.GPA-ALE1-8.2

    3. 3.

      Determine factors that impact the behavior of others.GPA-ALE1-8.3

    4. 4.

      Evaluate factors that impact how others perceive individual behavior.GPA-ALE1-8.4

    5. 5.

      Select behaviors that promote success in a variety of situations.GPA-ALE1-8.5

    6. 6.

      Define and properly use the following keywords: comfort zone, diversity, natural, and preference.GPA-ALE1-8.6

  • GPA-ALE1-9.

    Analyze how thinking and learning affects your academic performance.GPA-ALE1-9

    1. 1.

      Distinguish between active learner and passive learner traits.GPA-ALE1-9.1

    2. 2.

      Explain how creative and critical thinking work together.GPA-ALE1-9.2

    3. 3.

      Describe the difference between objective and subjective thinking.GPA-ALE1-9.3

    4. 4.

      Explain the essential elements of the learning process.GPA-ALE1-9.4

    5. 5.

      Examine the different models of learning preferences.GPA-ALE1-9.5

    6. 6.

      Describe the eight types of intelligence.GPA-ALE1-9.6

    7. 7.

      Explore how to expand your learning preferences and intelligences.GPA-ALE1-9.7

    8. 8.

      Define and properly use the following keywords: assumption, context, creative thinking, critical thinking, data, kinesthetic linguistic, metacognition, objectivity, passive, pragmatic, schema, sociological, spatial, stimuli, and subjective.GPA-ALE1-9.8

  • GPA-ALE1-10.

    Apply strategies for reading comprehension.GPA-ALE1-10

    1. 1.

      Identify the purposes of reading.GPA-ALE1-10.1

    2. 2.

      Distinguish among reading comprehension strategies.GPA-ALE1-10.2

    3. 3.

      Distinguish among the types of context clues readers use to determine word meaning.GPA-ALE1-10.3

    4. 4.

      Recognize how to apply strategies that build your vocabulary.GPA-ALE1-10.4

    5. 5.

      Relate how vocabulary contributes to reading comprehension.GPA-ALE1-10.5

    6. 6.

      Define and properly use the following keywords: analogy, antonym, appositive, comprehension, concept, context, hypothesis, inventory, mood, prediction, prefix, properties, purpose, root word, strategy, suffix, synonym.GPA-ALE1-10.6

  • GPA-ALE1-11.

    Develop personal study and test-taking strategies.GPA-ALE1-11

    1. 1.

      Describe effective study habits.GPA-ALE1-11.1

    2. 2.

      Analyze effective note-taking strategies.GPA-ALE1-11.2

    3. 3.

      Explain effective strategies for test preparation and test-taking.GPA-ALE1-11.3

    4. 4.

      Define and properly use the following keywords: abbreviations, association, critical thinking, efficiently, note hand, objective, questions, preview, qualifier, retention, review, subjective questions, test anxiety.GPA-ALE1-11.4

    5. 5.

      Develop individualized personal study and test-taking strategies.GPA-ALE1-11.5

  • GPA-ALE1-12.

    Develop a personal code of conduct.GPA-ALE1-12

    1. 1.

      Describe how values affect behavior.GPA-ALE1-12.1

    2. 2.

      Identify the seven values of the US Army.GPA-ALE1-12.2

    3. 3.

      Describe basic rules of ethics.GPA-ALE1-12.3

    4. 4.

      Compare cultural, universal, and non-universal norms.GPA-ALE1-12.4

    5. 5.

      Explain the process for making ethical decisions.GPA-ALE1-12.5

    6. 6.

      Describe the benefits of a personal code of conduct.GPA-ALE1-12.6

    7. 7.

      Describe ways to form good habits.GPA-ALE1-12.7

    8. 8.

      Define and properly use the following keywords: conscience, cultural norms, ethics, Golden Rule, habits, integrity, morals, non-universal norms, priorities, universal norms, values.GPA-ALE1-12.8

  • GPA-ALE1-13.

    Develop a personal growth plan.GPA-ALE1-13

    1. 1.

      Distinguish between the 14 critical emotional skills.GPA-ALE1-13.1

    2. 2.

      Relate the critical emotional skills to the five emotional skills dimensions.GPA-ALE1-13.2

    3. 3.

      Develop strategies for growth in emotional skill areas.GPA-ALE1-13.3

    4. 4.

      Define and properly use the following keywords: adaptability, assertion, change orientation, deference, emotional intelligence, intrapersonal, persistence.GPA-ALE1-13.4

  • GPA-ALE1-14.

    To relate drill competencies to life skills.GPA-ALE1-14

    1. 1.

      Summarize the origin of drill dating back to the continental Army of the United States.GPA-ALE1-14.1

    2. 2.

      Identify skills learned by drilling.GPA-ALE1-14.2

    3. 3.

      Compare the qualities of teamwork instilled in the Continental Army to the teamwork qualities that military drill develops today.GPA-ALE1-14.3

    4. 4.

      Define and properly use the following keywords: dedication, discipline, drill, followership, maneuver, precision, professionalism, self-discipline, teamwork, unison.GPA-ALE1-14.4

  • GPA-ALE1-15.

    Perform stationary movements and marching techniques on command.GPA-ALE1-15

    1. 1.

      Describe the position of attention.GPA-ALE1-15.1

    2. 2.

      Describe how to respond to positions of rest commands.GPA-ALE1-15.2

    3. 3.

      Describe how to respond to facing commands.GPA-ALE1-15.3

    4. 4.

      Describe the correct way to salute in a variety of situations.GPA-ALE1-15.4

    5. 5.

      Describe how to execute marching movements from various commands.GPA-ALE1-15.5

    6. 6.

      Describe how to respond to halt commands.GPA-ALE1-15.6

    7. 7.

      Define and properly use the following keywords: at ease, attention, double time, facing, halt, hand salute, parade rest, quick time, rest, rest movements, steps.GPA-ALE1-15.7

  • GPA-ALE1-16.

    Demonstrate correct response to squad drill movements.GPA-ALE1-16

    1. 1.

      Describe how to respond to commands when forming and marching the squad.GPA-ALE1-16.1

    2. 2.

      Identify the different types of squad formations and their related drill commands.GPA-ALE1-16.2

    3. 3.

      Identify the location of key squad personnel in squad formation.GPA-ALE1-16.3

    4. 4.

      Define and properly use the following keywords: close interval, column, double interval, file, flack, formation, line, normal interval, pivot, rank.GPA-ALE1-16.4

  • GPA-ALE1-17.

    Apply the processes for making personal decisions and setting goals.GPA-ALE1-17

    1. 1.

      Describe the steps used to make decisions.GPA-ALE1-17.1

    2. 2.

      Identify guidelines used to evaluate choices.GPA-ALE1-17.2

    3. 3.

      Evaluate decisions for positive outcome.GPA-ALE1-17.3

    4. 4.

      Describe the SMART goal-setting system.GPA-ALE1-17.4

    5. 5.

      Analyze goals for potential success.GPA-ALE1-17.5

    6. 6.

      Define and properly use the following keywords: Assess, attainable, decision-making goal setting.GPA-ALE1-17.6

  • GPA-ALE1-18.

    Develop personal anger management strategies.GPA-ALE1-18

    1. 1.

      Determine common causes of anger.GPA-ALE1-18.1

    2. 2.

      Identify physical effects of anger.GPA-ALE1-18.2

    3. 3.

      Examine possible reactions to anger.GPA-ALE1-18.3

    4. 4.

      Distinguish healthy form unhealthy reactions to anger.GPA-ALE1-18.4

    5. 5.

      Describe healthy anger management strategies.GPA-ALE1-18.5

    6. 6.

      Define and properly use the following keywords: aggression, anger management, assertion, change orientation, deference, empathy, passive-aggressive behavior, suppress.GPA-ALE1-18.6

  • GPA-ALE1-19.

    Apply conflict resolution techniques.GPA-ALE1-19

    1. 1.

      Explain how conflict affects relationships.GPA-ALE1-19.1

    2. 2.

      Describe the causes and types of conflict.GPA-ALE1-19.2

    3. 3.

      Evaluate options and consequences for dealing with conflict.GPA-ALE1-19.3

    4. 4.

      Use communication skills to respond positively to a conflict.GPA-ALE1-19.4

    5. 5.

      Apply the six steps for conflict resolution.GPA-ALE1-19.5

    6. 6.

      Apply knowledge of winning colors to resolve conflict.GPA-ALE1-19.6

    7. 7.

      Define and properly use the following keywords: active listening, apologize, compromise, conflict, consequences, effective speaking, either-or- fallacy, escalate, harassment, mutual, negotiate.GPA-ALE1-19.7

  • GPA-ALE1-20.

    Determine the causes, effects, and coping strategies for stress in your life.GPA-ALE1-20

    1. 1.

      Determine the cause and the coping strategies for stress in your life.GPA-ALE1-20.1

    2. 2.

      Differentiate between the positive and negative stress.GPA-ALE1-20.2

    3. 3.

      Identify the source of stress.GPA-ALE1-20.3

    4. 4.

      Identify the stages of the body's stress response.GPA-ALE1-20.4

    5. 5.

      Describe physical and behavioral effects of prolonged stress.GPA-ALE1-20.5

    6. 6.

      Describe ways to manage stress.GPA-ALE1-20.6

    7. 7.

      Define and properly use the following keywords: distress, endorphins, fatigue, "fight, flight, or freeze response", psychosomatic response, relaxation response, resistance, stress, stressor.GPA-ALE1-20.7

  • GPA-ALE1-21.

    Describe the physical fitness standards for the cadet challenge.GPA-ALE1-21

    1. 1.

      Identify the five Cadet Challenge exercises.GPA-ALE1-21.1

    2. 2.

      Describe the proper techniques for the Cadet Challenge exercises.GPA-ALE1-21.2

    3. 3.

      Distinguish between the various fitness award categories.GPA-ALE1-21.3

    4. 4.

      Define and properly use the following keywords: Cadet Challenge, curl-ups, flexed-arm hang, pull-ups, right angle push-ups, shuttle run, V-sit reach.GPA-ALE1-21.4

  • GPA-ALE1-22.

    Explain the strategies for effective listening skills.GPA-ALE1-22

    1. 1.

      Explain how barriers prevent effective listening.GPA-ALE1-22.1

    2. 2.

      Compile a list of trigger words.GPA-ALE1-22.2

    3. 3.

      Identify four tips to improve effective listening skills.GPA-ALE1-22.3

    4. 4.

      Define and properly use the following keywords: hearing, listening, thought speed, trigger words.GPA-ALE1-22.4

    5. 5.

      Demonstrate active listening skills and complete an Active Listening Task Summary in the cadet portfolio.GPA-ALE1-22.5

Army Leadership Education - 2 (28.032)

  • GPA-ALE2-1.

    Demonstrate employability skills required by business and industry.GPA-ALE2-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE2-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE2-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE2-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE2-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE2-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE2-1.6

  • GPA-ALE2-2.

    Students will describe and analyze leadership attributes.GPA-ALE2-2

    1. 1.

      Describe the leadership attribute of character.GPA-ALE2-2.1

    2. 2.

      Describe the leadership attribute of presence.GPA-ALE2-2.2

    3. 3.

      Describe the leadership attribute of intellect.GPA-ALE2-2.3

    4. 4.

      Analyze how character, presence, and intellect affect leadership.GPA-ALE2-2.4

    5. 5.

      Define and properly use the following keywords: ethos, expertise, innovation, inquisitiveness, intellect, mental agility, resilience, self-concept, and tact.GPA-ALE2-2.5

  • GPA-ALE2-3.

    Students will analyze elements to become a better communicator.GPA-ALE2-3

    1. 1.

      Compare verbal and nonverbal means of communication.GPA-ALE2-3.1

    2. 2.

      Identify the steps of effective communication.GPA-ALE2-3.2

    3. 3.

      Relate how the process of listening is essential to good communication.GPA-ALE2-3.3

    4. 4.

      Distinguish among the types of listening.GPA-ALE2-3.4

    5. 5.

      Identify barriers that prevent effective listening.GPA-ALE2-3.5

    6. 6.

      Explain the types of roles individuals play in a group.GPA-ALE2-3.6

    7. 7.

      Define and properly use the following keywords: barrier, channel, feedback, hearing, listening, mixed messages, noise, nonverbal receiver, and verbal.GPA-ALE2-3.7

  • GPA-ALE2-4.

    Students will demonstrate ways to improve writing skills. (Becoming a Better Writer)GPA-ALE2-4

    1. 1.

      Identify various reasons for writing.GPA-ALE2-4.1

    2. 2.

      Distinguish among the principles of good writing.GPA-ALE2-4.2

    3. 3.

      Confirm the basics of writing.GPA-ALE2-4.3

    4. 4.

      Explore the common pitfalls and mistakes in writing.GPA-ALE2-4.4

    5. 5.

      Define and properly use the following keywords: active voice, bibliography, body, conjunction, conclusion, entice, fragment, information cards, introduction, passive voice, plagiarism, predicate, source cards, subject, thesis statement.GPA-ALE2-4.5

  • GPA-ALE2-5.

    Students will explore and identify strategies to deliver a speech. (Deliver a personally written speech)GPA-ALE2-5

    1. 1.

      Compare the various types of speeches.GPA-ALE2-5.1

    2. 2.

      Analyze the purpose and audience for a speech.GPA-ALE2-5.2

    3. 3.

      Relate the elements of effective writing to speech writing.GPA-ALE2-5.3

    4. 4.

      Develop coping strategies for stressful speaking situations.GPA-ALE2-5.4

    5. 5.

      Identify ways to improve speaking skills.GPA-ALE2-5.5

    6. 6.

      Define and properly use the following keywords: articulate, commemorate, constructive criticism, coping, demographics, eye contact, impromptu, modulation, persuasive.GPA-ALE2-5.6

  • GPA-ALE2-6.

    Students will explore career considerations for personal interests and aptitudes in a career path.GPA-ALE2-6

    1. 1.

      Distinguish between a job and a career.GPA-ALE2-6.1

    2. 2.

      Examine the various types of jobs that interest students.GPA-ALE2-6.2

    3. 3.

      Explore various career pathways.GPA-ALE2-6.3

    4. 4.

      Associate personal interests and aptitudes to identify a career path.GPA-ALE2-6.4

    5. 5.

      Examine career opportunities provided by the U.S. Military.GPA-ALE2-6.5

    6. 6.

      Distinguish between various post-secondary education options.GPA-ALE2-6.6

    7. 7.

      Define and properly use the following keywords: apprenticeship, career, Career Cluster, Career Pathway, Cooperative Education, job.GPA-ALE2-6.7

  • GPA-ALE2-7.

    Students will determine ethical concepts and affects leadership.GPA-ALE2-7

    1. 1.

      Relate ethics to personal standards.GPA-ALE2-7.1

    2. 2.

      Examine how ethical qualities affect leadership.GPA-ALE2-7.2

    3. 3.

      Explore the types of values.GPA-ALE2-7.3

    4. 4.

      Compare the core values of the U.S. Military Services.GPA-ALE2-7.4

    5. 5.

      Define and properly use the following keywords: conscience, ethics, integrity, moral, philosophy, psychology, prudent, value system.GPA-ALE2-7.5

  • GPA-ALE2-8.

    Students will apply an appreciation of team member qualities.GPA-ALE2-8

    1. 1.

      Describe the characteristics of individual responsibility, followership, and teamwork.GPA-ALE2-8.1

    2. 2.

      Describe the responsibilities of a team leader and the leadership factors that affect teamwork.GPA-ALE2-8.2

    3. 3.

      Describe the three stages of team building.GPA-ALE2-8.3

    4. 4.

      Define and properly use the following keywords: constructive criticism, cooperate, cultivate, selfreliance.GPA-ALE2-8.4

  • GPA-ALE2-9.

    Students will identify attributes of drill leader skills and responsibilities.GPA-ALE2-9

    1. 1.

      Describe the preparation a drill leader takes before a drill.GPA-ALE2-9.1

    2. 2.

      Identify five attributes of a capable drill leader.GPA-ALE2-9.2

    3. 3.

      Identify the types of drill commands.GPA-ALE2-9.3

    4. 4.

      Define and properly use the following keywords: command of execution, command voice, preparation, procedure.GPA-ALE2-9.4

  • GPA-ALE2-10.

    Students will identify attributes of squad leader skills and responsibilities. (Taking Charge; Leadership Responsibilities) 10.1 Describe the duties and responsibilities of the team and squad leader positions within a platoon.GPA-ALE2-10

    1. 2.

      Explain the four steps leaders should use when assuming a new leadership position.GPA-ALE2-10.2

    2. 3.

      Demonstrate the responsibilities of a team leader and squad leader.GPA-ALE2-10.3

    3. 4.

      Define key words: implement, observe, plan.GPA-ALE2-10.4

    4. 5.

      Identify ways to prepare for an emergency situation.GPA-ALE2-10.5

    5. 6.

      Describe universal precautions.GPA-ALE2-10.6

    6. 7.

      Explain the four emergency guidelines.GPA-ALE2-10.7

    7. 8.

      Explain the sequence for evaluating an injured person.GPA-ALE2-10.8

    8. 9.

      Define and properly use the following keywords: conscious, contaminated, first aid, fracture, Good Samaritan Laws, immobilize, paralysis, persistent, shock, and universal precautions.GPA-ALE2-10.9

  • GPA-ALE2-11.

    Students will explain and demonstrate proper first aid emergency treatments.GPA-ALE2-11

    1. 1.

      Identify ways to prepare for an emergency situation.GPA-ALE2-11.1

    2. 2.

      Describe universal precautions.GPA-ALE2-11.2

    3. 3.

      Explain the four emergency guidelines.GPA-ALE2-11.3

    4. 4.

      Explain the sequence for evaluating an injured person.GPA-ALE2-11.4

    5. 5.

      Define and properly use the following keywords: conscious, contaminated, first aid, fracture, Good Samaritan Law, immobilize, paralysis, persistent, shock, universal precautions.GPA-ALE2-11.5

  • GPA-ALE2-12.

    Students will develop and apply first aid for common injuries.GPA-ALE2-12

    1. 1.

      Determine how to treat minor cuts.GPA-ALE2-12.1

    2. 2.

      Describe how to treat and prevent insect bites.GPA-ALE2-12.2

    3. 3.

      Describe how to treat animal bites.GPA-ALE2-12.3

    4. 4.

      Describe how to treat minor burns.GPA-ALE2-12.4

    5. 5.

      Define and properly use the following keywords: allergic, antibiotic, hydrogen peroxide, ligament, rabies.GPA-ALE2-12.5

  • GPA-ALE2-13.

    Students will develop a plan for severe emergencies.GPA-ALE2-13

    1. 1.

      Identify the symptoms of choking, sever bleeding, heart attack, stroke, and shock.GPA-ALE2-13.1

    2. 2.

      Describe first aid for choking.GPA-ALE2-13.2

    3. 3.

      Describe first aid for severe bleeding.GPA-ALE2-13.3

    4. 4.

      Define and properly use the following keywords: automatic external defibrillator, cardiac arrest, cardiopulmonary resuscitation, circulatory system, stroke.GPA-ALE2-13.4

  • GPA-ALE2-14.

    COMPETENCY: To relate drill competencies to life skills.GPA-ALE2-14

    1. 1.

      Describe three types of bullying.GPA-ALE2-14.1

    2. 2.

      Explain how cyberbullying is different from other types of bullying.GPA-ALE2-14.2

    3. 3.

      Identify risk factors for bullying.GPA-ALE2-14.3

    4. 4.

      Define and properly use the following keywords: cyberbullying, extort, and intimidate.GPA-ALE2-14.4

  • GPA-ALE2-15.

    Students will identify and create methods to prevent violence.GPA-ALE2-15

    1. 1.

      Examine the problem of violence in our society.GPA-ALE2-15.1

    2. 2.

      Identify ways to prevent violence in schools.GPA-ALE2-15.2

    3. 3.

      Identify risk factors for teen violence.GPA-ALE2-15.3

    4. 4.

      Define and properly use the following keywords: antisocial, gang, retaliate, and zero tolerance.GPA-ALE2-15.4

  • GPA-ALE2-16.

    Students will determine goals and perform the Cadet Challenge.GPA-ALE2-16

    1. 1.

      Identify the five Cadet Challenge exercises.GPA-ALE2-16.1

    2. 2.

      Describe the proper techniques for the Cadet Challenge exercise.GPA-ALE2-16.2

    3. 3.

      Distinguish the various physical fitness awards categories.GPA-ALE2-16.3

    4. 4.

      Determine personal Cadet Challenge goals.GPA-ALE2-16.4

    5. 5.

      Define and properly use the following keywords: cadet challenge, curl-ups, flexed arm hang, pull ups, right angle push-up, shuttle run, and V-sit reach.GPA-ALE2-16.5

  • GPA-ALE2-17.

    Students will demonstrate the benefits of physical fitness.GPA-ALE2-17

    1. 1.

      Identify the benefits of exercise.GPA-ALE2-17.1

    2. 2.

      Describe ways to increase personal fitness levels.GPA-ALE2-17.2

    3. 3.

      Examine methods for increasing aerobic capacity, strength, and endurance, and flexibility.GPA-ALE2-17.3

    4. 4.

      Create a plan to set and achieve personal fitness goals.GPA-ALE2-17.4

    5. 5.

      Define and properly use the following keywords: aerobic exercise, anaerobic exercise, crosstraining, metabolism, muscle strength, muscle endurance, and physical fitness.GPA-ALE2-17.5

  • GPA-ALE2-18.

    Students will apply nutrition and food choices to create healthy living habits.GPA-ALE2-18

    1. 1.

      Identify common influences on food choices.GPA-ALE2-18.1

    2. 2.

      Describe how the body uses the six types of nutrients.GPA-ALE2-18.2

    3. 3.

      Explain how substances added to foods, such as fats, sugars, and sodium, can impact personal health.GPA-ALE2-18.3

    4. 4.

      Explain how to read food labels.GPA-ALE2-18.4

    5. 5.

      Define and properly use the following keywords: appetite, calories, carbohydrates, cholesterol, electrolytes, essential amino acids, hunger, hydration, legumes, nutrients.GPA-ALE2-18.5

  • GPA-ALE2-19.

    Students will develop strategies to better understand body image.GPA-ALE2-19

    1. 1.

      Define body image.GPA-ALE2-19.1

    2. 2.

      Describe how to measure body composition.GPA-ALE2-19.2

    3. 3.

      Compare the factors that influence overweight and underweight people.GPA-ALE2-19.3

    4. 4.

      Explain how to balance exercise and calories for an appropriate weight.GPA-ALE2-19.4

    5. 5.

      Define and properly use the following keywords: anorexia nervosa, Basal Metabolic Rate, body composition, body image, body mass index, bulimia nervosa, empty calories, endocrine system, fasting, obsession.GPA-ALE2-19.5

  • GPA-ALE2-20.

    Students will create and evaluate types of a service-learning project.GPA-ALE2-20

    1. 1.

      Describe a service-learning experience using the four-quadrant model.GPA-ALE2-20.1

    2. 2.

      Identify the three stages of the after-action review.GPA-ALE2-20.2

    3. 3.

      Identify three types of service.GPA-ALE2-20.3

    4. 4.

      Define and properly use the following keywords: advocacy service, after action review, analysis, direct service, indirect service, integration, observation, placement, project.GPA-ALE2-20.4

  • GPA-ALE2-21.

    Students will describe and demonstrate the American government.GPA-ALE2-21

    1. 1.

      Explain the need for government.GPA-ALE2-21.1

    2. 2.

      Identify the principles of American democracy.GPA-ALE2-21.2

    3. 3.

      Explain how the U.S. Constitution provides the basis for our government.GPA-ALE2-21.3

    4. 4.

      Compare the roles of the executive, legislative, and judicial branches of government.GPA-ALE2-21.4

    5. 5.

      Define and properly use the following keywords: amendments, articles, constitution, direct democracy, federal government, government, preamble, representative democracy.GPA-ALE2-21.5

  • GPA-ALE2-22.

    Students will compare and explain the rights of U.S. citizens.GPA-ALE2-22

    1. 1.

      Explain how a person becomes a U.S. citizen.GPA-ALE2-22.1

    2. 2.

      Compare the rights of U.S. citizens to the rights of legal and illegal immigrants.GPA-ALE2-22.2

    3. 3.

      Identify the amendments in the Bill of Rights.GPA-ALE2-22.3

    4. 4.

      Define and properly use the following keywords: asylum, double jeopardy, due process, eminent domain, extracurricular, forfeited, green card, immigrant, indictment, libel, naturalization.GPA-ALE2-22.4

Army Leadership Education - 2 Alpha (28.0312)

  • GPA-ALE2-1.

    Demonstrate employability skills required by business and industry.GPA-ALE2-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE2-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE2-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE2-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE2-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE2-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE2-1.6

  • GPA-ALE2-2.

    Students will describe and analyze leadership attributes.GPA-ALE2-2

    1. 1.

      Describe the leadership attribute of character.GPA-ALE2-2.1

    2. 2.

      Describe the leadership attribute of presence.GPA-ALE2-2.2

    3. 3.

      Describe the leadership attribute of intellect.GPA-ALE2-2.3

    4. 4.

      Analyze how character, presence, and intellect affect leadership.GPA-ALE2-2.4

    5. 5.

      Define and properly use the following keywords: ethos, expertise, innovation, inquisitiveness, intellect, mental agility, resilience, self-concept, and tact.GPA-ALE2-2.5

  • GPA-ALE2-3.

    Students will analyze elements to become a better communicator.GPA-ALE2-3

    1. 1.

      Compare verbal and nonverbal means of communication.GPA-ALE2-3.1

    2. 2.

      Identify the steps of effective communication.GPA-ALE2-3.2

    3. 3.

      Relate how the process of listening is essential to good communication.GPA-ALE2-3.3

    4. 4.

      Distinguish among the types of listening.GPA-ALE2-3.4

    5. 5.

      Identify barriers that prevent effective listening.GPA-ALE2-3.5

    6. 6.

      Explain the types of roles individuals play in a group.GPA-ALE2-3.6

    7. 7.

      Define and properly use the following keywords: barrier, channel, feedback, hearing, listening, mixed messages, noise, nonverbal receiver, and verbal.GPA-ALE2-3.7

  • GPA-ALE2-4.

    Students will demonstrate ways to improve writing skills. (Becoming a Better Writer)GPA-ALE2-4

    1. 1.

      Identify various reasons for writing.GPA-ALE2-4.1

    2. 2.

      Distinguish among the principles of good writing.GPA-ALE2-4.2

    3. 3.

      Confirm the basics of writing.GPA-ALE2-4.3

    4. 4.

      Explore the common pitfalls and mistakes in writing.GPA-ALE2-4.4

    5. 5.

      Define and properly use the following keywords: active voice, bibliography, body, conjunction, conclusion, entice, fragment, information cards, introduction, passive voice, plagiarism, predicate, source cards, subject, thesis statement.GPA-ALE2-4.5

  • GPA-ALE2-5.

    Students will explore and identify strategies to deliver a speech. (Deliver a personally written speech)GPA-ALE2-5

    1. 1.

      Compare the various types of speeches.GPA-ALE2-5.1

    2. 2.

      Analyze the purpose and audience for a speech.GPA-ALE2-5.2

    3. 3.

      Relate the elements of effective writing to speech writing.GPA-ALE2-5.3

    4. 4.

      Develop coping strategies for stressful speaking situations.GPA-ALE2-5.4

    5. 5.

      Identify ways to improve speaking skills.GPA-ALE2-5.5

    6. 6.

      Define and properly use the following keywords: articulate, commemorate, constructive criticism, coping, demographics, eye contact, impromptu, modulation, persuasive.GPA-ALE2-5.6

  • GPA-ALE2-6.

    Students will explore career considerations for personal interests and aptitudes in a career path.GPA-ALE2-6

    1. 1.

      Distinguish between a job and a career.GPA-ALE2-6.1

    2. 2.

      Examine the various types of jobs that interest students.GPA-ALE2-6.2

    3. 3.

      Explore various career pathways.GPA-ALE2-6.3

    4. 4.

      Associate personal interests and aptitudes to identify a career path.GPA-ALE2-6.4

    5. 5.

      Examine career opportunities provided by the U.S. Military.GPA-ALE2-6.5

    6. 6.

      Distinguish between various post-secondary education options.GPA-ALE2-6.6

    7. 7.

      Define and properly use the following keywords: apprenticeship, career, Career Cluster, Career Pathway, Cooperative Education, job.GPA-ALE2-6.7

  • GPA-ALE2-7.

    Students will determine ethical concepts and affects leadership.GPA-ALE2-7

    1. 1.

      Relate ethics to personal standards.GPA-ALE2-7.1

    2. 2.

      Examine how ethical qualities affect leadership.GPA-ALE2-7.2

    3. 3.

      Explore the types of values.GPA-ALE2-7.3

    4. 4.

      Compare the core values of the U.S. Military Services.GPA-ALE2-7.4

    5. 5.

      Define and properly use the following keywords: conscience, ethics, integrity, moral, philosophy, psychology, prudent, value system.GPA-ALE2-7.5

  • GPA-ALE2-8.

    Students will apply an appreciation of team member qualities.GPA-ALE2-8

    1. 1.

      Describe the characteristics of individual responsibility, followership, and teamwork.GPA-ALE2-8.1

    2. 2.

      Describe the responsibilities of a team leader and the leadership factors that affect teamwork.GPA-ALE2-8.2

    3. 3.

      Describe the three stages of team building.GPA-ALE2-8.3

    4. 4.

      Define and properly use the following keywords: constructive criticism, cooperate, cultivate, selfreliance.GPA-ALE2-8.4

  • GPA-ALE2-9.

    Students will identify attributes of drill leader skills and responsibilities.GPA-ALE2-9

    1. 1.

      Describe the preparation a drill leader takes before a drill.GPA-ALE2-9.1

    2. 2.

      Identify five attributes of a capable drill leader.GPA-ALE2-9.2

    3. 3.

      Identify the types of drill commands.GPA-ALE2-9.3

    4. 4.

      Define and properly use the following keywords: command of execution, command voice, preparation, procedure.GPA-ALE2-9.4

  • GPA-ALE2-10.

    Students will identify attributes of squad leader skills and responsibilities. (Taking Charge; Leadership Responsibilities)GPA-ALE2-10

    1. 1.

      Describe the duties and responsibilities of the team and squad leader positions within a platoon.GPA-ALE2-10.1

    2. 2.

      Explain the four steps leaders should use when assuming a new leadership position.GPA-ALE2-10.2

    3. 3.

      Demonstrate the responsibilities of a team leader and squad leader.GPA-ALE2-10.3

    4. 4.

      Define key words: implement, observe, plan.GPA-ALE2-10.4

    5. 5.

      Identify ways to prepare for an emergency situation.GPA-ALE2-10.5

    6. 6.

      Describe universal precautions.GPA-ALE2-10.6

    7. 7.

      Explain the four emergency guidelines.GPA-ALE2-10.7

    8. 8.

      Explain the sequence for evaluating an injured person.GPA-ALE2-10.8

    9. 9.

      Define and properly use the following keywords: conscious, contaminated, first aid, fracture, Good Samaritan Laws, immobilize, paralysis, persistent, shock, and universal precautions.GPA-ALE2-10.9

  • GPA-ALE2-11.

    Students will explain and demonstrate proper first aid emergency treatments.GPA-ALE2-11

    1. 1.

      Identify ways to prepare for an emergency situation.GPA-ALE2-11.1

    2. 2.

      Describe universal precautions.GPA-ALE2-11.2

    3. 3.

      Explain the four emergency guidelines.GPA-ALE2-11.3

    4. 4.

      Explain the sequence for evaluating an injured person.GPA-ALE2-11.4

    5. 5.

      Define and properly use the following keywords: conscious, contaminated, first aid, fracture, Good Samaritan Law, immobilize, paralysis, persistent, shock, universal precautions.GPA-ALE2-11.5

  • GPA-ALE2-12.

    Students will develop and apply first aid for common injuries.GPA-ALE2-12

    1. 1.

      Determine how to treat minor cuts.GPA-ALE2-12.1

    2. 2.

      Describe how to treat and prevent insect bites.GPA-ALE2-12.2

    3. 3.

      Describe how to treat animal bites.GPA-ALE2-12.3

    4. 4.

      Describe how to treat minor burns.GPA-ALE2-12.4

    5. 5.

      Define and properly use the following keywords: allergic, antibiotic, hydrogen peroxide, ligament, rabies.GPA-ALE2-12.5

  • GPA-ALE2-13.

    Students will develop a plan for severe emergencies.GPA-ALE2-13

    1. 1.

      Identify the symptoms of choking, sever bleeding, heart attack, stroke, and shock.GPA-ALE2-13.1

    2. 2.

      Describe first aid for choking.GPA-ALE2-13.2

    3. 3.

      Describe first aid for severe bleeding.GPA-ALE2-13.3

    4. 4.

      Define and properly use the following keywords: automatic external defibrillator, cardiac arrest, cardiopulmonary resuscitation, circulatory system, stroke.GPA-ALE2-13.4

  • GPA-ALE2-14.

    COMPETENCY: To relate drill competencies to life skills.GPA-ALE2-14

    1. 1.

      Describe three types of bullying.GPA-ALE2-14.1

    2. 2.

      Explain how cyberbullying is different from other types of bullying.GPA-ALE2-14.2

    3. 3.

      Identify risk factors for bullying.GPA-ALE2-14.3

    4. 4.

      Define and properly use the following keywords: cyberbullying, extort, and intimidate.GPA-ALE2-14.4

  • GPA-ALE2-15.

    Students will identify and create methods to prevent violence.GPA-ALE2-15

    1. 1.

      Examine the problem of violence in our society.GPA-ALE2-15.1

    2. 2.

      Identify ways to prevent violence in schools.GPA-ALE2-15.2

    3. 3.

      Identify risk factors for teen violence.GPA-ALE2-15.3

    4. 4.

      Define and properly use the following keywords: antisocial, gang, retaliate, and zero tolerance.GPA-ALE2-15.4

  • GPA-ALE2-16.

    Students will determine goals and perform the Cadet Challenge.GPA-ALE2-16

    1. 1.

      Identify the five Cadet Challenge exercises.GPA-ALE2-16.1

    2. 2.

      Describe the proper techniques for the Cadet Challenge exercise.GPA-ALE2-16.2

    3. 3.

      Distinguish the various physical fitness awards categories.GPA-ALE2-16.3

    4. 4.

      Determine personal Cadet Challenge goals.GPA-ALE2-16.4

    5. 5.

      Define and properly use the following keywords: cadet challenge, curl-ups, flexed arm hang, pull ups, right angle push-up, shuttle run, and V-sit reach.GPA-ALE2-16.5

  • GPA-ALE2-17.

    Students will demonstrate the benefits of physical fitness.GPA-ALE2-17

    1. 1.

      Identify the benefits of exercise.GPA-ALE2-17.1

    2. 2.

      Describe ways to increase personal fitness levels.GPA-ALE2-17.2

    3. 3.

      Examine methods for increasing aerobic capacity, strength, and endurance, and flexibility.GPA-ALE2-17.3

    4. 4.

      Create a plan to set and achieve personal fitness goals.GPA-ALE2-17.4

    5. 5.

      Define and properly use the following keywords: aerobic exercise, anaerobic exercise, crosstraining, metabolism, muscle strength, muscle endurance, and physical fitness.GPA-ALE2-17.5

  • GPA-ALE2-18.

    Students will apply nutrition and food choices to create healthy living habits.GPA-ALE2-18

    1. 1.

      Identify common influences on food choices.GPA-ALE2-18.1

    2. 2.

      Describe how the body uses the six types of nutrients.GPA-ALE2-18.2

    3. 3.

      Explain how substances added to foods, such as fats, sugars, and sodium, can impact personal health.GPA-ALE2-18.3

    4. 4.

      Explain how to read food labels.GPA-ALE2-18.4

    5. 5.

      Define and properly use the following keywords: appetite, calories, carbohydrates, cholesterol, electrolytes, essential amino acids, hunger, hydration, legumes, nutrients.GPA-ALE2-18.5

  • GPA-ALE2-19.

    Students will develop strategies to better understand body image.GPA-ALE2-19

    1. 1.

      Define body image.GPA-ALE2-19.1

    2. 2.

      Describe how to measure body composition.GPA-ALE2-19.2

    3. 3.

      Compare the factors that influence overweight and underweight people.GPA-ALE2-19.3

    4. 4.

      Explain how to balance exercise and calories for an appropriate weight.GPA-ALE2-19.4

    5. 5.

      Define and properly use the following keywords: anorexia nervosa, Basal Metabolic Rate, body composition, body image, body mass index, bulimia nervosa, empty calories, endocrine system, fasting, obsession.GPA-ALE2-19.5

  • GPA-ALE2-20.

    Students will create and evaluate types of a service-learning project.GPA-ALE2-20

    1. 1.

      Describe a service-learning experience using the four-quadrant model.GPA-ALE2-20.1

    2. 2.

      Identify the three stages of the after-action review.GPA-ALE2-20.2

    3. 3.

      Identify three types of service.GPA-ALE2-20.3

    4. 4.

      Define and properly use the following keywords: advocacy service, after action review, analysis, direct service, indirect service, integration, observation, placement, project.GPA-ALE2-20.4

  • GPA-ALE2-21.

    Students will describe and demonstrate the American government.GPA-ALE2-21

    1. 1.

      Explain the need for government.GPA-ALE2-21.1

    2. 2.

      Identify the principles of American democracy.GPA-ALE2-21.2

    3. 3.

      Explain how the U.S. Constitution provides the basis for our government.GPA-ALE2-21.3

    4. 4.

      Compare the roles of the executive, legislative, and judicial branches of government.GPA-ALE2-21.4

    5. 5.

      Define and properly use the following keywords: amendments, articles, constitution, direct democracy, federal government, government, preamble, representative democracy.GPA-ALE2-21.5

  • GPA-ALE2-22.

    Students will compare and explain the rights of U.S. citizens.GPA-ALE2-22

    1. 1.

      Explain how a person becomes a U.S. citizen.GPA-ALE2-22.1

    2. 2.

      Compare the rights of U.S. citizens to the rights of legal and illegal immigrants.GPA-ALE2-22.2

    3. 3.

      Identify the amendments in the Bill of Rights.GPA-ALE2-22.3

    4. 4.

      Define and properly use the following keywords: asylum, double jeopardy, due process, eminent domain, extracurricular, forfeited, green card, immigrant, indictment, libel, naturalization.GPA-ALE2-22.4

Army Leadership Education - 2 Bravo (28.0322)

  • GPA-ALE2-1.

    Demonstrate employability skills required by business and industry.GPA-ALE2-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE2-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE2-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE2-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE2-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE2-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE2-1.6

  • GPA-ALE2-2.

    Students will describe and analyze leadership attributes.GPA-ALE2-2

    1. 1.

      Describe the leadership attribute of character.GPA-ALE2-2.1

    2. 2.

      Describe the leadership attribute of presence.GPA-ALE2-2.2

    3. 3.

      Describe the leadership attribute of intellect.GPA-ALE2-2.3

    4. 4.

      Analyze how character, presence, and intellect affect leadership.GPA-ALE2-2.4

    5. 5.

      Define and properly use the following keywords: ethos, expertise, innovation, inquisitiveness, intellect, mental agility, resilience, self-concept, and tact.GPA-ALE2-2.5

  • GPA-ALE2-3.

    Students will analyze elements to become a better communicator.GPA-ALE2-3

    1. 1.

      Compare verbal and nonverbal means of communication.GPA-ALE2-3.1

    2. 2.

      Identify the steps of effective communication.GPA-ALE2-3.2

    3. 3.

      Relate how the process of listening is essential to good communication.GPA-ALE2-3.3

    4. 4.

      Distinguish among the types of listening.GPA-ALE2-3.4

    5. 5.

      Identify barriers that prevent effective listening.GPA-ALE2-3.5

    6. 6.

      Explain the types of roles individuals play in a group.GPA-ALE2-3.6

    7. 7.

      Define and properly use the following keywords: barrier, channel, feedback, hearing, listening, mixed messages, noise, nonverbal receiver, and verbal.GPA-ALE2-3.7

  • GPA-ALE2-4.

    Students will demonstrate ways to improve writing skills. (Becoming a Better Writer)GPA-ALE2-4

    1. 1.

      Identify various reasons for writing.GPA-ALE2-4.1

    2. 2.

      Distinguish among the principles of good writing.GPA-ALE2-4.2

    3. 3.

      Confirm the basics of writing.GPA-ALE2-4.3

    4. 4.

      Explore the common pitfalls and mistakes in writing.GPA-ALE2-4.4

    5. 5.

      Define and properly use the following keywords: active voice, bibliography, body, conjunction, conclusion, entice, fragment, information cards, introduction, passive voice, plagiarism, predicate, source cards, subject, thesis statement.GPA-ALE2-4.5

  • GPA-ALE2-5.

    Students will explore and identify strategies to deliver a speech. (Deliver a personally written speech)GPA-ALE2-5

    1. 1.

      Compare the various types of speeches.GPA-ALE2-5.1

    2. 2.

      Analyze the purpose and audience for a speech.GPA-ALE2-5.2

    3. 3.

      Relate the elements of effective writing to speech writing.GPA-ALE2-5.3

    4. 4.

      Develop coping strategies for stressful speaking situations.GPA-ALE2-5.4

    5. 5.

      Identify ways to improve speaking skills.GPA-ALE2-5.5

    6. 6.

      Define and properly use the following keywords: articulate, commemorate, constructive criticism, coping, demographics, eye contact, impromptu, modulation, persuasive.GPA-ALE2-5.6

  • GPA-ALE2-6.

    Students will explore career considerations for personal interests and aptitudes in a career path.GPA-ALE2-6

    1. 1.

      Distinguish between a job and a career.GPA-ALE2-6.1

    2. 2.

      Examine the various types of jobs that interest students.GPA-ALE2-6.2

    3. 3.

      Explore various career pathways.GPA-ALE2-6.3

    4. 4.

      Associate personal interests and aptitudes to identify a career path.GPA-ALE2-6.4

    5. 5.

      Examine career opportunities provided by the U.S. Military.GPA-ALE2-6.5

    6. 6.

      Distinguish between various post-secondary education options.GPA-ALE2-6.6

    7. 7.

      Define and properly use the following keywords: apprenticeship, career, Career Cluster, Career Pathway, Cooperative Education, job.GPA-ALE2-6.7

  • GPA-ALE2-7.

    Students will determine ethical concepts and affects leadership.GPA-ALE2-7

    1. 1.

      Relate ethics to personal standards.GPA-ALE2-7.1

    2. 2.

      Examine how ethical qualities affect leadership.GPA-ALE2-7.2

    3. 3.

      Explore the types of values.GPA-ALE2-7.3

    4. 4.

      Compare the core values of the U.S. Military Services.GPA-ALE2-7.4

    5. 5.

      Define and properly use the following keywords: conscience, ethics, integrity, moral, philosophy, psychology, prudent, value system.GPA-ALE2-7.5

  • GPA-ALE2-8.

    Students will apply an appreciation of team member qualities.GPA-ALE2-8

    1. 1.

      Describe the characteristics of individual responsibility, followership, and teamwork.GPA-ALE2-8.1

    2. 2.

      Describe the responsibilities of a team leader and the leadership factors that affect teamwork.GPA-ALE2-8.2

    3. 3.

      Describe the three stages of team building.GPA-ALE2-8.3

    4. 4.

      Define and properly use the following keywords: constructive criticism, cooperate, cultivate, self-reliance.GPA-ALE2-8.4

  • GPA-ALE2-9.

    Students will identify attributes of drill leader skills and responsibilities.GPA-ALE2-9

    1. 1.

      Describe the preparation a drill leader takes before a drill.GPA-ALE2-9.1

    2. 2.

      Identify five attributes of a capable drill leader.GPA-ALE2-9.2

    3. 3.

      Identify the types of drill commands.GPA-ALE2-9.3

    4. 4.

      Define and properly use the following keywords: command of execution, command voice, preparation, procedure.GPA-ALE2-9.4

  • GPA-ALE2-10.

    Students will identify attributes of squad leader skills and responsibilities. (Taking Charge; Leadership Responsibilities)GPA-ALE2-10

    1. 1.

      Describe the duties and responsibilities of the team and squad leader positions within a platoon.GPA-ALE2-10.1

    2. 2.

      Explain the four steps leaders should use when assuming a new leadership position.GPA-ALE2-10.2

    3. 3.

      Demonstrate the responsibilities of a team leader and squad leader.GPA-ALE2-10.3

    4. 4.

      Define key words: implement, observe, plan.GPA-ALE2-10.4

    5. 5.

      Identify ways to prepare for an emergency situation.GPA-ALE2-10.5

    6. 6.

      Describe universal precautions.GPA-ALE2-10.6

    7. 7.

      Explain the four emergency guidelines.GPA-ALE2-10.7

    8. 8.

      Explain the sequence for evaluating an injured person.GPA-ALE2-10.8

    9. 9.

      Define and properly use the following keywords: conscious, contaminated, first aid, fracture, Good Samaritan Laws, immobilize, paralysis, persistent, shock, and universal precautions.GPA-ALE2-10.9

  • GPA-ALE2-11.

    Students will explain and demonstrate proper first aid emergency treatments.GPA-ALE2-11

    1. 1.

      Identify ways to prepare for an emergency situation.GPA-ALE2-11.1

    2. 2.

      Describe universal precautions.GPA-ALE2-11.2

    3. 3.

      Explain the four emergency guidelines.GPA-ALE2-11.3

    4. 4.

      Explain the sequence for evaluating an injured person.GPA-ALE2-11.4

    5. 5.

      Define and properly use the following keywords: conscious, contaminated, first aid, fracture, Good Samaritan Law, immobilize, paralysis, persistent, shock, universal precautions.GPA-ALE2-11.5

  • GPA-ALE2-12.

    Students will develop and apply first aid for common injuries.GPA-ALE2-12

    1. 1.

      Determine how to treat minor cuts.GPA-ALE2-12.1

    2. 2.

      Describe how to treat and prevent insect bites.GPA-ALE2-12.2

    3. 3.

      Describe how to treat animal bites.GPA-ALE2-12.3

    4. 4.

      Describe how to treat minor burns.GPA-ALE2-12.4

    5. 5.

      Define and properly use the following keywords: allergic, antibiotic, hydrogen peroxide, ligament, rabies.GPA-ALE2-12.5

  • GPA-ALE2-13.

    Students will develop a plan for severe emergencies.GPA-ALE2-13

    1. 1.

      Identify the symptoms of choking, sever bleeding, heart attack, stroke, and shock.GPA-ALE2-13.1

    2. 2.

      Describe first aid for choking.GPA-ALE2-13.2

    3. 3.

      Describe first aid for severe bleeding.GPA-ALE2-13.3

    4. 4.

      Define and properly use the following keywords: automatic external defibrillator, cardiac arrest, cardiopulmonary resuscitation, circulatory system, stroke.GPA-ALE2-13.4

  • GPA-ALE2-14.

    COMPETENCY: To relate drill competencies to life skills.GPA-ALE2-14

    1. 1.

      Describe three types of bullying.GPA-ALE2-14.1

    2. 2.

      Explain how cyberbullying is different from other types of bullying.GPA-ALE2-14.2

    3. 3.

      Identify risk factors for bullying.GPA-ALE2-14.3

    4. 4.

      Define and properly use the following keywords: cyberbullying, extort, and intimidate.GPA-ALE2-14.4

  • GPA-ALE2-15.

    Students will identify and create methods to prevent violence.GPA-ALE2-15

    1. 1.

      Examine the problem of violence in our society.GPA-ALE2-15.1

    2. 2.

      Identify ways to prevent violence in schools.GPA-ALE2-15.2

    3. 3.

      Identify risk factors for teen violence.GPA-ALE2-15.3

    4. 4.

      Define and properly use the following keywords: antisocial, gang, retaliate, and zero tolerance.GPA-ALE2-15.4

  • GPA-ALE2-16.

    Students will determine goals and perform the Cadet Challenge.GPA-ALE2-16

    1. 1.

      Identify the five Cadet Challenge exercises.GPA-ALE2-16.1

    2. 2.

      Describe the proper techniques for the Cadet Challenge exercise.GPA-ALE2-16.2

    3. 3.

      Distinguish the various physical fitness awards categories.GPA-ALE2-16.3

    4. 4.

      Determine personal Cadet Challenge goals.GPA-ALE2-16.4

    5. 5.

      Define and properly use the following keywords: cadet challenge, curl-ups, flexed arm hang, pull ups, right angle push-up, shuttle run, and V-sit reach.GPA-ALE2-16.5

  • GPA-ALE2-17.

    Students will demonstrate the benefits of physical fitness.GPA-ALE2-17

    1. 1.

      Identify the benefits of exercise.GPA-ALE2-17.1

    2. 2.

      Describe ways to increase personal fitness levels.GPA-ALE2-17.2

    3. 3.

      Examine methods for increasing aerobic capacity, strength, and endurance, and flexibility.GPA-ALE2-17.3

    4. 4.

      Create a plan to set and achieve personal fitness goals.GPA-ALE2-17.4

    5. 5.

      Define and properly use the following keywords: aerobic exercise, anaerobic exercise, crosstraining, metabolism, muscle strength, muscle endurance, and physical fitness.GPA-ALE2-17.5

  • GPA-ALE2-18.

    Students will apply nutrition and food choices to create healthy living habits.GPA-ALE2-18

    1. 1.

      Identify common influences on food choices.GPA-ALE2-18.1

    2. 2.

      Describe how the body uses the six types of nutrients.GPA-ALE2-18.2

    3. 3.

      Explain how substances added to foods, such as fats, sugars, and sodium, can impact personal health.GPA-ALE2-18.3

    4. 4.

      Explain how to read food labels.GPA-ALE2-18.4

    5. 5.

      Define and properly use the following keywords: appetite, calories, carbohydrates, cholesterol, electrolytes, essential amino acids, hunger, hydration, legumes, nutrients.GPA-ALE2-18.5

  • GPA-ALE2-19.

    Students will develop strategies to better understand body image.GPA-ALE2-19

    1. 1.

      Define body image.GPA-ALE2-19.1

    2. 2.

      Describe how to measure body composition.GPA-ALE2-19.2

    3. 3.

      Compare the factors that influence overweight and underweight people.GPA-ALE2-19.3

    4. 4.

      Explain how to balance exercise and calories for an appropriate weight.GPA-ALE2-19.4

    5. 5.

      Define and properly use the following keywords: anorexia nervosa, Basal Metabolic Rate, body composition, body image, body mass index, bulimia nervosa, empty calories, endocrine system, fasting, obsession.GPA-ALE2-19.5

  • GPA-ALE2-20.

    Students will create and evaluate types of a service-learning project.GPA-ALE2-20

    1. 1.

      Describe a service-learning experience using the four-quadrant model.GPA-ALE2-20.1

    2. 2.

      Identify the three stages of the after-action review.GPA-ALE2-20.2

    3. 3.

      Identify three types of service.GPA-ALE2-20.3

    4. 4.

      Define and properly use the following keywords: advocacy service, after action review, analysis, direct service, indirect service, integration, observation, placement, project.GPA-ALE2-20.4

  • GPA-ALE2-21.

    Students will describe and demonstrate the American government.GPA-ALE2-21

    1. 1.

      Explain the need for government.GPA-ALE2-21.1

    2. 2.

      Identify the principles of American democracy.GPA-ALE2-21.2

    3. 3.

      Explain how the U.S. Constitution provides the basis for our government.GPA-ALE2-21.3

    4. 4.

      Compare the roles of the executive, legislative, and judicial branches of government.GPA-ALE2-21.4

    5. 5.

      Define and properly use the following keywords: amendments, articles, constitution, direct democracy, federal government, government, preamble, representative democracy.GPA-ALE2-21.5

  • GPA-ALE2-22.

    Students will compare and explain the rights of U.S. citizens.GPA-ALE2-22

    1. 1.

      Explain how a person becomes a U.S. citizen.GPA-ALE2-22.1

    2. 2.

      Compare the rights of U.S. citizens to the rights of legal and illegal immigrants.GPA-ALE2-22.2

    3. 3.

      Identify the amendments in the Bill of Rights.GPA-ALE2-22.3

    4. 4.

      Define and properly use the following keywords: asylum, double jeopardy, due process, eminent domain, extracurricular, forfeited, green card, immigrant, indictment, libel, naturalization.GPA-ALE2-22.4

Army Leadership Education - 3 (28.033)

  • GPA-ALE3-1.

    Demonstrate employability skills required by business and industry.GPA-ALE3-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE3-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE3-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE3-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE3-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE3-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE3-1.6

  • GPA-ALE3-2.

    Students will describe and analyze command and staff leadership roles.GPA-ALE3-2

    1. 1.

      Examine common JROTC battalion command and staff structure.GPA-ALE3-2.1

    2. 2.

      Describe typical functions of a battalion commander and staff.GPA-ALE3-2.2

    3. 3.

      Define and properly use the following keywords: command channels, coordinating staff, logistics, personal staff, staff channels.GPA-ALE3-2.3

  • GPA-ALE3-3.

    Students will analyze elements required when leading a meeting.GPA-ALE3-3

    1. 1.

      Describe how to plan for a meeting.GPA-ALE3-3.1

    2. 2.

      Explain the general rules for leading and participating in effective meetings.GPA-ALE3-3.2

    3. 3.

      Define and properly use the following keywords: agenda, minutes.GPA-ALE3-3.3

  • GPA-ALE3-4.

    Students will demonstrate decision making needed in planning projects.GPA-ALE3-4

    1. 1.

      Describe the seven-step decision-making process for projects/missions.GPA-ALE3-4.1

    2. 2.

      Identify command and staff roles in the planning/decision-making process.GPA-ALE3-4.2

    3. 3.

      Identify and properly use the following keywords: Memorandum of Instruction, standard operating procedures.GPA-ALE3-4.3

  • GPA-ALE3-5.

    Students will explore and outline a continuous improvement plan.GPA-ALE3-5

    1. 1.

      Identify battalion problem areas in need of improvement.GPA-ALE3-5.1

    2. 2.

      Establish goals that facilitate continuous improvement.GPA-ALE3-5.2

    3. 3.

      Outline milestones for progress toward battalion goals.GPA-ALE3-5.3

    4. 4.

      Document progress toward the goal.GPA-ALE3-5.4

    5. 5.

      Revise personal improvement plans based on the results of an evaluation.GPA-ALE3-5.5

    6. 6.

      Define and properly use the following keywords: accreditation, collaboration, continuous improvement, incremental, mitigate.GPA-ALE3-5.6

  • GPA-ALE3-6.

    Students will explore management skills.GPA-ALE3-6

    1. 1.

      Explain how the five management skills contribute to preparation and execution of projects.GPA-ALE3-6.1

    2. 2.

      Compare management skills to leadership skills.GPA-ALE3-6.2

    3. 3.

      Explain how time management strategies can improve effectiveness.GPA-ALE3-6.3

  • GPA-ALE3-7.

    Students will identify and explain key elements of supervision.GPA-ALE3-7

    1. 1.

      Identify the roles of a supervisor.GPA-ALE3-7.1

    2. 2.

      Explain how supervisors can improve team and individual performance.GPA-ALE3-7.2

    3. 3.

      Describe examples of effective supervisory skills.GPA-ALE3-7.3

    4. 4.

      Define and properly use the following keywords: group cohesion, remediating.GPA-ALE3-7.4

  • GPA-ALE3-8.

    Students will create and apply a post-secondary action plan.GPA-ALE3-8

    1. 1.

      Explore various post-secondary options that support career goals.GPA-ALE3-8.1

    2. 2.

      Determine the admission process for post-secondary institutions.GPA-ALE3-8.2

    3. 3.

      Explore ways to finance post-secondary education.GPA-ALE3-8.3

    4. 4.

      Relate how the military can help students meet career goals.GPA-ALE3-8.4

    5. 5.

      Assess the personal and community benefits of AmeriCorps.GPA-ALE3-8.5

  • GPA-ALE3-9.

    Students will identify attributes of personal planning and management.GPA-ALE3-9

    1. 1.

      Analyze the importance of time management.GPA-ALE3-9.1

    2. 2.

      Identify strategies for overcoming procrastination.GPA-ALE3-9.2

    3. 3.

      Explore time management strategies.GPA-ALE3-9.3

    4. 4.

      Explore methods for managing current and future schedules.GPA-ALE3-9.4

    5. 5.

      Define and properly use the following keywords: habitual, internship, multitasking, prioritize, time management.GPA-ALE3-9.5

  • GPA-ALE3-10.

    Students will identify the importance of career portfolios and interviews.GPA-ALE3-10

    1. 1.

      Explain the importance of developing and maintaining a career portfolio.GPA-ALE3-10.1

    2. 2.

      Determine what types of documents and artifacts represent personal achievements and goals.GPA-ALE3-10.2

    3. 3.

      Develop resume to showcase skills and abilities.GPA-ALE3-10.3

    4. 4.

      Analyze aspects of interviewing.GPA-ALE3-10.4

  • GPA-ALE3-11.

    Students will explain and demonstrate the responsibilities of a platoon leader.GPA-ALE3-11

    1. 1.

      Describe the duties and responsibilities of the different leadership positions within a platoon.GPA-ALE3-11.1

    2. 2.

      Identify the responsibilities of a platoon sergeant and platoon leader.GPA-ALE3-11.2

    3. 3.

      Define and properly use the following keywords: correction, supervise.GPA-ALE3-11.3

  • GPA-ALE3-12.

    Students will develop and execute platoon drills.GPA-ALE3-12

    1. 1.

      Describe the correct response to the command for forming and marching the platoon.GPA-ALE3-12.1

    2. 2.

      Compare platoon drills and squad drills.GPA-ALE3-12.2

    3. 3.

      March drill command to platoon formations.GPA-ALE3-12.3

    4. 4.

      Define and properly use the following keywords: cover, formations, interval.GPA-ALE3-12.4

  • GPA-ALE3-13.

    Students will identify and analyze aspects of prejudice.GPA-ALE3-13

    1. 1.

      Identify common stereotypes in our culture.GPA-ALE3-13.1

    2. 2.

      Explain how stereotypes relate to prejudice.GPA-ALE3-13.2

    3. 3.

      Describe way prejudice affects behavior.GPA-ALE3-13.3

    4. 4.

      Analyze the causes of prejudice and discrimination.GPA-ALE3-13.4

  • GPA-ALE3-14.

    Students will identify situations and explain ways of negotiating.GPA-ALE3-14

    1. 1.

      Explain the relationship between conflict and negotiation.GPA-ALE3-14.1

    2. 2.

      Identify common reason negotiations fail.GPA-ALE3-14.2

    3. 3.

      Identify common reasons negotiations fail.GPA-ALE3-14.3

    4. 4.

      Describe the components of negotiations.GPA-ALE3-14.4

  • GPA-ALE3-15.

    Students will identify the effects of substance abuse.GPA-ALE3-15

    1. 1.

      Recognize the difference between drug use, misuse, and abuse.GPA-ALE3-15.1

    2. 2.

      Explain how substance abuse develops.GPA-ALE3-15.2

    3. 3.

      Describe the effects of substance abuse.GPA-ALE3-15.3

    4. 4.

      Define and properly use the following keywords: addict.GPA-ALE3-15.4

  • GPA-ALE3-16.

    Students will examine the hazards and dangers of drugs.GPA-ALE3-16

    1. 1.

      Examine how psychoactive drugs affect student's brains.GPA-ALE3-16.1

    2. 2.

      Describe the health dangers of commonly abused drugs.GPA-ALE3-16.2

    3. 3.

      Explain why drugs addiction is associated with criminal activity.GPA-ALE3-16.3

    4. 4.

      Describe the hazards of performance-enhancing drugs.GPA-ALE3-16.4

    5. 5.

      Identify benefits of living drug-free.GPA-ALE3-16.5

    6. 6.

      Define and properly use the following keywords: anabolic steroids, compulsive, detoxification, hallucinogens, hypothermia, inhalants, intravenous, narcotics, narcolepsy, paranoia.GPA-ALE3-16.6

  • GPA-ALE3-17.

    Students will examine the hazards and dangers of alcohol and tobacco.GPA-ALE3-17

    1. 1.

      Explain how media influences the use of alcohol and tobacco.GPA-ALE3-17.1

    2. 2.

      Describe the health hazards of alcohol abuse.GPA-ALE3-17.2

    3. 3.

      Describe the health hazards of tobacco use.GPA-ALE3-17.3

    4. 4.

      Identify reasons to refuse alcohol and tobacco.GPA-ALE3-17.4

  • GPA-ALE3-18.

    Students will explain how decisions may impact substance abuse.GPA-ALE3-18

    1. 1.

      Explain how substance abuse is related to what people consider normal behavior.GPA-ALE3-18.1

    2. 2.

      Describe strategies for handling pressure to use alcohol, drugs, or tobacco.GPA-ALE3-18.2

    3. 3.

      Explain how to help someone who is a substance abuser.GPA-ALE3-18.3

    4. 4.

      Define and properly use the following keywords: intervention, normal.GPA-ALE3-18.4

  • GPA-ALE3-19.

    Students will develop strategies for planning service learning.GPA-ALE3-19

    1. 1.

      Assess the role of teamwork in completing service-learning project.GPA-ALE3-19.1

    2. 2.

      Develop a service-learning project schedule.GPA-ALE3-19.2

    3. 3.

      Associate the roles and responsibilities of service-learning teams, recorder, timekeeper, facilitator, reporter, and debrief.GPA-ALE3-19.3

  • GPA-ALE3-20.

    Students will create and evaluate civic duties and responsibilities.GPA-ALE3-20

    1. 1.

      Describe the legal duties of U.S. citizens.GPA-ALE3-20.1

    2. 2.

      Describe the voluntary responsibilities of citizens.GPA-ALE3-20.2

    3. 3.

      Explain the value of community involvement in building a strong nation.GPA-ALE3-20.3

    4. 4.

      Define and properly use the following keywords: civic, civil disobedience, community, felony, mandatory, selective service, tolerance.GPA-ALE3-20.4

Army Leadership Education - 3 Alpha (28.0331)

  • GPA-ALE3-1.

    Demonstrate employability skills required by business and industry.GPA-ALE3-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE3-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE3-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE3-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE3-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE3-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE3-1.6

  • GPA-ALE3-3.

    Students will analyze elements required when leading a meeting.GPA-ALE3-3

    1. 1.

      Describe how to plan for a meeting.GPA-ALE3-3.1

    2. 2.

      Explain the general rules for leading and participating in effective meetings.GPA-ALE3-3.2

    3. 3.

      Define and properly use the following keywords: agenda, minutes.GPA-ALE3-3.3

  • GPA-ALE3-2.

    Students will describe and analyze command and staff leadership roles.GPA-ALE3-2

    1. 1.

      Examine common JROTC battalion command and staff structure.GPA-ALE3-2.1

    2. 2.

      Describe typical functions of a battalion commander and staff.GPA-ALE3-2.2

    3. 3.

      Define and properly use the following keywords: command channels, coordinating staff, logistics, personal staff, staff channels.GPA-ALE3-2.3

  • GPA-ALE3-4.

    Students will demonstrate decision making needed in planning projects.GPA-ALE3-4

    1. 1.

      Describe the seven-step decision-making process for projects/missions.GPA-ALE3-4.1

    2. 2.

      Identify command and staff roles in the planning/decision-making process.GPA-ALE3-4.2

    3. 3.

      Identify and properly use the following keywords: Memorandum of Instruction, standard operating procedures.GPA-ALE3-4.3

  • GPA-ALE3-5.

    Students will explore and outline a continuous improvement plan.GPA-ALE3-5

    1. 1.

      Identify battalion problem areas in need of improvement.GPA-ALE3-5.1

    2. 2.

      Establish goals that facilitate continuous improvement.GPA-ALE3-5.2

    3. 3.

      Outline milestones for progress toward battalion goals.GPA-ALE3-5.3

    4. 4.

      Document progress toward the goal.GPA-ALE3-5.4

    5. 5.

      Revise personal improvement plans based on the results of an evaluation.GPA-ALE3-5.5

    6. 6.

      Define and properly use the following keywords: accreditation, collaboration, continuous improvement, incremental, mitigate.GPA-ALE3-5.6

  • GPA-ALE3-6.

    Students will explore management skills.GPA-ALE3-6

    1. 1.

      Explain how the five management skills contribute to preparation and execution of projects.GPA-ALE3-6.1

    2. 2.

      Compare management skills to leadership skills.GPA-ALE3-6.2

    3. 3.

      Explain how time management strategies can improve effectiveness.GPA-ALE3-6.3

  • GPA-ALE3-7.

    Students will identify and explain key elements of supervision.GPA-ALE3-7

    1. 1.

      Identify the roles of a supervisor.GPA-ALE3-7.1

    2. 2.

      Explain how supervisors can improve team and individual performance.GPA-ALE3-7.2

    3. 3.

      Describe examples of effective supervisory skills.GPA-ALE3-7.3

    4. 4.

      Define and properly use the following keywords: group cohesion, remediating.GPA-ALE3-7.4

  • GPA-ALE3-8.

    Students will create and apply a post-secondary action plan.GPA-ALE3-8

    1. 1.

      Explore various post-secondary options that support career goals.GPA-ALE3-8.1

    2. 2.

      Determine the admission process for post-secondary institutions.GPA-ALE3-8.2

    3. 3.

      Explore ways to finance post-secondary education.GPA-ALE3-8.3

    4. 4.

      Relate how the military can help students meet career goals.GPA-ALE3-8.4

    5. 5.

      Assess the personal and community benefits of AmeriCorps.GPA-ALE3-8.5

  • GPA-ALE3-9.

    Students will identify attributes of personal planning and management.GPA-ALE3-9

    1. 1.

      Analyze the importance of time management.GPA-ALE3-9.1

    2. 2.

      Identify strategies for overcoming procrastination.GPA-ALE3-9.2

    3. 3.

      Explore time management strategies.GPA-ALE3-9.3

    4. 4.

      Explore methods for managing current and future schedules.GPA-ALE3-9.4

    5. 5.

      Define and properly use the following keywords: habitual, internship, multitasking, prioritize, time management.GPA-ALE3-9.5

  • GPA-ALE3-10.

    Students will identify the importance of career portfolios and interviews.GPA-ALE3-10

    1. 1.

      Explain the importance of developing and maintaining a career portfolio.GPA-ALE3-10.1

    2. 2.

      Determine what types of documents and artifacts represent personal achievements and goals.GPA-ALE3-10.2

    3. 3.

      Develop resume to showcase skills and abilities.GPA-ALE3-10.3

    4. 4.

      Analyze aspects of interviewing.GPA-ALE3-10.4

  • GPA-ALE3-11.

    Students will explain and demonstrate the responsibilities of a platoon leader.GPA-ALE3-11

    1. 1.

      Describe the duties and responsibilities of the different leadership positions within a platoon.GPA-ALE3-11.1

    2. 2.

      Identify the responsibilities of a platoon sergeant and platoon leader.GPA-ALE3-11.2

    3. 3.

      Define and properly use the following keywords: correction, supervise.GPA-ALE3-11.3

  • GPA-ALE3-12.

    Students will develop and execute platoon drills.GPA-ALE3-12

    1. 1.

      Describe the correct response to the command for forming and marching the platoon.GPA-ALE3-12.1

    2. 2.

      Compare platoon drills and squad drills.GPA-ALE3-12.2

    3. 3.

      March drill command to platoon formations.GPA-ALE3-12.3

    4. 4.

      Define and properly use the following keywords: cover, formations, interval.GPA-ALE3-12.4

  • GPA-ALE3-13.

    Students will identify and analyze aspects of prejudice.GPA-ALE3-13

    1. 1.

      Identify common stereotypes in our culture.GPA-ALE3-13.1

    2. 2.

      Explain how stereotypes relate to prejudice.GPA-ALE3-13.2

    3. 3.

      Describe way prejudice affects behavior.GPA-ALE3-13.3

    4. 4.

      Analyze the causes of prejudice and discrimination.GPA-ALE3-13.4

  • GPA-ALE3-14.

    Students will identify situations and explain ways of negotiating.GPA-ALE3-14

    1. 1.

      Explain the relationship between conflict and negotiation.GPA-ALE3-14.1

    2. 2.

      Identify common reason negotiations fail.GPA-ALE3-14.2

    3. 3.

      Identify common reasons negotiations fail.GPA-ALE3-14.3

    4. 4.

      Describe the components of negotiations.GPA-ALE3-14.4

  • GPA-ALE3-15.

    Students will identify the effects of substance abuse.GPA-ALE3-15

    1. 1.

      Recognize the difference between drug use, misuse, and abuse.GPA-ALE3-15.1

    2. 2.

      Explain how substance abuse develops.GPA-ALE3-15.2

    3. 3.

      Describe the effects of substance abuse.GPA-ALE3-15.3

    4. 4.

      Define and properly use the following keywords: addict.GPA-ALE3-15.4

  • GPA-ALE3-16.

    Students will examine the hazards and dangers of drugs.GPA-ALE3-16

    1. 1.

      Examine how psychoactive drugs affect student's brains.GPA-ALE3-16.1

    2. 2.

      Describe the health dangers of commonly abused drugs.GPA-ALE3-16.2

    3. 3.

      Explain why drugs addiction is associated with criminal activity.GPA-ALE3-16.3

    4. 4.

      Describe the hazards of performance-enhancing drugs.GPA-ALE3-16.4

    5. 5.

      Identify benefits of living drug-free.GPA-ALE3-16.5

    6. 6.

      Define and properly use the following keywords: anabolic steroids, compulsive, detoxification, hallucinogens, hypothermia, inhalants, intravenous, narcotics, narcolepsy, paranoia.GPA-ALE3-16.6

  • GPA-ALE3-17.

    Students will examine the hazards and dangers of alcohol and tobacco.GPA-ALE3-17

    1. 1.

      Explain how media influences the use of alcohol and tobacco.GPA-ALE3-17.1

    2. 2.

      Describe the health hazards of alcohol abuse.GPA-ALE3-17.2

    3. 3.

      Describe the health hazards of tobacco use.GPA-ALE3-17.3

    4. 4.

      Identify reasons to refuse alcohol and tobacco.GPA-ALE3-17.4

  • GPA-ALE3-18.

    Students will explain how decisions may impact substance abuse.GPA-ALE3-18

    1. 1.

      Explain how substance abuse is related to what people consider normal behavior.GPA-ALE3-18.1

    2. 2.

      Describe strategies for handling pressure to use alcohol, drugs, or tobacco.GPA-ALE3-18.2

    3. 3.

      Explain how to help someone who is a substance abuser.GPA-ALE3-18.3

    4. 4.

      Define and properly use the following keywords: intervention, normal.GPA-ALE3-18.4

  • GPA-ALE3-19.

    Students will develop strategies for planning service learning.GPA-ALE3-19

    1. 1.

      Assess the role of teamwork in completing service-learning project.GPA-ALE3-19.1

    2. 2.

      Develop a service-learning project schedule.GPA-ALE3-19.2

    3. 3.

      Associate the roles and responsibilities of service-learning teams, recorder, timekeeper, facilitator, reporter, and debrief.GPA-ALE3-19.3

  • GPA-ALE3-20.

    Students will create and evaluate civic duties and responsibilities.GPA-ALE3-20

    1. 1.

      Describe the legal duties of U.S. citizens.GPA-ALE3-20.1

    2. 2.

      Describe the voluntary responsibilities of citizens.GPA-ALE3-20.2

    3. 3.

      Explain the value of community involvement in building a strong nation.GPA-ALE3-20.3

    4. 4.

      Define and properly use the following keywords: civic, civil disobedience, community, felony, mandatory, selective service, tolerance.GPA-ALE3-20.4

Army Leadership Education - 3 Bravo (28.0332)

  • GPA-ALE3-1.

    Demonstrate employability skills required by business and industry.GPA-ALE3-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE3-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE3-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE3-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE3-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE3-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE3-1.6

  • GPA-ALE3-2.

    Students will describe and analyze command and staff leadership roles.GPA-ALE3-2

    1. 1.

      Examine common JROTC battalion command and staff structure.GPA-ALE3-2.1

    2. 2.

      Describe typical functions of a battalion commander and staff.GPA-ALE3-2.2

    3. 3.

      Define and properly use the following keywords: command channels, coordinating staff, logistics, personal staff, staff channels.GPA-ALE3-2.3

  • GPA-ALE3-3.

    Students will analyze elements required when leading a meeting.GPA-ALE3-3

    1. 1.

      Describe how to plan for a meeting.GPA-ALE3-3.1

    2. 2.

      Explain the general rules for leading and participating in effective meetings.GPA-ALE3-3.2

    3. 3.

      Define and properly use the following keywords: agenda, minutes.GPA-ALE3-3.3

  • GPA-ALE3-4.

    Students will demonstrate decision making needed in planning projects.GPA-ALE3-4

    1. 1.

      Describe the seven-step decision-making process for projects/missions.GPA-ALE3-4.1

    2. 2.

      Identify command and staff roles in the planning/decision-making process.GPA-ALE3-4.2

    3. 3.

      Identify and properly use the following keywords: Memorandum of Instruction, standard operating procedures.GPA-ALE3-4.3

  • GPA-ALE3-5.

    Students will explore and outline a continuous improvement plan.GPA-ALE3-5

    1. 1.

      Identify battalion problem areas in need of improvement.GPA-ALE3-5.1

    2. 2.

      Establish goals that facilitate continuous improvement.GPA-ALE3-5.2

    3. 3.

      Outline milestones for progress toward battalion goals.GPA-ALE3-5.3

    4. 4.

      Document progress toward the goal.GPA-ALE3-5.4

    5. 5.

      Revise personal improvement plans based on the results of an evaluation.GPA-ALE3-5.5

    6. 6.

      Define and properly use the following keywords: accreditation, collaboration, continuous improvement, incremental, mitigate.GPA-ALE3-5.6

  • GPA-ALE3-6.

    Students will explore management skills.GPA-ALE3-6

    1. 1.

      Explain how the five management skills contribute to preparation and execution of projects.GPA-ALE3-6.1

    2. 2.

      Compare management skills to leadership skills.GPA-ALE3-6.2

    3. 3.

      Explain how time management strategies can improve effectiveness.GPA-ALE3-6.3

  • GPA-ALE3-7.

    Students will identify and explain key elements of supervision.GPA-ALE3-7

    1. 1.

      Identify the roles of a supervisor.GPA-ALE3-7.1

    2. 2.

      Explain how supervisors can improve team and individual performance.GPA-ALE3-7.2

    3. 3.

      Describe examples of effective supervisory skills.GPA-ALE3-7.3

    4. 4.

      Define and properly use the following keywords: group cohesion, remediating.GPA-ALE3-7.4

  • GPA-ALE3-8.

    Students will create and apply a post-secondary action plan.GPA-ALE3-8

    1. 1.

      Explore various post-secondary options that support career goals.GPA-ALE3-8.1

    2. 2.

      Determine the admission process for post-secondary institutions.GPA-ALE3-8.2

    3. 3.

      Explore ways to finance post-secondary education.GPA-ALE3-8.3

    4. 4.

      Relate how the military can help students meet career goals.GPA-ALE3-8.4

    5. 5.

      Assess the personal and community benefits of AmeriCorps.GPA-ALE3-8.5

  • GPA-ALE3-9.

    Students will identify attributes of personal planning and management.GPA-ALE3-9

    1. 1.

      Analyze the importance of time management.GPA-ALE3-9.1

    2. 2.

      Identify strategies for overcoming procrastination.GPA-ALE3-9.2

    3. 3.

      Explore time management strategies.GPA-ALE3-9.3

    4. 4.

      Explore methods for managing current and future schedules.GPA-ALE3-9.4

    5. 5.

      Define and properly use the following keywords: habitual, internship, multitasking, prioritize, time management.GPA-ALE3-9.5

  • GPA-ALE3-10.

    Students will identify the importance of career portfolios and interviews.GPA-ALE3-10

    1. 1.

      Explain the importance of developing and maintaining a career portfolio.GPA-ALE3-10.1

    2. 2.

      Determine what types of documents and artifacts represent personal achievements and goals.GPA-ALE3-10.2

    3. 3.

      Develop resume to showcase skills and abilities.GPA-ALE3-10.3

    4. 4.

      Analyze aspects of interviewing.GPA-ALE3-10.4

  • GPA-ALE3-11.

    Students will explain and demonstrate the responsibilities of a platoon leader.GPA-ALE3-11

    1. 1.

      Describe the duties and responsibilities of the different leadership positions within a platoon.GPA-ALE3-11.1

    2. 2.

      Identify the responsibilities of a platoon sergeant and platoon leader.GPA-ALE3-11.2

    3. 3.

      Define and properly use the following keywords: correction, supervise.GPA-ALE3-11.3

  • GPA-ALE3-12.

    Students will develop and execute platoon drills.GPA-ALE3-12

    1. 1.

      Describe the correct response to the command for forming and marching the platoon.GPA-ALE3-12.1

    2. 2.

      Compare platoon drills and squad drills.GPA-ALE3-12.2

    3. 3.

      March drill command to platoon formations.GPA-ALE3-12.3

    4. 4.

      Define and properly use the following keywords: cover, formations, interval.GPA-ALE3-12.4

  • GPA-ALE3-13.

    Students will identify and analyze aspects of prejudice.GPA-ALE3-13

    1. 1.

      Identify common stereotypes in our culture.GPA-ALE3-13.1

    2. 2.

      Explain how stereotypes relate to prejudice.GPA-ALE3-13.2

    3. 3.

      Describe way prejudice affects behavior.GPA-ALE3-13.3

    4. 4.

      Analyze the causes of prejudice and discrimination.GPA-ALE3-13.4

  • GPA-ALE3-14.

    Students will identify situations and explain ways of negotiating.GPA-ALE3-14

    1. 1.

      Explain the relationship between conflict and negotiation.GPA-ALE3-14.1

    2. 2.

      Identify common reason negotiations fail.GPA-ALE3-14.2

    3. 3.

      Identify common reasons negotiations fail.GPA-ALE3-14.3

    4. 4.

      Describe the components of negotiations.GPA-ALE3-14.4

  • GPA-ALE3-15.

    Students will identify the effects of substance abuse.GPA-ALE3-15

    1. 1.

      Recognize the difference between drug use, misuse, and abuse.GPA-ALE3-15.1

    2. 2.

      Explain how substance abuse develops.GPA-ALE3-15.2

    3. 3.

      Describe the effects of substance abuse.GPA-ALE3-15.3

    4. 4.

      Define and properly use the following keywords: addict.GPA-ALE3-15.4

  • GPA-ALE3-16.

    Students will examine the hazards and dangers of drugs.GPA-ALE3-16

    1. 1.

      Examine how psychoactive drugs affect student's brains.GPA-ALE3-16.1

    2. 2.

      Describe the health dangers of commonly abused drugs.GPA-ALE3-16.2

    3. 3.

      Explain why drugs addiction is associated with criminal activity.GPA-ALE3-16.3

    4. 4.

      Describe the hazards of performance-enhancing drugs.GPA-ALE3-16.4

    5. 5.

      Identify benefits of living drug-free.GPA-ALE3-16.5

    6. 6.

      Define and properly use the following keywords: anabolic steroids, compulsive, detoxification, hallucinogens, hypothermia, inhalants, intravenous, narcotics, narcolepsy, paranoia.GPA-ALE3-16.6

  • GPA-ALE3-17.

    Students will examine the hazards and dangers of alcohol and tobacco.GPA-ALE3-17

    1. 1.

      Explain how media influences the use of alcohol and tobacco.GPA-ALE3-17.1

    2. 2.

      Describe the health hazards of alcohol abuse.GPA-ALE3-17.2

    3. 3.

      Describe the health hazards of tobacco use.GPA-ALE3-17.3

    4. 4.

      Identify reasons to refuse alcohol and tobacco.GPA-ALE3-17.4

  • GPA-ALE3-18.

    Students will explain how decisions may impact substance abuse.GPA-ALE3-18

    1. 1.

      Explain how substance abuse is related to what people consider normal behavior.GPA-ALE3-18.1

    2. 2.

      Describe strategies for handling pressure to use alcohol, drugs, or tobacco.GPA-ALE3-18.2

    3. 3.

      Explain how to help someone who is a substance abuser.GPA-ALE3-18.3

    4. 4.

      Define and properly use the following keywords: intervention, normal.GPA-ALE3-18.4

  • GPA-ALE3-19.

    Students will develop strategies for planning service learning.GPA-ALE3-19

    1. 1.

      Assess the role of teamwork in completing service-learning project.GPA-ALE3-19.1

    2. 2.

      Develop a service-learning project schedule.GPA-ALE3-19.2

    3. 3.

      Associate the roles and responsibilities of service-learning teams, recorder, timekeeper, facilitator, reporter, and debrief.GPA-ALE3-19.3

  • GPA-ALE3-20.

    Students will create and evaluate civic duties and responsibilities.GPA-ALE3-20

    1. 1.

      Describe the legal duties of U.S. citizens.GPA-ALE3-20.1

    2. 2.

      Describe the voluntary responsibilities of citizens.GPA-ALE3-20.2

    3. 3.

      Explain the value of community involvement in building a strong nation.GPA-ALE3-20.3

    4. 4.

      Define and properly use the following keywords: civic, civil disobedience, community, felony, mandatory, selective service, tolerance.GPA-ALE3-20.4

Army Leadership Education - 4 (28.034)

  • GPA-ALE4-1.

    Demonstrate employability skills required by business and industry.GPA-ALE4-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE4-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE4-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE4-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE4-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE4-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE4-1.6

  • GPA-ALE4-2.

    Students will apply leadership skills to continuous improvement and program outcomes.GPA-ALE4-2

    1. 1.

      Examine the role of leadership in continuous improvement.GPA-ALE4-2.1

    2. 2.

      Identify team attitudes that foster continuous improvement.GPA-ALE4-2.2

    3. 3.

      Relate Army JROTC program outcomes to leadership.GPA-ALE4-2.3

    4. 4.

      Plan personal and battalion goals.GPA-ALE4-2.4

    5. 5.

      Define and properly use the following keywords: capstone.GPA-ALE4-2.5

  • GPA-ALE4-3.

    Students will apply teaching strategies to a lesson plan or mentoring project.GPA-ALE4-3

    1. 1.

      Explain the purpose of a lesson plan.GPA-ALE4-3.1

    2. 2.

      Describe the four phases of a lesson plan.GPA-ALE4-3.2

    3. 3.

      Relate teaching and learning to the four-phase lesson plan model.GPA-ALE4-3.3

    4. 4.

      Explore cooperative learning strategies.GPA-ALE4-3.4

    5. 5.

      Define and properly use the following keywords: group dynamics, lesson competency, lesson plan.GPA-ALE4-3.5

  • GPA-ALE4-4.

    Students will use feedback to enhance your effectiveness as a leader.GPA-ALE4-4

    1. 1.

      Explain why feedback is important in the learning process.GPA-ALE4-4.1

    2. 2.

      Describe the characteristics of effective feedback.GPA-ALE4-4.2

    3. 3.

      Identify the basic ground rules and tips for giving effective feedback.GPA-ALE4-4.3

    4. 4.

      Define and properly use the following keywords: conviction, preconceived, rapport.GPA-ALE4-4.4

  • GPA-ALE4-5.

    Students will determine how to successfully manage themselves after high school.GPA-ALE4-5

    1. 1.

      Identify how core abilities relate to life beyond high school.GPA-ALE4-5.1

    2. 2.

      Analyze the pros and cons of personal independence.GPA-ALE4-5.2

    3. 3.

      Explore aspects of a post-high school life.GPA-ALE4-5.3

    4. 4.

      Evaluate the importance of personal accountability.GPA-ALE4-5.4

    5. 5.

      Define and properly use the following keywords: academic advisors, academic organization, academic probation, accountability, credit, fraternity, hazing, international organization, intramural athletics, off campus housing, on campus housing, political organization, professional organization, religious organization, residential adviser, rush, service organization, social organization, sorority.GPA-ALE4-5.5

  • GPA-ALE4-6.

    Students will appraise professional development plans for their future.GPA-ALE4-6

    1. 1.

      Distinguish between professional and personal goals.GPA-ALE4-6.1

    2. 2.

      Determine how personal goals and values affect professional success.GPA-ALE4-6.2

    3. 3.

      Explore aspects of professional development.GPA-ALE4-6.3

    4. 4.

      Identify your professional and personal goals for the next 10 years.GPA-ALE4-6.4

    5. 5.

      Define and properly use the following keywords: appraise, attitudes, career ladder, compassion, courtesy, dependability, equity, fruition, loyalty, mutual trust, organizational values, perseverance, professional, development, risk-taking, work ethic.GPA-ALE4-6.5

  • GPA-ALE4-7.

    Students will apply motivation strategies to teams.GPA-ALE4-7

    1. 1.

      Identify how individual performance within a team is influenced by the leader.GPA-ALE4-7.1

    2. 2.

      Explain the six tactics to motivate others.GPA-ALE4-7.2

    3. 3.

      Define and properly use the following keywords: complement, intangible.GPA-ALE4-7.3

  • GPA-ALE4-8.

    Students will determine how to give feedback and direction to team members.GPA-ALE4-8

    1. 1.

      Determine how communication is important for effective leadership.GPA-ALE4-8.1

    2. 2.

      Explain the basic flow and purpose of informal communication.GPA-ALE4-8.2

    3. 3.

      Review the major elements of a communication model.GPA-ALE4-8.3

    4. 4.

      Determine how to overcome barriers of effective communication.GPA-ALE4-8.4

    5. 5.

      Define and properly use the following keywords: communication, decode, emotional intelligence, encode, feedback, message, transference, transmitted.GPA-ALE4-8.5

  • GPA-ALE4-9.

    Students will execute company drills.GPA-ALE4-9

    1. 1.

      Describe the correct responses to commands when forming and marching the company.GPA-ALE4-9.1

    2. 2.

      Identify the different types of company formations and related specific drill commands.GPA-ALE4-9.2

    3. 3.

      Identify the locations of the key platoon and company personnel in company formations.GPA-ALE4-9.3

    4. 4.

      Define and properly use the following keywords: arc, base, double time, guide, mark time, mass formation, post.GPA-ALE4-9.4

  • GPA-ALE4-10.

    Students will execute battalion drills.GPA-ALE4-10

    1. 1.

      Identify the different types of battalion formations and related specific drill commands.GPA-ALE4-10.1

    2. 2.

      Describe the correct responses to battalion drill commands.GPA-ALE4-10.2

    3. 3.

      Describe the correct responses to inspection commands.GPA-ALE4-10.3

    4. 4.

      Identify the locations of the key platoon, company, and battalion personnel in battalion formations.GPA-ALE4-10.4

    5. 5.

      Define and properly use the following keywords: en route, facilitate, respective.GPA-ALE4-10.5

  • GPA-ALE4-11.

    Students will manage a service-learning project.GPA-ALE4-11

    1. 1.

      Describe the four project management phases.GPA-ALE4-11.1

    2. 2.

      Identify the critical components needed for successful project management.GPA-ALE4-11.2

    3. 3.

      Identify the key features of Gantt and PERT Charts.GPA-ALE4-11.3

    4. 4.

      Define and properly use the following keywords: Gantt Chart, implementation, PERT Chart, project management.GPA-ALE4-11.4

  • GPA-ALE4-12.

    Students will examine how competing principles and values challenge the fundamental principles of our society.GPA-ALE4-12

    1. 1.

      Explain the importance of fundamental principles.GPA-ALE4-12.1

    2. 2.

      Compare positions on issues related to the fundamental principles and values of government and individual rights in American society.GPA-ALE4-12.2

    3. 3.

      Define and properly use the following keywords: fundamental, principle, surveillance, transparency.GPA-ALE4-12.3

  • GPA-ALE4-13.

    Students will develop solutions for future challenges to citizen rights.GPA-ALE4-13

    1. 1.

      Describe the potential impacts of increased diversity.GPA-ALE4-13.1

    2. 2.

      Explain some of the ways developments in technology might impact direct democracy, privacy, and free speech.GPA-ALE4-13.2

    3. 3.

      Explain how terrorism and cyberattacks can limit citizen freedoms.GPA-ALE4-13.3

    4. 4.

      Explain why economic instability can pose a threat to democracy and citizen rights.GPA-ALE4-13.4

    5. 5.

      Define and properly use the following keywords: automation, cyberattack, infrastructure, instability, social cohesion.GPA-ALE4-13.5

  • GPA-ALE4-14.

    Students will explore the purpose of the United States Department of Defense.GPA-ALE4-14

    1. 1.

      Examine the mission of the Department of Defense.GPA-ALE4-14.1

    2. 2.

      Identify the four major responsibilities inherent to the Department of Defense's mission.GPA-ALE4-14.2

    3. 3.

      Explain civilian control over the military.GPA-ALE4-14.3

    4. 4.

      Determine the relationship between the Joint Chiefs of Staff and the Department of Defense.GPA-ALE4-14.4

    5. 5.

      Design a basic organizational chart depicting the Department of Defense.GPA-ALE4-14.5

    6. 6.

      Define and properly use the following keywords: operational commands, specified, strategic, tactical, theater, unified commands.GPA-ALE4-14.6

  • GPA-ALE4-15.

    Students will relate the role of the Active Army to the United States Army.GPA-ALE4-15

    1. 1.

      Explain the mission of the United States Army.GPA-ALE4-15.1

    2. 2.

      Identify the organizational components of the Army.GPA-ALE4-15.2

    3. 3.

      Classify the four types of Army operations.GPA-ALE4-15.3

    4. 4.

      Distinguish between the different elements of combat power.GPA-ALE4-15.4

    5. 5.

      Describe the three components of offensive maneuver.GPA-ALE4-15.5

    6. 6.

      Explain the three elements of combined arms tactics.GPA-ALE4-15.6

    7. 7.

      Define and properly use the following keywords: major commands, tactically self-contained, division, branch, offensive operations, defensive operations, stability operations, support operations, maneuver, linear battlefield, decisive operations, shaping operations, sustaining operations, combined arms, maneuver forces, fire support elements, mobility and survivability elements.GPA-ALE4-15.7

  • GPA-ALE4-16.

    Students will distinguish among the Reserve Components of the United States Army.GPA-ALE4-16

    1. 1.

      Identify the components of the Total Force.GPA-ALE4-16.1

    2. 2.

      Distinguish between the National Guard and Reserves.GPA-ALE4-16.2

    3. 3.

      Research the significance of the Posse Comitatus.GPA-ALE4-16.3

    4. 4.

      Determine the important roles of Department of Defense civilians.GPA-ALE4-16.4

    5. 5.

      Define and properly use the following keywords: citizen-soldier, combatant, militia, mobilize, reserve corps.GPA-ALE4-16.5

  • GPA-ALE4-17.

    Students will outline a personal plan to build strong relationships with team members.GPA-ALE4-17

    1. 1.

      Research the different types of power and influence.GPA-ALE4-17.1

    2. 2.

      Determine the appropriate application of power and influence.GPA-ALE4-17.2

    3. 3.

      Evaluate how individual and system power can be used to increase performance.GPA-ALE4-17.3

    4. 4.

      Define and properly use the following keywords: coercive power, defensive, developmental, expert power, legitimate power, referent power, relinquishing, reward power.GPA-ALE4-17.4

  • GPA-ALE4-18.

    Students will assess personal leadership style.GPA-ALE4-18

    1. 1.

      Describe different styles of leadership.GPA-ALE4-18.1

    2. 2.

      Evaluate which leadership styles are best suited for different situations.GPA-ALE4-18.2

    3. 3.

      Determine ways to improve management skills.GPA-ALE4-18.3

    4. 4.

      Define and properly use the following keywords: directing, delegating, participating, leadership style.GPA-ALE4-18.4

  • GPA-ALE4-19.

    Students will assess personal management skills.GPA-ALE4-19

    1. 1.

      Identify five management principles.GPA-ALE4-19.1

    2. 2.

      Compare and contrast management skills and leadership skills.GPA-ALE4-19.2

    3. 3.

      Define and properly use the following keywords: management, mandatory, procrastinate, resources, visualize.GPA-ALE4-19.3

  • GPA-ALE4-20.

    Students will adapt communication to give direction and provide feedback to others.GPA-ALE4-20

    1. 1.

      Determine how communication is important for effective leadership.GPA-ALE4-20.1

    2. 2.

      Explain the basic flow and purpose of informal communication.GPA-ALE4-20.2

    3. 3.

      Research the major elements of a communication model.GPA-ALE4-20.3

    4. 4.

      Formulate how to overcome barriers of effective communication.GPA-ALE4-20.4

    5. 5.

      Define and properly use the following keywords: communication, decodes, emotional intelligence, encodes, feedback, message, transference, transmitted.GPA-ALE4-20.5

  • GPA-ALE4-21.

    Students will employ motivation strategies that inspire others to achieve goals.GPA-ALE4-21

    1. 1.

      Determine how individual performance within a group is influenced by expectations, ability, and motivation.GPA-ALE4-21.1

    2. 2.

      Research the 14 Principles of Motivation.GPA-ALE4-21.2

    3. 3.

      Define and properly use the following keywords: alleviate, complement, intangible, prejudicial.GPA-ALE4-21.3

  • GPA-ALE4-22.

    Students will appraise personal credit worthiness.GPA-ALE4-22

    1. 1.

      Determine the advantages of using credit.GPA-ALE4-22.1

    2. 2.

      Identify the various costs related to credit.GPA-ALE4-22.2

    3. 3.

      Compare and contrast common sources for building credit.GPA-ALE4-22.3

    4. 4.

      Discuss the factors to consider when establishing credit.GPA-ALE4-22.4

    5. 5.

      Define and properly use the following keywords: annual fee, annual percentage rate (APR), bankruptcy, credit, credit history, credit report, debt, finance charge, grace period, interest, loan term.GPA-ALE4-22.5

  • GPA-ALE4-23.

    Students will relate insurance to current and future personal needs.GPA-ALE4-23

    1. 1.

      Determine how insurance works.GPA-ALE4-23.1

    2. 2.

      Classify general types of insurance, including health, property, life, disability, and liability.GPA-ALE4-23.2

    3. 3.

      Research the costs associated with insurance coverage.GPA-ALE4-23.3

    4. 4.

      Define and properly use the following keywords: deductible, insurance, insurance premium, risk management.GPA-ALE4-23.4

  • GPA-ALE4-24.

    Students will prepare to teach.GPA-ALE4-24

    1. 1.

      Describe five critical elements you need to consider in preparing to teach.GPA-ALE4-24.1

    2. 2.

      Write effective learning outcomes.GPA-ALE4-24.2

    3. 3.

      Create at least six tips for planning a lesson.GPA-ALE4-24.3

    4. 4.

      Define and properly use the following keywords: competency, learning objective, learning outcomes, lesson plan, measurable, prerequisite, training aids.GPA-ALE4-24.4

  • GPA-ALE4-25.

    Students will develop a lesson plan.GPA-ALE4-25

    1. 1.

      Explain the purpose of a lesson plan.GPA-ALE4-25.1

    2. 2.

      Describe the four-phases of a lesson plan.GPA-ALE4-25.2

    3. 3.

      Relate teaching and learning to the four-phase lesson plan model.GPA-ALE4-25.3

    4. 4.

      Relate learning activities to learning objectives.GPA-ALE4-25.4

    5. 5.

      Associate active learning principles to effective lesson plan development.GPA-ALE4-25.5

    6. 6.

      Define and properly use the following keywords: Energizer, facilitator, focus, Gather, Inquire, Process, reflection.GPA-ALE4-25.6

  • GPA-ALE4-26.

    Students will use effective teaching methods to deliver instruction.GPA-ALE4-26

    1. 1.

      Compare lesson objectives to learning objectives.GPA-ALE4-26.1

    2. 2.

      Distinguish among the seven teaching methods.GPA-ALE4-26.2

    3. 3.

      Identify the five types of practice exercises.GPA-ALE4-26.3

    4. 4.

      Define and properly use the following keywords: brainstorming, case study, coach-pupil exercises, conference, demonstration, discussion, gaming, group performance, independent exercises, lecture, practical exercises, role- play, and team practical exercises.GPA-ALE4-26.4

  • GPA-ALE4-27.

    Students will incorporate a variety of strategies into a lesson plan.GPA-ALE4-27

    1. 1.

      Assess the benefits of using cooperative learning strategies in the classroom.GPA-ALE4-27.1

    2. 2.

      Identify cooperative learning strategies that encourage team building.GPA-ALE4-27.2

    3. 3.

      Determine cooperative learning strategies that requires students to respond to questions posed in the lesson.GPA-ALE4-27.3

    4. 4.

      Research cooperative learning strategies that help learners gather, share, and learn a great deal of material in a short amount of time.GPA-ALE4-27.4

    5. 5.

      Explain how incorporating a variety of learning styles and multiple intelligences benefit learners in a classroom.GPA-ALE4-27.5

    6. 6.

      Define and properly use the following keywords: cooperative learning strategy, team-building exercise.GPA-ALE4-27.6

  • GPA-ALE4-28.

    Students will use Thinking Maps® and Graphic Organizers as tools for teaching others.GPA-ALE4-28

    1. 1.

      Identify the factors associated with brain-based learning.GPA-ALE4-28.1

    2. 2.

      Describe the benefits of graphic organizers to the learner.GPA-ALE4-28.2

    3. 3.

      Compare and contrast different types of graphic organizers.GPA-ALE4-28.3

    4. 4.

      Match thinking processes in learning to Thinking Maps®.GPA-ALE4-28.4

    5. 5.

      Define and properly use the following keywords: Bridge Map: analogies, Circle Map: defining in context, Bubble Map: describing, Multi-Flow Map: cause and effect, Tree Map: classifying, Double Bubble Map: comparing and contrasting, Brace Map: part-whole relationships, Flow Map: sequencing, thinking process.GPA-ALE4-28.5

  • GPA-ALE4-29.

    Students will use feedback to enhance learning in the classroom.GPA-ALE4-29

    1. 1.

      Describe the purpose of feedback in the classroom.GPA-ALE4-29.1

    2. 2.

      Explain four ways that feedback can be effective.GPA-ALE4-29.2

    3. 3.

      Identify the five characteristics or conditions of effective feedback.GPA-ALE4-29.3

    4. 4.

      Identify the basic ground rules and tips for giving effective feedback.GPA-ALE4-29.4

    5. 5.

      Define and properly use the following keywords: acceptability, clarify, comprehensive, constructive, conviction, criteria, feedback, flexibility, jargon, modify, objectivity, preconceived, rapport, reinforce.GPA-ALE4-29.5

  • GPA-ALE4-30.

    Students will develop a personal exercise program and learn to take responsibility for their actions and choices.GPA-ALE4-30

    1. 1.

      Compare the Cadet Challenge to the Presidential Physical Fitness Award.GPA-ALE4-30.1

    2. 2.

      Participate in the Cadet Challenge fitness assessment and appropriate health related activities.GPA-ALE4-30.2

    3. 3.

      Use fitness assessment results to establish individual goals for all five health related fitness components.GPA-ALE4-30.3

    4. 4.

      Develop a personal fitness plan to attain individual goals.GPA-ALE4-30.4

    5. 5.

      Assess personal fitness outcomes following a period of training.GPA-ALE4-30.5

    6. 6.

      Create a personal fitness plan that promotes health related fitness, stress reduction and weight control in school and non-school settings.GPA-ALE4-30.6

    7. 7.

      Define and properly use the following keywords: aerobic, anaerobic, calisthenics, cardiorespiratory, isokinetic, isometric, isotonic, obesity and tone.GPA-ALE4-30.7

Army Leadership Education – 4 Alpha (28.0341)

  • GPA-ALE4-1.

    Demonstrate employability skills required by business and industry.GPA-ALE4-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE4-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE4-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE4-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE4-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE4-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE4-1.6

  • GPA-ALE4-2.

    Students will apply leadership skills to continuous improvement and program outcomes.GPA-ALE4-2

    1. 1.

      Examine the role of leadership in continuous improvement.GPA-ALE4-2.1

    2. 2.

      Identify team attitudes that foster continuous improvement.GPA-ALE4-2.2

    3. 3.

      Relate Army JROTC program outcomes to leadership.GPA-ALE4-2.3

    4. 4.

      Plan personal and battalion goals.GPA-ALE4-2.4

    5. 5.

      Define and properly use the following keywords: capstone.GPA-ALE4-2.5

  • GPA-ALE4-3.

    Students will apply teaching strategies to a lesson plan or mentoring project.GPA-ALE4-3

    1. 1.

      Explain the purpose of a lesson plan.GPA-ALE4-3.1

    2. 2.

      Describe the four phases of a lesson plan.GPA-ALE4-3.2

    3. 3.

      Relate teaching and learning to the four-phase lesson plan model.GPA-ALE4-3.3

    4. 4.

      Explore cooperative learning strategies.GPA-ALE4-3.4

    5. 5.

      Define and properly use the following keywords: group dynamics, lesson competency, lesson plan.GPA-ALE4-3.5

  • GPA-ALE4-4.

    Students will use feedback to enhance your effectiveness as a leader.GPA-ALE4-4

    1. 1.

      Explain why feedback is important in the learning process.GPA-ALE4-4.1

    2. 2.

      Describe the characteristics of effective feedback.GPA-ALE4-4.2

    3. 3.

      Identify the basic ground rules and tips for giving effective feedback.GPA-ALE4-4.3

    4. 4.

      Define and properly use the following keywords: conviction, preconceived, rapport.GPA-ALE4-4.4

  • GPA-ALE4-5.

    Students will determine how to successfully manage themselves after high school.GPA-ALE4-5

    1. 1.

      Identify how core abilities relate to life beyond high school.GPA-ALE4-5.1

    2. 2.

      Analyze the pros and cons of personal independence.GPA-ALE4-5.2

    3. 3.

      Explore aspects of a post-high school life.GPA-ALE4-5.3

    4. 4.

      Evaluate the importance of personal accountability.GPA-ALE4-5.4

    5. 5.

      Define and properly use the following keywords: academic advisors, academic organization, academic probation, accountability, credit, fraternity, hazing, international organization, intramural athletics, off campus housing, on campus housing, political organization, professional organization, religious organization, residential adviser, rush, service organization, social organization, sorority.GPA-ALE4-5.5

  • GPA-ALE4-6.

    Students will appraise professional development plans for their future.GPA-ALE4-6

    1. 1.

      Distinguish between professional and personal goals.GPA-ALE4-6.1

    2. 2.

      Determine how personal goals and values affect professional success.GPA-ALE4-6.2

    3. 3.

      Explore aspects of professional development.GPA-ALE4-6.3

    4. 4.

      Identify your professional and personal goals for the next 10 years.GPA-ALE4-6.4

    5. 5.

      Define and properly use the following keywords: appraise, attitudes, career ladder, compassion, courtesy, dependability, equity, fruition, loyalty, mutual trust, organizational values, perseverance, professional, development, risk-taking, work ethic.GPA-ALE4-6.5

  • GPA-ALE4-7.

    Students will apply motivation strategies to teams.GPA-ALE4-7

    1. 1.

      Identify how individual performance within a team is influenced by the leader.GPA-ALE4-7.1

    2. 2.

      Explain the six tactics to motivate others.GPA-ALE4-7.2

    3. 3.

      Define and properly use the following keywords: complement, intangible.GPA-ALE4-7.3

  • GPA-ALE4-8.

    Students will determine how to give feedback and direction to team members.GPA-ALE4-8

    1. 1.

      Determine how communication is important for effective leadership.GPA-ALE4-8.1

    2. 2.

      Explain the basic flow and purpose of informal communication.GPA-ALE4-8.2

    3. 3.

      Review the major elements of a communication model.GPA-ALE4-8.3

    4. 4.

      Determine how to overcome barriers of effective communication.GPA-ALE4-8.4

    5. 5.

      Define and properly use the following keywords: communication, decode, emotional intelligence, encode, feedback, message, transference, transmitted.GPA-ALE4-8.5

  • GPA-ALE4-9.

    Students will execute company drills.GPA-ALE4-9

    1. 1.

      Describe the correct responses to commands when forming and marching the company.GPA-ALE4-9.1

    2. 2.

      Identify the different types of company formations and related specific drill commands.GPA-ALE4-9.2

    3. 3.

      Identify the locations of the key platoon and company personnel in company formations.GPA-ALE4-9.3

    4. 4.

      Define and properly use the following keywords: arc, base, double time, guide, mark time, mass formation, post.GPA-ALE4-9.4

  • GPA-ALE4-10.

    Students will execute battalion drills.GPA-ALE4-10

    1. 1.

      Identify the different types of battalion formations and related specific drill commands.GPA-ALE4-10.1

    2. 2.

      Describe the correct responses to battalion drill commands.GPA-ALE4-10.2

    3. 3.

      Describe the correct responses to inspection commands.GPA-ALE4-10.3

    4. 4.

      Identify the locations of the key platoon, company, and battalion personnel in battalion formations.GPA-ALE4-10.4

    5. 5.

      Define and properly use the following keywords: en route, facilitate, respective.GPA-ALE4-10.5

  • GPA-ALE4-11.

    Students will manage a service-learning project.GPA-ALE4-11

    1. 1.

      Describe the four project management phases.GPA-ALE4-11.1

    2. 2.

      Identify the critical components needed for successful project management.GPA-ALE4-11.2

    3. 3.

      Identify the key features of Gantt and PERT Charts.GPA-ALE4-11.3

    4. 4.

      Define and properly use the following keywords: Gantt Chart, implementation, PERT Chart, project management.GPA-ALE4-11.4

  • GPA-ALE4-12.

    Students will examine how competing principles and values challenge the fundamental principles of our society.GPA-ALE4-12

    1. 1.

      Explain the importance of fundamental principles.GPA-ALE4-12.1

    2. 2.

      Compare positions on issues related to the fundamental principles and values of government and individual rights in American society.GPA-ALE4-12.2

    3. 3.

      Define and properly use the following keywords: fundamental, principle, surveillance, transparency.GPA-ALE4-12.3

  • GPA-ALE4-13.

    Students will develop solutions for future challenges to citizen rights.GPA-ALE4-13

    1. 1.

      Describe the potential impacts of increased diversity.GPA-ALE4-13.1

    2. 2.

      Explain some of the ways developments in technology might impact direct democracy, privacy, and free speech.GPA-ALE4-13.2

    3. 3.

      Explain how terrorism and cyberattacks can limit citizen freedoms.GPA-ALE4-13.3

    4. 4.

      Explain why economic instability can pose a threat to democracy and citizen rights.GPA-ALE4-13.4

    5. 5.

      Define and properly use the following keywords: automation, cyberattack, infrastructure, instability, social cohesion.GPA-ALE4-13.5

  • GPA-ALE4-14.

    Students will explore the purpose of the United States Department of Defense.GPA-ALE4-14

    1. 1.

      Examine the mission of the Department of Defense.GPA-ALE4-14.1

    2. 2.

      Identify the four major responsibilities inherent to the Department of Defense's mission.GPA-ALE4-14.2

    3. 3.

      Explain civilian control over the military.GPA-ALE4-14.3

    4. 4.

      Determine the relationship between the Joint Chiefs of Staff and the Department of Defense.GPA-ALE4-14.4

    5. 5.

      Design a basic organizational chart depicting the Department of Defense.GPA-ALE4-14.5

    6. 6.

      Define and properly use the following keywords: operational commands, specified, strategic, tactical, theater, unified commands.GPA-ALE4-14.6

  • GPA-ALE4-15.

    Students will relate the role of the Active Army to the United States Army.GPA-ALE4-15

    1. 1.

      Explain the mission of the United States Army.GPA-ALE4-15.1

    2. 2.

      Identify the organizational components of the Army.GPA-ALE4-15.2

    3. 3.

      Classify the four types of Army operations.GPA-ALE4-15.3

    4. 4.

      Distinguish between the different elements of combat power.GPA-ALE4-15.4

    5. 5.

      Describe the three components of offensive maneuver.GPA-ALE4-15.5

    6. 6.

      Explain the three elements of combined arms tactics.GPA-ALE4-15.6

    7. 7.

      Define and properly use the following keywords: major commands, tactically self-contained, division, branch, offensive operations, defensive operations, stability operations, support operations, maneuver, linear battlefield, decisive operations, shaping operations, sustaining operations, combined arms, maneuver forces, fire support elements, mobility and survivability elements.GPA-ALE4-15.7

  • GPA-ALE4-16.

    Students will distinguish among the Reserve Components of the United States Army.GPA-ALE4-16

    1. 1.

      Identify the components of the Total Force.GPA-ALE4-16.1

    2. 2.

      Distinguish between the National Guard and Reserves.GPA-ALE4-16.2

    3. 3.

      Research the significance of the Posse Comitatus.GPA-ALE4-16.3

    4. 4.

      Determine the important roles of Department of Defense civilians.GPA-ALE4-16.4

    5. 5.

      Define and properly use the following keywords: citizen-soldier, combatant, militia, mobilize, reserve corps.GPA-ALE4-16.5

  • GPA-ALE4-17.

    Students will outline a personal plan to build strong relationships with team members.GPA-ALE4-17

    1. 1.

      Research the different types of power and influence.GPA-ALE4-17.1

    2. 2.

      Determine the appropriate application of power and influence.GPA-ALE4-17.2

    3. 3.

      Evaluate how individual and system power can be used to increase performance.GPA-ALE4-17.3

    4. 4.

      Define and properly use the following keywords: coercive power, defensive, developmental, expert power, legitimate power, referent power, relinquishing, reward power.GPA-ALE4-17.4

  • GPA-ALE4-18.

    Students will assess personal leadership style.GPA-ALE4-18

    1. 1.

      Describe different styles of leadership.GPA-ALE4-18.1

    2. 2.

      Evaluate which leadership styles are best suited for different situations.GPA-ALE4-18.2

    3. 3.

      Determine ways to improve management skills.GPA-ALE4-18.3

    4. 4.

      Define and properly use the following keywords: directing, delegating, participating, leadership style.GPA-ALE4-18.4

  • GPA-ALE4-19.

    Students will assess personal management skills.GPA-ALE4-19

    1. 1.

      Identify five management principles.GPA-ALE4-19.1

    2. 2.

      Compare and contrast management skills and leadership skills.GPA-ALE4-19.2

    3. 3.

      Define and properly use the following keywords: management, mandatory, procrastinate, resources, visualize.GPA-ALE4-19.3

  • GPA-ALE4-20.

    Students will adapt communication to give direction and provide feedback to others.GPA-ALE4-20

    1. 1.

      Determine how communication is important for effective leadership.GPA-ALE4-20.1

    2. 2.

      Explain the basic flow and purpose of informal communication.GPA-ALE4-20.2

    3. 3.

      Research the major elements of a communication model.GPA-ALE4-20.3

    4. 4.

      Formulate how to overcome barriers of effective communication.GPA-ALE4-20.4

    5. 5.

      Define and properly use the following keywords: communication, decodes, emotional intelligence, encodes, feedback, message, transference, transmitted.GPA-ALE4-20.5

  • GPA-ALE4-21.

    Students will employ motivation strategies that inspire others to achieve goals.GPA-ALE4-21

    1. 1.

      Determine how individual performance within a group is influenced by expectations, ability, and motivation.GPA-ALE4-21.1

    2. 2.

      Research the 14 Principles of Motivation.GPA-ALE4-21.2

    3. 3.

      Define and properly use the following keywords: alleviate, complement, intangible, prejudicial.GPA-ALE4-21.3

  • GPA-ALE4-22.

    Students will appraise personal credit worthiness.GPA-ALE4-22

    1. 1.

      Determine the advantages of using credit.GPA-ALE4-22.1

    2. 2.

      Identify the various costs related to credit.GPA-ALE4-22.2

    3. 3.

      Compare and contrast common sources for building credit.GPA-ALE4-22.3

    4. 4.

      Discuss the factors to consider when establishing credit.GPA-ALE4-22.4

    5. 5.

      Define and properly use the following keywords: annual fee, annual percentage rate (APR), bankruptcy, credit, credit history, credit report, debt, finance charge, grace period, interest, loan term.GPA-ALE4-22.5

  • GPA-ALE4-23.

    Students will relate insurance to current and future personal needs.GPA-ALE4-23

    1. 1.

      Determine how insurance works.GPA-ALE4-23.1

    2. 2.

      Classify general types of insurance, including health, property, life, disability, and liability.GPA-ALE4-23.2

    3. 3.

      Research the costs associated with insurance coverage.GPA-ALE4-23.3

    4. 4.

      Define and properly use the following keywords: deductible, insurance, insurance premium, risk management.GPA-ALE4-23.4

  • GPA-ALE4-24.

    Students will prepare to teach.GPA-ALE4-24

    1. 1.

      Describe five critical elements you need to consider in preparing to teach.GPA-ALE4-24.1

    2. 2.

      Write effective learning outcomes.GPA-ALE4-24.2

    3. 3.

      Create at least six tips for planning a lesson.GPA-ALE4-24.3

    4. 4.

      Define and properly use the following keywords: competency, learning objective, learning outcomes, lesson plan, measurable, prerequisite, training aids.GPA-ALE4-24.4

  • GPA-ALE4-25.

    Students will develop a lesson plan.GPA-ALE4-25

    1. 1.

      Explain the purpose of a lesson plan.GPA-ALE4-25.1

    2. 2.

      Describe the four-phases of a lesson plan.GPA-ALE4-25.2

    3. 3.

      Relate teaching and learning to the four-phase lesson plan model.GPA-ALE4-25.3

    4. 4.

      Relate learning activities to learning objectives.GPA-ALE4-25.4

    5. 5.

      Associate active learning principles to effective lesson plan development.GPA-ALE4-25.5

    6. 6.

      Define and properly use the following keywords: Energizer, facilitator, focus, Gather, Inquire, Process, reflection.GPA-ALE4-25.6

  • GPA-ALE4-26.

    Students will use effective teaching methods to deliver instruction.GPA-ALE4-26

    1. 1.

      Compare lesson objectives to learning objectives.GPA-ALE4-26.1

    2. 2.

      Distinguish among the seven teaching methods.GPA-ALE4-26.2

    3. 3.

      Identify the five types of practice exercises.GPA-ALE4-26.3

    4. 4.

      Define and properly use the following keywords: brainstorming, case study, coach-pupil exercises, conference, demonstration, discussion, gaming, group performance, independent exercises, lecture, practical exercises, role- play, and team practical exercises.GPA-ALE4-26.4

  • GPA-ALE4-27.

    Students will incorporate a variety of strategies into a lesson plan.GPA-ALE4-27

    1. 1.

      Assess the benefits of using cooperative learning strategies in the classroom.GPA-ALE4-27.1

    2. 2.

      Identify cooperative learning strategies that encourage team building.GPA-ALE4-27.2

    3. 3.

      Determine cooperative learning strategies that requires students to respond to questions posed in the lesson.GPA-ALE4-27.3

    4. 4.

      Research cooperative learning strategies that help learners gather, share, and learn a great deal of material in a short amount of time.GPA-ALE4-27.4

    5. 5.

      Explain how incorporating a variety of learning styles and multiple intelligences benefit learners in a classroom.GPA-ALE4-27.5

    6. 6.

      Define and properly use the following keywords: cooperative learning strategy, team-building exercise.GPA-ALE4-27.6

  • GPA-ALE4-28.

    Students will use Thinking Maps® and Graphic Organizers as tools for teaching others.GPA-ALE4-28

    1. 1.

      Identify the factors associated with brain-based learning.GPA-ALE4-28.1

    2. 2.

      Describe the benefits of graphic organizers to the learner.GPA-ALE4-28.2

    3. 3.

      Compare and contrast different types of graphic organizers.GPA-ALE4-28.3

    4. 4.

      Match thinking processes in learning to Thinking Maps®.GPA-ALE4-28.4

    5. 5.

      Define and properly use the following keywords: Bridge Map: analogies, Circle Map: defining in context, Bubble Map: describing, Multi-Flow Map: cause and effect, Tree Map: classifying, Double Bubble Map: comparing and contrasting, Brace Map: part-whole relationships, Flow Map: sequencing, thinking process.GPA-ALE4-28.5

  • GPA-ALE4-29.

    Students will use feedback to enhance learning in the classroom.GPA-ALE4-29

    1. 1.

      Describe the purpose of feedback in the classroom.GPA-ALE4-29.1

    2. 2.

      Explain four ways that feedback can be effective.GPA-ALE4-29.2

    3. 3.

      Identify the five characteristics or conditions of effective feedback.GPA-ALE4-29.3

    4. 4.

      Identify the basic ground rules and tips for giving effective feedback.GPA-ALE4-29.4

    5. 5.

      Define and properly use the following keywords: acceptability, clarify, comprehensive, constructive, conviction, criteria, feedback, flexibility, jargon, modify, objectivity, preconceived, rapport, reinforce.GPA-ALE4-29.5

  • GPA-ALE4-30.

    Students will develop a personal exercise program and learn to take responsibility for their actions and choices.GPA-ALE4-30

    1. 1.

      Compare the Cadet Challenge to the Presidential Physical Fitness Award.GPA-ALE4-30.1

    2. 2.

      Participate in the Cadet Challenge fitness assessment and appropriate health related activities.GPA-ALE4-30.2

    3. 3.

      Use fitness assessment results to establish individual goals for all five health related fitness components.GPA-ALE4-30.3

    4. 4.

      Develop a personal fitness plan to attain individual goals.GPA-ALE4-30.4

    5. 5.

      Assess personal fitness outcomes following a period of training.GPA-ALE4-30.5

    6. 6.

      Create a personal fitness plan that promotes health related fitness, stress reduction and weight control in school and non-school settings.GPA-ALE4-30.6

    7. 7.

      Define and properly use the following keywords: aerobic, anaerobic, calisthenics, cardiorespiratory, isokinetic, isometric, isotonic, obesity and tone.GPA-ALE4-30.7

Army Leadership Education – 4 Bravo (28.0342)

  • GPA-ALE4-1.

    Demonstrate employability skills required by business and industry.GPA-ALE4-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE4-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE4-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE4-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE4-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE4-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE4-1.6

  • GPA-ALE4-2.

    Students will apply leadership skills to continuous improvement and program outcomes.GPA-ALE4-2

    1. 1.

      Examine the role of leadership in continuous improvement.GPA-ALE4-2.1

    2. 2.

      Identify team attitudes that foster continuous improvement.GPA-ALE4-2.2

    3. 3.

      Relate Army JROTC program outcomes to leadership.GPA-ALE4-2.3

    4. 4.

      Plan personal and battalion goals.GPA-ALE4-2.4

    5. 5.

      Define and properly use the following keywords: capstone.GPA-ALE4-2.5

  • GPA-ALE4-3.

    Students will apply teaching strategies to a lesson plan or mentoring project.GPA-ALE4-3

    1. 1.

      Explain the purpose of a lesson plan.GPA-ALE4-3.1

    2. 2.

      Describe the four phases of a lesson plan.GPA-ALE4-3.2

    3. 3.

      Relate teaching and learning to the four-phase lesson plan model.GPA-ALE4-3.3

    4. 4.

      Explore cooperative learning strategies.GPA-ALE4-3.4

    5. 5.

      Define and properly use the following keywords: group dynamics, lesson competency, lesson plan.GPA-ALE4-3.5

  • GPA-ALE4-4.

    Students will use feedback to enhance your effectiveness as a leader.GPA-ALE4-4

    1. 1.

      Explain why feedback is important in the learning process.GPA-ALE4-4.1

    2. 2.

      Describe the characteristics of effective feedback.GPA-ALE4-4.2

    3. 3.

      Identify the basic ground rules and tips for giving effective feedback.GPA-ALE4-4.3

    4. 4.

      Define and properly use the following keywords: conviction, preconceived, rapport.GPA-ALE4-4.4

  • GPA-ALE4-5.

    Students will determine how to successfully manage themselves after high school.GPA-ALE4-5

    1. 1.

      Identify how core abilities relate to life beyond high school.GPA-ALE4-5.1

    2. 2.

      Analyze the pros and cons of personal independence.GPA-ALE4-5.2

    3. 3.

      Explore aspects of a post-high school life.GPA-ALE4-5.3

    4. 4.

      Evaluate the importance of personal accountability.GPA-ALE4-5.4

    5. 5.

      Define and properly use the following keywords: academic advisors, academic organization, academic probation, accountability, credit, fraternity, hazing, international organization, intramural athletics, off campus housing, on campus housing, political organization, professional organization, religious organization, residential adviser, rush, service organization, social organization, sorority.GPA-ALE4-5.5

  • GPA-ALE4-6.

    Students will appraise professional development plans for their future.GPA-ALE4-6

    1. 1.

      Distinguish between professional and personal goals.GPA-ALE4-6.1

    2. 2.

      Determine how personal goals and values affect professional success.GPA-ALE4-6.2

    3. 3.

      Explore aspects of professional development.GPA-ALE4-6.3

    4. 4.

      Identify your professional and personal goals for the next 10 years.GPA-ALE4-6.4

    5. 5.

      Define and properly use the following keywords: appraise, attitudes, career ladder, compassion, courtesy, dependability, equity, fruition, loyalty, mutual trust, organizational values, perseverance, professional, development, risk-taking, work ethic.GPA-ALE4-6.5

  • GPA-ALE4-7.

    Students will apply motivation strategies to teams.GPA-ALE4-7

    1. 1.

      Identify how individual performance within a team is influenced by the leader.GPA-ALE4-7.1

    2. 2.

      Explain the six tactics to motivate others.GPA-ALE4-7.2

    3. 3.

      Define and properly use the following keywords: complement, intangible.GPA-ALE4-7.3

  • GPA-ALE4-8.

    Students will determine how to give feedback and direction to team members.GPA-ALE4-8

    1. 1.

      Determine how communication is important for effective leadership.GPA-ALE4-8.1

    2. 2.

      Explain the basic flow and purpose of informal communication.GPA-ALE4-8.2

    3. 3.

      Review the major elements of a communication model.GPA-ALE4-8.3

    4. 4.

      Determine how to overcome barriers of effective communication.GPA-ALE4-8.4

    5. 5.

      Define and properly use the following keywords: communication, decode, emotional intelligence, encode, feedback, message, transference, transmitted.GPA-ALE4-8.5

  • GPA-ALE4-9.

    Students will execute company drills.GPA-ALE4-9

    1. 1.

      Describe the correct responses to commands when forming and marching the company.GPA-ALE4-9.1

    2. 2.

      Identify the different types of company formations and related specific drill commands.GPA-ALE4-9.2

    3. 3.

      Identify the locations of the key platoon and company personnel in company formations.GPA-ALE4-9.3

    4. 4.

      Define and properly use the following keywords: arc, base, double time, guide, mark time, mass formation, post.GPA-ALE4-9.4

  • GPA-ALE4-10.

    Students will execute battalion drills.GPA-ALE4-10

    1. 1.

      Identify the different types of battalion formations and related specific drill commands.GPA-ALE4-10.1

    2. 2.

      Describe the correct responses to battalion drill commands.GPA-ALE4-10.2

    3. 3.

      Describe the correct responses to inspection commands.GPA-ALE4-10.3

    4. 4.

      Identify the locations of the key platoon, company, and battalion personnel in battalion formations.GPA-ALE4-10.4

    5. 5.

      Define and properly use the following keywords: en route, facilitate, respective.GPA-ALE4-10.5

  • GPA-ALE4-11.

    Students will manage a service-learning project.GPA-ALE4-11

    1. 1.

      Describe the four project management phases.GPA-ALE4-11.1

    2. 2.

      Identify the critical components needed for successful project management.GPA-ALE4-11.2

    3. 3.

      Identify the key features of Gantt and PERT Charts.GPA-ALE4-11.3

    4. 4.

      Define and properly use the following keywords: Gantt Chart, implementation, PERT Chart, project management.GPA-ALE4-11.4

  • GPA-ALE4-12.

    Students will examine how competing principles and values challenge the fundamental principles of our society.GPA-ALE4-12

    1. 1.

      Explain the importance of fundamental principles.GPA-ALE4-12.1

    2. 2.

      Compare positions on issues related to the fundamental principles and values of government and individual rights in American society.GPA-ALE4-12.2

    3. 3.

      Define and properly use the following keywords: fundamental, principle, surveillance, transparency.GPA-ALE4-12.3

  • GPA-ALE4-13.

    Students will develop solutions for future challenges to citizen rights.GPA-ALE4-13

    1. 1.

      Describe the potential impacts of increased diversity.GPA-ALE4-13.1

    2. 2.

      Explain some of the ways developments in technology might impact direct democracy, privacy, and free speech.GPA-ALE4-13.2

    3. 3.

      Explain how terrorism and cyberattacks can limit citizen freedoms.GPA-ALE4-13.3

    4. 4.

      Explain why economic instability can pose a threat to democracy and citizen rights.GPA-ALE4-13.4

    5. 5.

      Define and properly use the following keywords: automation, cyberattack, infrastructure, instability, social cohesion.GPA-ALE4-13.5

  • GPA-ALE4-14.

    Students will explore the purpose of the United States Department of Defense.GPA-ALE4-14

    1. 1.

      Examine the mission of the Department of Defense.GPA-ALE4-14.1

    2. 2.

      Identify the four major responsibilities inherent to the Department of Defense's mission.GPA-ALE4-14.2

    3. 3.

      Explain civilian control over the military.GPA-ALE4-14.3

    4. 4.

      Determine the relationship between the Joint Chiefs of Staff and the Department of Defense.GPA-ALE4-14.4

    5. 5.

      Design a basic organizational chart depicting the Department of Defense.GPA-ALE4-14.5

    6. 6.

      Define and properly use the following keywords: operational commands, specified, strategic, tactical, theater, unified commands.GPA-ALE4-14.6

  • GPA-ALE4-15.

    Students will relate the role of the Active Army to the United States Army.GPA-ALE4-15

    1. 1.

      Explain the mission of the United States Army.GPA-ALE4-15.1

    2. 2.

      Identify the organizational components of the Army.GPA-ALE4-15.2

    3. 3.

      Classify the four types of Army operations.GPA-ALE4-15.3

    4. 4.

      Distinguish between the different elements of combat power.GPA-ALE4-15.4

    5. 5.

      Describe the three components of offensive maneuver.GPA-ALE4-15.5

    6. 6.

      Explain the three elements of combined arms tactics.GPA-ALE4-15.6

    7. 7.

      Define and properly use the following keywords: major commands, tactically self-contained, division, branch, offensive operations, defensive operations, stability operations, support operations, maneuver, linear battlefield, decisive operations, shaping operations, sustaining operations, combined arms, maneuver forces, fire support elements, mobility and survivability elements.GPA-ALE4-15.7

  • GPA-ALE4-16.

    Students will distinguish among the Reserve Components of the United States Army.GPA-ALE4-16

    1. 1.

      Identify the components of the Total Force.GPA-ALE4-16.1

    2. 2.

      Distinguish between the National Guard and Reserves.GPA-ALE4-16.2

    3. 3.

      Research the significance of the Posse Comitatus.GPA-ALE4-16.3

    4. 4.

      Determine the important roles of Department of Defense civilians.GPA-ALE4-16.4

    5. 5.

      Define and properly use the following keywords: citizen-soldier, combatant, militia, mobilize, reserve corps.GPA-ALE4-16.5

  • GPA-ALE4-17.

    Students will outline a personal plan to build strong relationships with team members.GPA-ALE4-17

    1. 1.

      Research the different types of power and influence.GPA-ALE4-17.1

    2. 2.

      Determine the appropriate application of power and influence.GPA-ALE4-17.2

    3. 3.

      Evaluate how individual and system power can be used to increase performance.GPA-ALE4-17.3

    4. 4.

      Define and properly use the following keywords: coercive power, defensive, developmental, expert power, legitimate power, referent power, relinquishing, reward power.GPA-ALE4-17.4

  • GPA-ALE4-18.

    Students will assess personal leadership style.GPA-ALE4-18

    1. 1.

      Describe different styles of leadership.GPA-ALE4-18.1

    2. 2.

      Evaluate which leadership styles are best suited for different situations.GPA-ALE4-18.2

    3. 3.

      Determine ways to improve management skills.GPA-ALE4-18.3

    4. 4.

      Define and properly use the following keywords: directing, delegating, participating, leadership style.GPA-ALE4-18.4

  • GPA-ALE4-19.

    Students will assess personal management skills.GPA-ALE4-19

    1. 1.

      Identify five management principles.GPA-ALE4-19.1

    2. 2.

      Compare and contrast management skills and leadership skills.GPA-ALE4-19.2

    3. 3.

      Define and properly use the following keywords: management, mandatory, procrastinate, resources, visualize.GPA-ALE4-19.3

  • GPA-ALE4-20.

    Students will adapt communication to give direction and provide feedback to others.GPA-ALE4-20

    1. 1.

      Determine how communication is important for effective leadership.GPA-ALE4-20.1

    2. 2.

      Explain the basic flow and purpose of informal communication.GPA-ALE4-20.2

    3. 3.

      Research the major elements of a communication model.GPA-ALE4-20.3

    4. 4.

      Formulate how to overcome barriers of effective communication.GPA-ALE4-20.4

    5. 5.

      Define and properly use the following keywords: communication, decodes, emotional intelligence, encodes, feedback, message, transference, transmitted.GPA-ALE4-20.5

  • GPA-ALE4-21.

    Students will employ motivation strategies that inspire others to achieve goals.GPA-ALE4-21

    1. 1.

      Determine how individual performance within a group is influenced by expectations, ability, and motivation.GPA-ALE4-21.1

    2. 2.

      Research the 14 Principles of Motivation.GPA-ALE4-21.2

    3. 3.

      Define and properly use the following keywords: alleviate, complement, intangible, prejudicial.GPA-ALE4-21.3

  • GPA-ALE4-22.

    Students will appraise personal credit worthiness.GPA-ALE4-22

    1. 1.

      Determine the advantages of using credit.GPA-ALE4-22.1

    2. 2.

      Identify the various costs related to credit.GPA-ALE4-22.2

    3. 3.

      Compare and contrast common sources for building credit.GPA-ALE4-22.3

    4. 4.

      Discuss the factors to consider when establishing credit.GPA-ALE4-22.4

    5. 5.

      Define and properly use the following keywords: annual fee, annual percentage rate (APR), bankruptcy, credit, credit history, credit report, debt, finance charge, grace period, interest, loan term.GPA-ALE4-22.5

  • GPA-ALE4-23.

    Students will relate insurance to current and future personal needs.GPA-ALE4-23

    1. 1.

      Determine how insurance works.GPA-ALE4-23.1

    2. 2.

      Classify general types of insurance, including health, property, life, disability, and liability.GPA-ALE4-23.2

    3. 3.

      Research the costs associated with insurance coverage.GPA-ALE4-23.3

    4. 4.

      Define and properly use the following keywords: deductible, insurance, insurance premium, risk management.GPA-ALE4-23.4

  • GPA-ALE4-24.

    Students will prepare to teach.GPA-ALE4-24

    1. 1.

      Describe five critical elements you need to consider in preparing to teach.GPA-ALE4-24.1

    2. 2.

      Write effective learning outcomes.GPA-ALE4-24.2

    3. 3.

      Create at least six tips for planning a lesson.GPA-ALE4-24.3

    4. 4.

      Define and properly use the following keywords: competency, learning objective, learning outcomes, lesson plan, measurable, prerequisite, training aids.GPA-ALE4-24.4

  • GPA-ALE4-25.

    Students will develop a lesson plan.GPA-ALE4-25

    1. 1.

      Explain the purpose of a lesson plan.GPA-ALE4-25.1

    2. 2.

      Describe the four-phases of a lesson plan.GPA-ALE4-25.2

    3. 3.

      Relate teaching and learning to the four-phase lesson plan model.GPA-ALE4-25.3

    4. 4.

      Relate learning activities to learning objectives.GPA-ALE4-25.4

    5. 5.

      Associate active learning principles to effective lesson plan development.GPA-ALE4-25.5

    6. 6.

      Define and properly use the following keywords: Energizer, facilitator, focus, Gather, Inquire, Process, reflection.GPA-ALE4-25.6

  • GPA-ALE4-26.

    Students will use effective teaching methods to deliver instruction.GPA-ALE4-26

    1. 1.

      Compare lesson objectives to learning objectives.GPA-ALE4-26.1

    2. 2.

      Distinguish among the seven teaching methods.GPA-ALE4-26.2

    3. 3.

      Identify the five types of practice exercises.GPA-ALE4-26.3

    4. 4.

      Define and properly use the following keywords: brainstorming, case study, coach-pupil exercises, conference, demonstration, discussion, gaming, group performance, independent exercises, lecture, practical exercises, role- play, and team practical exercises.GPA-ALE4-26.4

  • GPA-ALE4-27.

    Students will incorporate a variety of strategies into a lesson plan.GPA-ALE4-27

    1. 1.

      Assess the benefits of using cooperative learning strategies in the classroom.GPA-ALE4-27.1

    2. 2.

      Identify cooperative learning strategies that encourage team building.GPA-ALE4-27.2

    3. 3.

      Determine cooperative learning strategies that requires students to respond to questions posed in the lesson.GPA-ALE4-27.3

    4. 4.

      Research cooperative learning strategies that help learners gather, share, and learn a great deal of material in a short amount of time.GPA-ALE4-27.4

    5. 5.

      Explain how incorporating a variety of learning styles and multiple intelligences benefit learners in a classroom.GPA-ALE4-27.5

    6. 6.

      Define and properly use the following keywords: cooperative learning strategy, team-building exercise.GPA-ALE4-27.6

  • GPA-ALE4-28.

    Students will use Thinking Maps® and Graphic Organizers as tools for teaching others.GPA-ALE4-28

    1. 1.

      Identify the factors associated with brain-based learning.GPA-ALE4-28.1

    2. 2.

      Describe the benefits of graphic organizers to the learner.GPA-ALE4-28.2

    3. 3.

      Compare and contrast different types of graphic organizers.GPA-ALE4-28.3

    4. 4.

      Match thinking processes in learning to Thinking Maps®.GPA-ALE4-28.4

    5. 5.

      Define and properly use the following keywords: Bridge Map: analogies, Circle Map: defining in context, Bubble Map: describing, Multi-Flow Map: cause and effect, Tree Map: classifying, Double Bubble Map: comparing and contrasting, Brace Map: part-whole relationships, Flow Map: sequencing, thinking process.GPA-ALE4-28.5

  • GPA-ALE4-29.

    Students will use feedback to enhance learning in the classroom.GPA-ALE4-29

    1. 1.

      Describe the purpose of feedback in the classroom.GPA-ALE4-29.1

    2. 2.

      Explain four ways that feedback can be effective.GPA-ALE4-29.2

    3. 3.

      Identify the five characteristics or conditions of effective feedback.GPA-ALE4-29.3

    4. 4.

      Identify the basic ground rules and tips for giving effective feedback.GPA-ALE4-29.4

    5. 5.

      Define and properly use the following keywords: acceptability, clarify, comprehensive, constructive, conviction, criteria, feedback, flexibility, jargon, modify, objectivity, preconceived, rapport, reinforce.GPA-ALE4-29.5

  • GPA-ALE4-30.

    Students will develop a personal exercise program and learn to take responsibility for their actions and choices.GPA-ALE4-30

    1. 1.

      Compare the Cadet Challenge to the Presidential Physical Fitness Award.GPA-ALE4-30.1

    2. 2.

      Participate in the Cadet Challenge fitness assessment and appropriate health related activities.GPA-ALE4-30.2

    3. 3.

      Use fitness assessment results to establish individual goals for all five health related fitness components.GPA-ALE4-30.3

    4. 4.

      Develop a personal fitness plan to attain individual goals.GPA-ALE4-30.4

    5. 5.

      Assess personal fitness outcomes following a period of training.GPA-ALE4-30.5

    6. 6.

      Create a personal fitness plan that promotes health related fitness, stress reduction and weight control in school and non-school settings.GPA-ALE4-30.6

    7. 7.

      Define and properly use the following keywords: aerobic, anaerobic, calisthenics, cardiorespiratory, isokinetic, isometric, isotonic, obesity and tone.GPA-ALE4-30.7

Army Leadership Education - 5 (28.035)

  • GPA-ALE5-1.

    Demonstrate employability skills required by business and industry.GPA-ALE5-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE5-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE5-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE5-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE5-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE5-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE5-1.6

  • GPA-ALE5-2.

    Students will apply leadership skills to continuous improvement and program outcomes.GPA-ALE5-2

    1. 1.

      For LET 5 – LET 8 courses, use the content in the JROTC UNIT 5 (CONTINUING EDUCATION FOR LEADERS) textbook as deemed appropriate by your JROTC Senior Army Instructor and administrators.GPA-ALE5-2.1

Army Leadership Education - 6 (28.036)

  • GPA-ALE6-1.

    Demonstrate employability skills required by business and industry.GPA-ALE6-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE6-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE6-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE6-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE6-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE6-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE6-1.6

  • GPA-ALE6-2.

    Students will apply leadership skills to continuous improvement and program outcomes.GPA-ALE6-2

    1. 1.

      For LET 5 – LET 8 courses, use the content in the JROTC UNIT 5 (CONTINUING EDUCATION FOR LEADERS) textbook as deemed appropriate by your JROTC Senior Army Instructor and administrators.GPA-ALE6-2.1

Army Leadership Education - 7 (28.037)

  • GPA-ALE7-1.

    Demonstrate employability skills required by business and industry.GPA-ALE7-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE7-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE7-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE7-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE7-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE7-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE7-1.6

  • GPA-ALE7-2.

    Students will apply leadership skills to continuous improvement and program outcomes.GPA-ALE7-2

    1. 1.

      For LET 5 – LET 8 courses, use the content in the JROTC UNIT 5 (CONTINUING EDUCATION FOR LEADERS) textbook as deemed appropriate by your JROTC Senior Army Instructor and administrators.GPA-ALE7-2.1

Army Leadership Education - 8 (28.038)

  • GPA-ALE8-1.

    Demonstrate employability skills required by business and industry.GPA-ALE8-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-ALE8-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-ALE8-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-ALE8-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-ALE8-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-ALE8-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-ALE8-1.6

  • GPA-ALE8-2.

    Students will apply leadership skills to continuous improvement and program outcomes.GPA-ALE8-2

    1. 1.

      For LET 5 – LET 8 courses, use the content in the JROTC UNIT 5 (CONTINUING EDUCATION FOR LEADERS) textbook as deemed appropriate by your JROTC Senior Army Instructor and administrators.GPA-ALE8-2.1

MCJROTC Leadership Education I (28.041)

  • GPA-MCJROTCLEI-1.

    Demonstrate employability skills required by business and industry.GPA-MCJROTCLEI-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-MCJROTCLEI-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-MCJROTCLEI-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-MCJROTCLEI-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-MCJROTCLEI-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-MCJROTCLEI-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-MCJROTCLEI-1.6

  • GPA-MCJROTCLEI-2.

    Students will know, understand, and apply objectives of leadership and core values.GPA-MCJROTCLEI-2

    1. 1.

      Explain the Marine Corps definition of leadership.GPA-MCJROTCLEI-2.1

    2. 2.

      Define your personal definition of leadership.GPA-MCJROTCLEI-2.2

    3. 3.

      Demonstrate Marine Corps values: ethics, morals, and values in a leadership situation.GPA-MCJROTCLEI-2.3

    4. 4.

      Provide examples of honor, courage, and commitment in a leadership position.GPA-MCJROTCLEI-2.4

  • GPA-MCJROTCLEI-3.

    Students will keep up to date with current events, illustrate patriotism, characterize the responsibilities and legal rights of an American citizen, and define requirements to attain U.S.GPA-MCJROTCLEI-3

    1. 1.

      Discuss with supported opinions newsworthy events happening in present time with consideration to relevance, magnitude, unexpectedness, impact, oddity, reference to famous and important people, conflict, reference to negativity, continuity, emotions, and progress.GPA-MCJROTCLEI-3.1

    2. 2.

      Discuss the importance of keeping up to date with current events.GPA-MCJROTCLEI-3.2

    3. 3.

      Distinguish between viable and nonviable news sources.GPA-MCJROTCLEI-3.3

    4. 4.

      Explain patriotism.GPA-MCJROTCLEI-3.4

    5. 5.

      Differentiate between and characterize rights, responsibilities, and privileges of American citizens.GPA-MCJROTCLEI-3.5

    6. 6.

      Describe the process and requirements for attaining U.S. citizenship.GPA-MCJROTCLEI-3.6

  • GPA-MCJROTCLEI-4.

    Personal Growth and Responsibility: Students will evaluate the importance of physical fitness, physical training, health, hygiene, and nutrition.GPA-MCJROTCLEI-4

    1. 1.

      Plan and conduct a physical fitness training session.GPA-MCJROTCLEI-4.1

    2. 2.

      Participate in challenging physical training.GPA-MCJROTCLEI-4.2

    3. 3.

      Cadet is evaluated using the Youth Physical Fitness TestGPA-MCJROTCLEI-4.3

    4. 4.

      Cadet is evaluated using the Marine Corps Physical Fitness TestGPA-MCJROTCLEI-4.4

    5. 5.

      Explain in detail the requirements for personal hygiene.GPA-MCJROTCLEI-4.5

    6. 6.

      Recognize warning signs of potential suicide and identify where to seek assistance.GPA-MCJROTCLEI-4.6

    7. 7.

      Apply coping skills for stress management.GPA-MCJROTCLEI-4.7

    8. 8.

      Interpret health risks, social consequences of, and warning signs of drug and alcohol abuse.GPA-MCJROTCLEI-4.8

    9. 9.

      Discuss prevention and intervention of drug and alcohol abuse.GPA-MCJROTCLEI-4.9

    10. 10.

      Discuss health risks and tobacco use.GPA-MCJROTCLEI-4.10

    11. 11.

      Classify food into the five major food groups.GPA-MCJROTCLEI-4.11

    12. 12.

      Compare nutrition as it relates to peak performance.GPA-MCJROTCLEI-4.12

  • GPA-MCJROTCLEI-5.

    General Military Subjects: Students will identify, understand, and apply basic Marine Corps fundamentals as related to administration, uniforms, customs, courtesies, traditions, rank structure, and chain of command.GPA-MCJROTCLEI-5

    1. 1.

      Summarize the purpose of Leadership Education and MCJROTC.GPA-MCJROTCLEI-5.1

    2. 2.

      Explain the MCJROTC unit organization.GPA-MCJROTCLEI-5.2

    3. 3.

      Evaluate the benefits of MCJROTC.GPA-MCJROTCLEI-5.3

    4. 4.

      Distinguish policies for promotions and awards.GPA-MCJROTCLEI-5.4

    5. 5.

      Participate in uniform issue and turn- in.GPA-MCJROTCLEI-5.5

    6. 6.

      Establish and maintain cadet records.GPA-MCJROTCLEI-5.6

    7. 7.

      Maintain and present a professional personal appearance.GPA-MCJROTCLEI-5.7

    8. 8.

      Properly wear the Utility and Physical Training uniforms.GPA-MCJROTCLEI-5.8

    9. 9.

      Execute a hand salute.GPA-MCJROTCLEI-5.9

    10. 10.

      Utilize proper salutations.GPA-MCJROTCLEI-5.10

    11. 11.

      Demonstrate proper procedure for reporting to an officer.GPA-MCJROTCLEI-5.11

    12. 12.

      Render honors to colors.GPA-MCJROTCLEI-5.12

    13. 13.

      Render honors to the Marine Corps Hymn.GPA-MCJROTCLEI-5.13

    14. 14.

      Discuss the items comprising the Marine Corps emblem.GPA-MCJROTCLEI-5.14

    15. 15.

      Relate the significance of the Marine Corps Birthday.GPA-MCJROTCLEI-5.15

    16. 16.

      Classify individual Marine Corps JROTC ranks and insignia.GPA-MCJROTCLEI-5.16

    17. 17.

      Classify individual Marine Corps rank and insignia.GPA-MCJROTCLEI-5.17

    18. 18.

      Explain the purpose of the Chain of Command.GPA-MCJROTCLEI-5.18

    19. 19.

      Describe the MCJROTC Chain of Command.GPA-MCJROTCLEI-5.19

    20. 20.

      Describe the CMC Chain of Command.GPA-MCJROTCLEI-5.20

  • GPA-MCJROTCLEI-6.

    Core Military Skills: Students will explain the purposes and objectives of basic drill and Marine ceremonies and demonstrate proficiency in teamwork, confidence, pride, alertness, and attention to detail through basic drill.GPA-MCJROTCLEI-6

    1. 1.

      Manipulate individual positions.GPA-MCJROTCLEI-6.1

    2. 2.

      Demonstrate stationary movements.GPA-MCJROTCLEI-6.2

    3. 3.

      Demonstrate facing movements.GPA-MCJROTCLEI-6.3

    4. 4.

      Demonstrate a proper hand salute.GPA-MCJROTCLEI-6.4

    5. 5.

      Demonstrate basic formations as part of a unit.GPA-MCJROTCLEI-6.5

    6. 6.

      Interpret and react to immediate orders.GPA-MCJROTCLEI-6.6

    7. 7.

      Participate in Marine Corps Birthday Ceremony.GPA-MCJROTCLEI-6.7

    8. 8.

      Participate in MCJROTC Change of Command Ceremony.GPA-MCJROTCLEI-6.8

MCJROTC Leadership Education II (28.042)

  • GPA-MCJROTCLEII-1.

    Demonstrate employability skills required by business and industry.GPA-MCJROTCLEII-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-MCJROTCLEII-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-MCJROTCLEII-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-MCJROTCLEII-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-MCJROTCLEII-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-MCJROTCLEII-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-MCJROTCLEII-1.6

  • GPA-MCJROTCLEII-2.

    Students will identify and demonstrate leadership traits and apply principles of leadership.GPA-MCJROTCLEII-2

    1. 1.

      Illustrate understanding of introspection and provide example in a JROTC leadership environment.GPA-MCJROTCLEII-2.1

    2. 2.

      Identify and explain the differences between all 14 leadership traits.GPA-MCJROTCLEII-2.2

  • GPA-MCJROTCLEII-3.

    Students will keep up to date with current events and determine civic responsibilities.GPA-MCJROTCLEII-3

    1. 1.

      Discuss with supported opinions newsworthy events happening in present time with consideration to relevance, magnitude, unexpectedness, impact, oddity, reference to famous and important people, conflict, reference to negativity, continuity, emotions, and progress.GPA-MCJROTCLEII-3.1

    2. 2.

      Discuss the importance of keeping up to date with current events.GPA-MCJROTCLEII-3.2

    3. 3.

      Distinguish between viable and nonviable news sources.GPA-MCJROTCLEII-3.3

    4. 4.

      Differentiate between service and volunteering.GPA-MCJROTCLEII-3.4

    5. 5.

      Identify the positive effects of volunteering in American society.GPA-MCJROTCLEII-3.5

    6. 6.

      Participate in community, school, and public affairs events.GPA-MCJROTCLEII-3.6

  • GPA-MCJROTCLEII-4.

    Personal Growth and Responsibility: Students will evaluate the importance of physical training and judge proper social skills as well as proper written and oral communication.GPA-MCJROTCLEII-4

    1. 1.

      Compare and contrast proper manners and dress.GPA-MCJROTCLEII-4.1

    2. 2.

      Illustrate proper table manners.GPA-MCJROTCLEII-4.2

    3. 3.

      Distinguish between effective and ineffective study skills.GPA-MCJROTCLEII-4.3

    4. 4.

      Justify the importance of proper written and oral communication techniques.GPA-MCJROTCLEII-4.4

    5. 5.

      Demonstrate effective listening skills.GPA-MCJROTCLEII-4.5

    6. 6.

      Demonstrate effective speaking skills.GPA-MCJROTCLEII-4.6

    7. 7.

      Write and deliver an oral presentation.GPA-MCJROTCLEII-4.7

    8. 8.

      Participate in challenging physical training.GPA-MCJROTCLEII-4.8

    9. 9.

      Cadet is evaluated using the National Youth Physical Fitness Test.GPA-MCJROTCLEII-4.9

    10. 10.

      Cadet is evaluated using the Marine Corps Physical Fitness Test.GPA-MCJROTCLEII-4.10

  • GPA-MCJROTCLEII-5.

    Public Service and Career Exploration: Students will develop a personal portfolio.GPA-MCJROTCLEII-5

    1. 1.

      Develop and maintain a collection in chronological order of MCJROTC activities.GPA-MCJROTCLEII-5.1

  • GPA-MCJROTCLEII-6.

    General Military Subjects: Students will identify, understand, and apply basic Marine Corps fundamentals as related to administration, uniforms, Marine Corps history, marksmanship, and first aid.GPA-MCJROTCLEII-6

    1. 1.

      Participate in uniform issue and turn in.GPA-MCJROTCLEII-6.1

    2. 2.

      Compare and contrast school and MCJROTC codes of conduct.GPA-MCJROTCLEII-6.2

    3. 3.

      Utilize MCJROTC security procedures.GPA-MCJROTCLEII-6.3

    4. 4.

      Restate the MCJROTC uniform and its history.GPA-MCJROTCLEII-6.4

    5. 5.

      Properly wear the Service A, B, and C uniforms.GPA-MCJROTCLEII-6.5

    6. 6.

      Define the history of the Marine Corps to include origins of the Corps, significant dates, people, and battles.GPA-MCJROTCLEII-6.6

    7. 7.

      Safely handle a rifle.GPA-MCJROTCLEII-6.7

    8. 8.

      Describe the four life-saving steps.GPA-MCJROTCLEII-6.8

    9. 9.

      Identify heat and sickness and explain treatment.GPA-MCJROTCLEII-6.9

    10. 10.

      Identify cold and sickness and explain treatment.GPA-MCJROTCLEII-6.10

  • GPA-MCJROTCLEII-7.

    Core Military Skills: Students will explain the purposes and objectives of basic drill and Marine Corps Ceremonies and demonstrate proficiency in teamwork, confidence, pride, alertness, and attention to detail through basic drill.GPA-MCJROTCLEII-7

    1. 1.

      Manipulate individual positions.GPA-MCJROTCLEII-7.1

    2. 2.

      Demonstrate basic formations as part of a unit.GPA-MCJROTCLEII-7.2

    3. 3.

      Interpret and react to voice commands.GPA-MCJROTCLEII-7.3

    4. 4.

      Demonstrate basic weapons manipulation.GPA-MCJROTCLEII-7.4

    5. 5.

      Demonstrate basic weapons manipulation while marching.GPA-MCJROTCLEII-7.5

    6. 6.

      Exemplify Esprit De Corps by drilling with confidence.GPA-MCJROTCLEII-7.6

    7. 7.

      Participate in Marine Corps Birthday Ceremony.GPA-MCJROTCLEII-7.7

    8. 8.

      Participate in MCJROTC Change of Command Ceremony.GPA-MCJROTCLEII-7.8

MCJROTC Leadership Education III (28.043)

  • GPA-MCJROTCLEIII-1.

    Demonstrate employability skills required by business and industry.GPA-MCJROTCLEIII-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-MCJROTCLEIII-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-MCJROTCLEIII-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-MCJROTCLEIII-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-MCJROTCLEIII-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-MCJROTCLEIII-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-MCJROTCLEIII-1.6

  • GPA-MCJROTCLEIII-2.

    Students will apply the leadership principles, the objectives of leadership, and understand the application and differences in authority, responsibility, and accountability.GPA-MCJROTCLEIII-2

    1. 1.

      Differentiate between the 11 leadership principles.GPA-MCJROTCLEIII-2.1

    2. 2.

      Correlate the 11 leadership principles to the promotion of effective leadership.GPA-MCJROTCLEIII-2.2

    3. 3.

      Compare and contrast responsibility, authority, and accountability.GPA-MCJROTCLEIII-2.3

    4. 4.

      Recognize the origins of the Non-Commissioned Officer (NCO) rank.GPA-MCJROTCLEIII-2.4

    5. 5.

      Identify the five purposes of the NCO.GPA-MCJROTCLEIII-2.5

    6. 6.

      Characterize the relationship between officers and enlisted Marines.GPA-MCJROTCLEIII-2.6

  • GPA-MCJROTCLEIII-3.

    Students will keep up to date with current events, discern the basic organization of the U. S.GPA-MCJROTCLEIII-3

    1. 1.

      Characterize the major freedom documents of the United States according to their characteristics and content.GPA-MCJROTCLEIII-3.1

    2. 2.

      Compare and Contrast the three branches of Federal Government.GPA-MCJROTCLEIII-3.2

    3. 3.

      Distinguish between the three methods of obtaining citizenship.GPA-MCJROTCLEIII-3.3

    4. 4.

      Identify the qualifications for citizenship.GPA-MCJROTCLEIII-3.4

    5. 5.

      Take the U.S. Citizenship Test.GPA-MCJROTCLEIII-3.5

    6. 6.

      Discuss with supported opinions newsworthy events happening in present time with consideration to relevance, magnitude, unexpectedness, impact, oddity, reference to famous and important people, conflict, reference to negativity, continuity, emotions, and progress.GPA-MCJROTCLEIII-3.6

    7. 7.

      Distinguish between viable and nonviable news sources.GPA-MCJROTCLEIII-3.7

  • GPA-MCJROTCLEIII-4.

    Students will evaluate the importance of physical fitness, physical training, health, hygiene, and nutrition; and have a basic knowledge of suicide prevention.GPA-MCJROTCLEIII-4

    1. 1.

      Plan and conduct a physical fitness training session.GPA-MCJROTCLEIII-4.1

    2. 2.

      Participate in challenging physical training.GPA-MCJROTCLEIII-4.2

    3. 3.

      Cadets are evaluated using the National Youth Physical Fitness Test.GPA-MCJROTCLEIII-4.3

    4. 4.

      Cadets are evaluated using the Marine Corps Physical Fitness Test.GPA-MCJROTCLEIII-4.4

    5. 5.

      Explain in detail the requirements for personal hygiene.GPA-MCJROTCLEIII-4.5

    6. 6.

      Recognize warning signs of potential suicide and identify where to seek assistance.GPA-MCJROTCLEIII-4.6

    7. 7.

      Apply coping skills for stress management.GPA-MCJROTCLEIII-4.7

    8. 8.

      Prepare and present an informative speech.GPA-MCJROTCLEIII-4.8

  • GPA-MCJROTCLEIII-5.

    Students will understand the job application process and the proper conduct of a job interview.GPA-MCJROTCLEIII-5

    1. 1.

      Explain the importance of filling out a job application.GPA-MCJROTCLEIII-5.1

    2. 2.

      Understand the do's and don'ts of job interviews.GPA-MCJROTCLEIII-5.2

    3. 3.

      Participate in community service programs with the JROTC program or with other community service organizations.GPA-MCJROTCLEIII-5.3

  • GPA-MCJROTCLEIII-6.

    Students will demonstrate proper Marine Corps grooming standards, demonstrate the customs and courtesies associated with the U. S. flag, demonstrate a basic knowledge of sea service terminology, and demonstrate a basic knowledge of early Marine Corps history.GPA-MCJROTCLEIII-6

    1. 1.

      Exhibit proper MCJROTC grooming standards.GPA-MCJROTCLEIII-6.1

    2. 2.

      Use established sea service terms.GPA-MCJROTCLEIII-6.2

    3. 3.

      Distinguish significant symbols of the Marine Corps.GPA-MCJROTCLEIII-6.3

    4. 4.

      Characterize customs, courtesies and displays of the United States flag.GPA-MCJROTCLEIII-6.4

    5. 5.

      Research notable Marine Corps battles between 1865 and 1916.GPA-MCJROTCLEIII-6.5

    6. 6.

      State the significance of the Pledge of Allegiance.GPA-MCJROTCLEIII-6.6

    7. 7.

      Describe in detail Interior Guard.GPA-MCJROTCLEIII-6.7

    8. 8.

      Interpret between the eleven General Orders.GPA-MCJROTCLEIII-6.8

    9. 9.

      Compare and contrast General Orders and Special Orders.GPA-MCJROTCLEIII-6.9

  • GPA-MCJROTCLEIII-7.

    Students will differentiate the purposes and objectives of basic drill and Marine ceremonies and demonstrate proficiency in teamwork, confidence, pride, alertness, and attention to detail through basic drill.GPA-MCJROTCLEIII-7

    1. 1.

      Participate in weekly organized physical training.GPA-MCJROTCLEIII-7.1

    2. 2.

      Engage in weekly discussions of current events.GPA-MCJROTCLEIII-7.2

    3. 3.

      Participate in weekly organized drill practice.GPA-MCJROTCLEIII-7.3

    4. 4.

      Participate in organized marksmanship training.GPA-MCJROTCLEIII-7.4

    5. 5.

      Participate in Marine Corps Birthday Ceremony.GPA-MCJROTCLEIII-7.5

    6. 6.

      Prepare and wear the Blue Dress Uniform as required.GPA-MCJROTCLEIII-7.6

MCJROTC Leadership Education IV (28.044)

  • GPA-MCJROTCLEIV-1.

    Demonstrate employability skills required by business and industry.GPA-MCJROTCLEIV-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-MCJROTCLEIV-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-MCJROTCLEIV-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-MCJROTCLEIV-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-MCJROTCLEIV-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-MCJROTCLEIV-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-MCJROTCLEIV-1.6

  • GPA-MCJROTCLEIV-2.

    Students will demonstrate the principles of motivation and discipline and understand the role of officers in the chain of command.GPA-MCJROTCLEIV-2

    1. 1.

      Identify the factors that motivate individuals.GPA-MCJROTCLEIV-2.1

    2. 2.

      Explain the principles of motivation.GPA-MCJROTCLEIV-2.2

    3. 3.

      Explain the effects of high or low morale on a unit.GPA-MCJROTCLEIV-2.3

    4. 4.

      Identify indicators of morale and the techniques to improve morale in your unit.GPA-MCJROTCLEIV-2.4

    5. 5.

      Identify the indicators of discipline and the techniques to improve discipline in your unit.GPA-MCJROTCLEIV-2.5

    6. 6.

      Explain the need for individual practice and individual training.GPA-MCJROTCLEIV-2.6

    7. 7.

      Describe the purpose of training as a team.GPA-MCJROTCLEIV-2.7

    8. 8.

      Know and explain the definition of proficiency.GPA-MCJROTCLEIV-2.8

    9. 9.

      Describe the various roles of officers.GPA-MCJROTCLEIV-2.9

    10. 10.

      Understand their responsibilities as leaders.GPA-MCJROTCLEIV-2.10

  • GPA-MCJROTCLEIV-3.

    Students will compare and contrast the various political and economic systems of government and differentiate between them.GPA-MCJROTCLEIV-3

    1. 1.

      Discuss with supported opinions newsworthy events happening in present time with consideration to relevance, magnitude, unexpectedness, impact, oddity, reference to famous and important people, conflict, reference to negativity, continuity, emotions, and progress.GPA-MCJROTCLEIV-3.1

    2. 2.

      Differentiate between service and volunteerism.GPA-MCJROTCLEIV-3.2

    3. 3.

      Distinguish between various forms of political governments including democracy, republic, monarchy, theocracy, and totalitarian and give examples of each.GPA-MCJROTCLEIV-3.3

    4. 4.

      Explain the meanings of terms related to Capitalism, Communism, and Socialism.GPA-MCJROTCLEIV-3.4

    5. 5.

      Demonstrate an understanding of the differences between Capitalism, Communism, and Socialism.GPA-MCJROTCLEIV-3.5

    6. 6.

      Identify the significant historical events in the history of the United States Flag.GPA-MCJROTCLEIV-3.6

    7. 7.

      Explain the significance of the stars, stripes, and colors on the United States Flag.GPA-MCJROTCLEIV-3.7

    8. 8.

      Explain the significance of the key figures involved in the development of the United States Flag.GPA-MCJROTCLEIV-3.8

    9. 9.

      Recognize the symbols within the Great Seal.GPA-MCJROTCLEIV-3.9

    10. 10.

      State what the symbols represent.GPA-MCJROTCLEIV-3.10

    11. 11.

      Identify important dates in the history of the Great Seal.GPA-MCJROTCLEIV-3.11

    12. 12.

      Name those responsible for the design of the Great Seal.GPA-MCJROTCLEIV-3.12

    13. 13.

      State how the Great Seal is officially used.GPA-MCJROTCLEIV-3.13

    14. 14.

      Identify the positive effects of volunteerism in American society.GPA-MCJROTCLEIV-3.14

    15. 15.

      Participate in community, school, and public affairs events.GPA-MCJROTCLEIV-3.15

  • GPA-MCJROTCLEIV-4.

    Cadet will demonstrate appropriate level writing skills through the writing of essays as well as evaluate the skills of other cadets.GPA-MCJROTCLEIV-4

    1. 1.

      Write an essay using effective writing skills.GPA-MCJROTCLEIV-4.1

    2. 2.

      Critique the essay of another cadet.GPA-MCJROTCLEIV-4.2

    3. 3.

      Participate in challenging physical training.GPA-MCJROTCLEIV-4.3

    4. 4.

      Plan and conduct a physical fitness training session.GPA-MCJROTCLEIV-4.4

    5. 5.

      Cadets are evaluated using the National Youth Physical Fitness Test.GPA-MCJROTCLEIV-4.5

    6. 6.

      Cadets are evaluated using the Marine Corps Physical Fitness Test.GPA-MCJROTCLEIV-4.6

  • GPA-MCJROTCLEIV-5.

    Students will explore potential careers and complete a job application and practice the interview process.GPA-MCJROTCLEIV-5

    1. 1.

      Explore various career possibilities.GPA-MCJROTCLEIV-5.1

    2. 2.

      Complete a job application.GPA-MCJROTCLEIV-5.2

    3. 3.

      Participate in a job interview.GPA-MCJROTCLEIV-5.3

    4. 4.

      Participate in community service programs with the ROTC program or with other community service organizations.GPA-MCJROTCLEIV-5.4

  • GPA-MCJROTCLEIV-6.

    Students will demonstrate a knowledge of military customs and courtesies, differentiate the rank insignia of other services and other service JROTC programs, and expand their knowledge of Marine Corps history. At this level, cadets will receive introductory courses in military law and land navigation. Rifle safety will be emphasized during marksmanship qualification.GPA-MCJROTCLEIV-6

    1. 1.

      Demonstrate proper procedures for entering vehicles and boarding Naval vessels.GPA-MCJROTCLEIV-6.1

    2. 2.

      Interpret individual Navy ranks and insignia.GPA-MCJROTCLEIV-6.2

    3. 3.

      Interpret individual JROTC ranks and insignia.GPA-MCJROTCLEIV-6.3

    4. 4.

      Interpret the causes of World War I and Marine involvement in the war.GPA-MCJROTCLEIV-6.4

    5. 5.

      Know the Marine Corps traditions that resulted from action during World War I.GPA-MCJROTCLEIV-6.5

    6. 6.

      Understand the need and the Uniform Code of Military Justice.GPA-MCJROTCLEIV-6.6

    7. 7.

      Know who is subject to the Uniform Code of Military Justice.GPA-MCJROTCLEIV-6.7

    8. 8.

      Explain the purpose of non-judicial punishment and the circumstances of how it is imposed.GPA-MCJROTCLEIV-6.8

    9. 9.

      Identify the rights listed in an Article 31 warning.GPA-MCJROTCLEIV-6.9

    10. 10.

      Know the 3 types of courts martial.GPA-MCJROTCLEIV-6.10

    11. 11.

      Understand the jurisdiction, composition, and punishments related to types of courts martial.GPA-MCJROTCLEIV-6.11

    12. 12.

      Demonstrate a basic knowledge of Map Reading and land navigation.GPA-MCJROTCLEIV-6.12

    13. 13.

      Understand rules and procedures for safe range operation.GPA-MCJROTCLEIV-6.13

    14. 14.

      Demonstrate rules for safe firearm handling.GPA-MCJROTCLEIV-6.14

    15. 15.

      Fire the .177 air rifle for qualification.GPA-MCJROTCLEIV-6.15

  • GPA-MCJROTCLEIV-7.

    Students will discern the purpose and objectives of basic drill and Marine Corps Ceremonies and demonstrate proficiency in teamwork, confidence, pride, alertness, and attention to detail through basic drill.GPA-MCJROTCLEIV-7

    1. 1.

      Engage in weekly organized physical training.GPA-MCJROTCLEIV-7.1

    2. 2.

      Participate in weekly organized drill practice.GPA-MCJROTCLEIV-7.2

    3. 3.

      Manipulate individual positions.GPA-MCJROTCLEIV-7.3

    4. 4.

      Demonstrate basic formations as part of a unit.GPA-MCJROTCLEIV-7.4

    5. 5.

      Interpret and react to voice commands.GPA-MCJROTCLEIV-7.5

    6. 6.

      Demonstrate basic weapons manipulation.GPA-MCJROTCLEIV-7.6

    7. 7.

      Demonstrate basic weapons manipulation while marching.GPA-MCJROTCLEIV-7.7

    8. 8.

      Exemplify Espirit De Corps by drilling with confidence.GPA-MCJROTCLEIV-7.8

    9. 9.

      Participate in MCJROTC Change of Command Ceremony.GPA-MCJROTCLEIV-7.9

MCJROTC Leadership Education V (28.045)

  • GPA-MCJROTCLEV-1.

    Demonstrate employability skills required by business and industry.GPA-MCJROTCLEV-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-MCJROTCLEV-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-MCJROTCLEV-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-MCJROTCLEV-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-MCJROTCLEV-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-MCJROTCLEV-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-MCJROTCLEV-1.6

  • GPA-MCJROTCLEV-2.

    Students will acquire skills necessary to conduct individual mentoring and team training.GPA-MCJROTCLEV-2

    1. 1.

      Identify the roles and responsibilities in a mentoring relationship.GPA-MCJROTCLEV-2.1

    2. 2.

      Indicate the tools necessary for successful mentoring.GPA-MCJROTCLEV-2.2

    3. 3.

      Design a Lesson Plan.GPA-MCJROTCLEV-2.3

    4. 4.

      Identify required items for Leadership Training.GPA-MCJROTCLEV-2.4

  • GPA-MCJROTCLEV-3.

    Students will describe the importance of inspections and evaluations.GPA-MCJROTCLEV-3

    1. 1.

      Explain the difference between an inspection and an evaluation.GPA-MCJROTCLEV-3.1

    2. 2.

      Describe the purpose of an inspection.GPA-MCJROTCLEV-3.2

    3. 3.

      Describe the purpose of an evaluation.GPA-MCJROTCLEV-3.3

    4. 4.

      Explain the importance of standards.GPA-MCJROTCLEV-3.4

    5. 5.

      Relate inspections and evaluations to personal career growth.GPA-MCJROTCLEV-3.5

  • GPA-MCJROTCLEV-4.

    Students will identify the steps in planning and conducting community, school, and public affairs events.GPA-MCJROTCLEV-4

    1. 1.

      Identify the steps involved and the sequence of planning an event.GPA-MCJROTCLEV-4.1

    2. 2.

      Create and apply a checklist of planning activities.GPA-MCJROTCLEV-4.2

    3. 3.

      Evaluate the successes and failures incurred in event planning.GPA-MCJROTCLEV-4.3

  • GPA-MCJROTCLEV-5.

    Students will demonstrate proper service etiquette.GPA-MCJROTCLEV-5

    1. 1.

      Explain service etiquette.GPA-MCJROTCLEV-5.1

    2. 2.

      Demonstrate how to properly introduce individuals, using correct titles and military ranks when appropriate.GPA-MCJROTCLEV-5.2

    3. 3.

      Recognize the information that should be included on an invitation.GPA-MCJROTCLEV-5.3

    4. 4.

      Explain the meaning of, and how to respond to R.S.V.P. on an invitation.GPA-MCJROTCLEV-5.4

    5. 5.

      Employ the guidelines for writing a thank you note.GPA-MCJROTCLEV-5.5

    6. 6.

      Employ proper saluting practices.GPA-MCJROTCLEV-5.6

    7. 7.

      Identify the four basic elements included in a military funeral.GPA-MCJROTCLEV-5.7

    8. 8.

      Describe the sequence of events for rendering honors during an official visit.GPA-MCJROTCLEV-5.8

    9. 9.

      Describe the basic elements of a dining-in.GPA-MCJROTCLEV-5.9

  • GPA-MCJROTCLEV-6.

    Students will learn to make effective financial decisions.GPA-MCJROTCLEV-6

    1. 1.

      Explain the steps in the financial planning process, the difference between needs and wants, how values affect needs and wants, how to develop written and meaningful goals and how decisions affect goals.GPA-MCJROTCLEV-6.1

    2. 2.

      Describe the relationships between career factors (how education and training affect earning potential); identify career options; and demonstrate awareness of future financial decisions affected by career choices.GPA-MCJROTCLEV-6.2

    3. 3.

      Recognize effective money management.GPA-MCJROTCLEV-6.3

    4. 4.

      Explain the benefits of saving and investing.GPA-MCJROTCLEV-6.4

  • GPA-MCJROTCLEV-7.

    Students will identify community service, state and federal service occupations that offer a career path.GPA-MCJROTCLEV-7

    1. 1.

      Describe community, state, and federal services.GPA-MCJROTCLEV-7.1

    2. 2.

      Identify community, state, and federal service occupations.GPA-MCJROTCLEV-7.2

    3. 3.

      Relate community, state, and federal service occupations to their own career goals.GPA-MCJROTCLEV-7.3

  • GPA-MCJROTCLEV-8.

    Students will describe military service benefits.GPA-MCJROTCLEV-8

    1. 1.

      Explain the meaning of military service.GPA-MCJROTCLEV-8.1

    2. 2.

      Describe military service benefits.GPA-MCJROTCLEV-8.2

  • GPA-MCJROTCLEV-9.

    Students will identify the rank insignia used by the Army, Marine Corps, and Air Force of the United States.GPA-MCJROTCLEV-9

    1. 1.

      Identify commissioned officer, warrant officer and enlisted rank, grade, and insignia.GPA-MCJROTCLEV-9.1

    2. 2.

      Differentiate the rank insignias used in the various services.GPA-MCJROTCLEV-9.2

    3. 3.

      Identify officer and enlisted rank structure in proper sequence.GPA-MCJROTCLEV-9.3

  • GPA-MCJROTCLEV-10.

    Students will prepare a chronology of Marine Corps activities between 1919 and 1941.GPA-MCJROTCLEV-10

    1. 1.

      Identify key Marine Corps individuals.GPA-MCJROTCLEV-10.1

    2. 2.

      Describe events involving Marines in specific locations around the world.GPA-MCJROTCLEV-10.2

    3. 3.

      Explain terms related to Marine Corps activity during the 1919-1941 period.GPA-MCJROTCLEV-10.3

    4. 4.

      Explain the development and impact of Marine Corps aviation during the 1919-1941 period.GPA-MCJROTCLEV-10.4

MCJROTC Leadership Education VI (28.046)

  • GPA-MCJROTCLEVI-1.

    Demonstrate employability skills required by business and industry.GPA-MCJROTCLEVI-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-MCJROTCLEVI-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-MCJROTCLEVI-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-MCJROTCLEVI-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-MCJROTCLEVI-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-MCJROTCLEVI-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-MCJROTCLEVI-1.6

  • GPA-MCJROTCLEVI-2.

    Students will evaluate and record the performance of subordinates.GPA-MCJROTCLEVI-2

    1. 1.

      Explain how Individual Training Standards (ITS) are used to evaluate performance.GPA-MCJROTCLEVI-2.1

    2. 2.

      Identify elements of an evaluation (fitness report) form.GPA-MCJROTCLEVI-2.2

  • GPA-MCJROTCLEVI-3.

    Students will explain various leadership styles.GPA-MCJROTCLEVI-3

    1. 1.

      Describe the authoritarian style.GPA-MCJROTCLEVI-3.1

    2. 2.

      Describe the participative style.GPA-MCJROTCLEVI-3.2

    3. 3.

      Describe the delegative style.GPA-MCJROTCLEVI-3.3

    4. 4.

      Identify each leadership style in practical application.GPA-MCJROTCLEVI-3.4

  • GPA-MCJROTCLEVI-4.

    Students will recognize the U.S. role in world affairs and the role of the Naval Services within the U.S. Department of Defense.GPA-MCJROTCLEVI-4

    1. 1.

      Describe how a nation is given the right to declare war.GPA-MCJROTCLEVI-4.1

    2. 2.

      Identify reasons for the creation and maintenance of the U.S. Navy.GPA-MCJROTCLEVI-4.2

    3. 3.

      Explain the conditions, in general, under which a nation may declare war.GPA-MCJROTCLEVI-4.3

    4. 4.

      Identify the five declared wars of the U.S. and the reasons for the declarations of war.GPA-MCJROTCLEVI-4.4

  • GPA-MCJROTCLEVI-5.

    Students will explain and provide examples of the unique relationship that allows the President to employ the U.S. Marine Corps without the consent of Congress.GPA-MCJROTCLEVI-5

    1. 1.

      Explain the rationale underlying the founding father's desire to ensure the power to declare war rested in the hands of Congress.GPA-MCJROTCLEVI-5.1

    2. 2.

      Discuss at least one example of a President asking Congress to declare war.GPA-MCJROTCLEVI-5.2

    3. 3.

      Explain the purpose of the War Powers Act and the events that led to its passage by Congress.GPA-MCJROTCLEVI-5.3

    4. 4.

      Explain the conditions of the War powers Act that the President is required to meet whenever he introduces forces abroad into hostile situations.GPA-MCJROTCLEVI-5.4

    5. 5.

      Illustrate at least two examples of situations during the 1980s in which the President used U.S.GPA-MCJROTCLEVI-5.5

  • GPA-MCJROTCLEVI-6.

    Students will complete a college application and know what factors to consider in selecting a college.GPA-MCJROTCLEVI-6

    1. 1.

      Examine whether a college is right for them.GPA-MCJROTCLEVI-6.1

    2. 2.

      Determine how careers and majors are related.GPA-MCJROTCLEVI-6.2

    3. 3.

      Discuss different types of colleges.GPA-MCJROTCLEVI-6.3

    4. 4.

      Describe general admission requirements.GPA-MCJROTCLEVI-6.4

    5. 5.

      Analyze ways to finance college.GPA-MCJROTCLEVI-6.5

    6. 6.

      Identify educational institutions and majors that fit their needs.GPA-MCJROTCLEVI-6.6

  • GPA-MCJROTCLEVI-7.

    Students will explain what constitutes professional behavior in the workplace.GPA-MCJROTCLEVI-7

    1. 1.

      Classify professional behavior.GPA-MCJROTCLEVI-7.1

    2. 2.

      Describe professional behavior in the workplace.GPA-MCJROTCLEVI-7.2

  • GPA-MCJROTCLEVI-8.

    Students will recognize the requirements for enlisting in the U.S. Armed Forces.GPA-MCJROTCLEVI-8

    1. 1.

      Identify basic requirements and qualifications to enlist in the U.S. Marine Corps.GPA-MCJROTCLEVI-8.1

    2. 2.

      Identify Marine Corps enlisted occupational fields.GPA-MCJROTCLEVI-8.2

    3. 3.

      Compare the military to their own career goals.GPA-MCJROTCLEVI-8.3

  • GPA-MCJROTCLEVI-9.

    Students will identify the requirements for becoming a Marine Corps officer.GPA-MCJROTCLEVI-9

    1. 1.

      Identify the basic qualifications to becoming a Marine Corps officer.GPA-MCJROTCLEVI-9.1

    2. 2.

      Explain the main pathways to becoming a Marine Corps officer.GPA-MCJROTCLEVI-9.2

    3. 3.

      Compare becoming a Marine Corps officer to their own career goals.GPA-MCJROTCLEVI-9.3

  • GPA-MCJROTCLEVI-10.

    Students will describe the combat organization of the Marine Corps.GPA-MCJROTCLEVI-10

    1. 1.

      Describe the official mission of the Marine Corps.GPA-MCJROTCLEVI-10.1

    2. 2.

      Identify the document that defines the Marine Corps mission.GPA-MCJROTCLEVI-10.2

    3. 3.

      Identify the seven elements of the Marine Corps mission.GPA-MCJROTCLEVI-10.3

    4. 4.

      Identify and describe the three principle subdivisions of the Marine Corps organization.GPA-MCJROTCLEVI-10.4

  • GPA-MCJROTCLEVI-11.

    Students will discuss a chronology of the Marine Corps from 1941-1945.GPA-MCJROTCLEVI-11

    1. 1.

      Locate specific Pacific Islands related to World War II by longitude and latitude.GPA-MCJROTCLEVI-11.1

    2. 2.

      Describe the importance of the battles of Midway, Guadalcanal, Tarawa, Iwo Jima, and Okinawa.GPA-MCJROTCLEVI-11.2

    3. 3.

      Complete a timeline of activities from 1941-1945.GPA-MCJROTCLEVI-11.3

    4. 4.

      Explain the military strategy used to win the war in the Pacific.GPA-MCJROTCLEVI-11.4

    5. 5.

      Identify techniques used for the amphibious landings on various islands in the Central Pacific.GPA-MCJROTCLEVI-11.5

    6. 6.

      Explain the military strategies related to the invasions of Iwo Jima, Okinawa, and the dropping of the atomic bomb in 1945.GPA-MCJROTCLEVI-11.6

  • GPA-MCJROTCLEVI-12.

    Students will describe the parts of a lensatic compass, determine a current location, determine the location of distant objects, demonstrate the ability to navigate with a compass around obstacles, and to navigate using terrain association and "dead reckoning." 12.1 Identify the specific parts and functions of a lensatic compass.GPA-MCJROTCLEVI-12

    1. 2.

      Describe the steps used to preset the lensatic compass.GPA-MCJROTCLEVI-12.2

    2. 3.

      Describe the steps used to determine a magnetic azimuth.GPA-MCJROTCLEVI-12.3

    3. 4.

      Identify one's position by inspection and resection.GPA-MCJROTCLEVI-12.4

    4. 5.

      Identify a distant point by inspection and intersection.GPA-MCJROTCLEVI-12.5

    5. 6.

      Demonstrate land navigation techniques.GPA-MCJROTCLEVI-12.6

    6. 7.

      Describe the correct procedures for bypassing an obstacle.GPA-MCJROTCLEVI-12.7

    7. 8.

      Discuss "terrain association."GPA-MCJROTCLEVI-12.8

    8. 9.

      Describe the five steps used for navigating using terrain appreciation.GPA-MCJROTCLEVI-12.9

    9. 10.

      Employ "dead reckoning" techniques.GPA-MCJROTCLEVI-12.10

  • GPA-MCJROTCLEVI-13.

    Students will explain the general provisions of selected punitive articles of the Uniform Code of Military Justice (UCMJ), discuss the forms of punishment authorized by the UCMJ, and identify the five types of discharges.GPA-MCJROTCLEVI-13

    1. 1.

      Describe the purpose of selected punishment articles.GPA-MCJROTCLEVI-13.1

    2. 2.

      Identify the maximum punishment for selected punitive articles.GPA-MCJROTCLEVI-13.2

    3. 3.

      Distinguish between the different types of discharges.GPA-MCJROTCLEVI-13.3

MCJROTC Leadership Education VIII (28.048)

  • GPA-MCJROTCLEVIII-1.

    Demonstrate employability skills required by business and industry.GPA-MCJROTCLEVIII-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-MCJROTCLEVIII-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-MCJROTCLEVIII-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-MCJROTCLEVIII-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-MCJROTCLEVIII-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-MCJROTCLEVIII-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-MCJROTCLEVIII-1.6

  • GPA-MCJROTCLEVIII-2.

    The cadet will relate noteworthy contributions of selected American patriots throughout history.GPA-MCJROTCLEVIII-2

    1. 1.

      Recognize the names of select American patriots and explain their accomplishments.GPA-MCJROTCLEVIII-2.1

    2. 2.

      Discuss what it means to be a patriot.GPA-MCJROTCLEVIII-2.2

    3. 3.

      Correlate the names of select American patriots with their actions.GPA-MCJROTCLEVIII-2.3

  • GPA-MCJROTCLEVIII-3.

    The cadet will develop a personal resume.GPA-MCJROTCLEVIII-3

    1. 1.

      Describe the purpose of a resume.GPA-MCJROTCLEVIII-3.1

    2. 2.

      Provide the basic elements of a resume.GPA-MCJROTCLEVIII-3.2

    3. 3.

      Prepare a resume.GPA-MCJROTCLEVIII-3.3

  • GPA-MCJROTCLEVIII-4.

    The cadet will characterize the Selective Service System registration requirements and the ASVAB exam.GPA-MCJROTCLEVIII-4

    1. 1.

      Explain the purpose of the Selective Service System.GPA-MCJROTCLEVIII-4.1

    2. 2.

      Describe the Selective Service System registration process.GPA-MCJROTCLEVIII-4.2

    3. 3.

      Select the purpose of the ASVAB exam.GPA-MCJROTCLEVIII-4.3

  • GPA-MCJROTCLEVIII-5.

    The cadet will plan and coordinate an appropriate Marine Corps Birthday ceremony.GPA-MCJROTCLEVIII-5

    1. 1.

      Recognize the official date of the Marine Corps Birthday.GPA-MCJROTCLEVIII-5.1

    2. 2.

      Explain the customs associated with the celebration of the Marine Corps Birthday.GPA-MCJROTCLEVIII-5.2

    3. 3.

      Develop, organize, and conduct a Marine Corps Birthday ceremony.GPA-MCJROTCLEVIII-5.3

  • GPA-MCJROTCLEVIII-6.

    The cadet will plan and coordinate a Mess Night.GPA-MCJROTCLEVIII-6

    1. 1.

      Describe the purpose of a Mess Night.GPA-MCJROTCLEVIII-6.1

    2. 2.

      Develop, organize, and conduct a Mess Night.GPA-MCJROTCLEVIII-6.2

  • GPA-MCJROTCLEVIII-7.

    The cadet will distinguish a chronology of the Marine Corps actions from the entry of Marines into the Vietnam conflict to the present.GPA-MCJROTCLEVIII-7

    1. 1.

      Demonstrate the cause and effect relationship between events in the Dominican Republic and in Vietnam.GPA-MCJROTCLEVIII-7.1

    2. 2.

      Discuss the impact of the Gulf of Tonkin Resolution on US presence in Vietnam.GPA-MCJROTCLEVIII-7.2

    3. 3.

      Describe the effect of the protests in the US on the conduct of the war in Vietnam.GPA-MCJROTCLEVIII-7.3

    4. 4.

      Summarize the dates, geographic and political importance, and the events related to actions taken in Cambodia, Lebanon, Grenada, and Panama in the post-Vietnam period.GPA-MCJROTCLEVIII-7.4

    5. 5.

      Explain the impact of Communism on foreign policy decisions.GPA-MCJROTCLEVIII-7.5

    6. 6.

      Recognize the change in strategy employed against the US in the modern era.GPA-MCJROTCLEVIII-7.6

  • GPA-MCJROTCLEVIII-8.

    The cadet will characterize the role of law and judicial procedures followed in the military.GPA-MCJROTCLEVIII-8

    1. 1.

      Demonstrate an understanding of the procedures for conducting "office hours".GPA-MCJROTCLEVIII-8.1

    2. 2.

      Explain the options given to a commanding officer during "office hours".GPA-MCJROTCLEVIII-8.2

    3. 3.

      List common minor offenses under the Uniform code of Military Justice.GPA-MCJROTCLEVIII-8.3

    4. 4.

      Select the punishments that can be awarded under nonjudicial punishment.GPA-MCJROTCLEVIII-8.4

    5. 5.

      Describe the characteristics of a summary courts-martial.GPA-MCJROTCLEVIII-8.5

Introduction to Government and Public Administration (29.41)

  • GPA-IGPA-1.

    Demonstrate employability skills required by business and industry.GPA-IGPA-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-IGPA-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-IGPA-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-IGPA-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-IGPA-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-IGPA-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-IGPA-1.6

  • 1.

    Use communication techniques to stimulate the exchange of government and public administration ideas and information.GPA-IGPA-2.1

  • 2.

    Translate government and public administration technical information or issues using language and terms appropriate for the general public.GPA-IGPA-2.2

  • 3.

    Explain, justify, or discuss public issues and develop appropriate communication formats to support public administration, the business community, and the general public.GPA-IGPA-2.3

  • 4.

    Prepare information in an appropriate communication format to be shared with the media.GPA-IGPA-2.4

  • GPA-IGPA-3.

    Analyze and summarize the systemic relationships of government and public administration agencies to achieve the strategic objectives of those agencies.GPA-IGPA-3

    1. 1.

      Examine the interrelated nature of national, state, and local governmental and public administrative systems to serve the public interest.GPA-IGPA-3.1

    2. 2.

      Compare and contrast organizational similarities and differences among national, state, and local governmental and public administrative systems/agencies.GPA-IGPA-3.2

    3. 3.

      Identify and explore the roles of intergovernmental, quasi-government, and private contractor relationships.GPA-IGPA-3.3

    4. 4.

      Develop a strategic plan to educate the general public about governmental and public administrative systems and their functions.GPA-IGPA-3.4

  • GPA-IGPA-4.

    Execute work-related tasks and processes using emerging and specialized technologies to achieve common objectives specific to government and public administration.GPA-IGPA-4

    1. 1.

      Utilize appropriate information technologies to accomplish tasks in government and public administration.GPA-IGPA-4.1

    2. 2.

      Integrate appropriate technologies suitable for the application focused on the desired results to communicate with the general public.GPA-IGPA-4.2

  • GPA-IGPA-5.

    Utilize negotiation skills to achieve the goals of government.GPA-IGPA-5

    1. 1.

      Identify national, state, and local professional networks to accomplish the goals of government.GPA-IGPA-5.1

    2. 2.

      Identify common ground topics in relation to current issues among a range of stakeholders and positions taken.GPA-IGPA-5.2

    3. 3.

      Evaluate the diversity of government agencies as related to various situations and current issues.GPA-IGPA-5.3

    4. 4.

      Identify assumptions, purpose, outcomes/solutions, and propaganda techniques from government agencies in relation to current issues.GPA-IGPA-5.4

  • GPA-IGPA-6.

    Identify, evaluate, select, and use appropriate technology for specific tasks found in government and public administration agencies.GPA-IGPA-6

    1. 1.

      Identify hardware devices, including peripherals, appropriate for specific tasks (i.e. tablets, mobile devices, GPS).GPA-IGPA-6.1

    2. 2.

      Demonstrate understanding the use of content, technical concepts, and vocabulary when analyzing information and following direction.GPA-IGPA-6.2

    3. 3.

      Compose written documents clearly, succinctly, and accurately (i.e. reports, agendas, forms, and memos).GPA-IGPA-6.3

  • GPA-IGPA-7.

    Apply democratic principles in the process of government and administrative policymaking to achieve the public will.GPA-IGPA-7

    1. 1.

      Employ governmental decision-making processes to achieve desired objectives.GPA-IGPA-7.1

    2. 2.

      Visibly support policies, programs, ideals, and assess the policy-making processes.GPA-IGPA-7.2

    3. 3.

      Work with elected officials, interest groups, and the public to gauge their understanding of policy-making processes.GPA-IGPA-7.3

    4. 4.

      Generate consensus among and within diverse groups when addressing key issues of local, state, or national topics.GPA-IGPA-7.4

  • GPA-IGPA-8.

    Maintain safe and healthful working conditions and environment in order to promote wellbeing in governmental and public administrative workplaces.GPA-IGPA-8

    1. 1.

      Demonstrate behaviors that comply with the rules and laws designed to promote safety and health in the workplace.GPA-IGPA-8.1

    2. 2.

      Assess workplace conditions with regard to safety and health.GPA-IGPA-8.2

    3. 3.

      Describe ways to positively impact occupational safety and health in government and public administrative workplaces.GPA-IGPA-8.3

    4. 4.

      Identify the responsibilities of employers related to occupational safety and health.GPA-IGPA-8.4

    5. 5.

      Identify key rights of employees related to occupational safety and health.GPA-IGPA-8.5

  • GPA-IGPA-9.

    Develop an organizational vision and strategic plan to inform stakeholders of the goals of a government or public administration agency.GPA-IGPA-9

    1. 1.

      Incorporate the vision and strategic plan into the activities of governmental or public administrative agency.GPA-IGPA-9.1

    2. 2.

      Evaluate the effects of economic, political, and social trends on agency goals.GPA-IGPA-9.2

    3. 3.

      Formulate effective strategies for reaching the goals of the organization.GPA-IGPA-9.3

    4. 4.

      Act as a catalyst for innovation in government or public administration.GPA-IGPA-9.4

  • GPA-IGPA-10.

    Adopt and apply a standard of practices sufficient to meet legal and ethical requirements and meet the public's expectations for government and public administration.GPA-IGPA-10

    1. 1.

      Impress confidentiality in accordance with legal requirements relating to privacy.GPA-IGPA-10.1

    2. 2.

      Apply established directives to ensure protection of confidential information while carrying out duties as a government or public administrative employee.GPA-IGPA-10.2

    3. 3.

      Understand public disclosure as they relate to complying with open records requests.GPA-IGPA-10.3

    4. 4.

      Practice the appropriate process for disclosure of records.GPA-IGPA-10.4

    5. 5.

      Apply the policies for the retention of records in meeting compliance with governmental regulations.GPA-IGPA-10.5

Government Public Administration: State and Federal Issues (29.411)

  • GPA-GPAF-1.

    Demonstrate employability skills required by business and industry.GPA-GPAF-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-GPAF-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-GPAF-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-GPAF-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-GPAF-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-GPAF-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-GPAF-1.6

  • 1.

    Explain the purpose and functions of government and public administration.GPA-GPAF-2.1

  • 2.

    Explain the purpose and functions of vision, mission and goals of quasi-governmental entities and non-profit organizations.GPA-GPAF-2.2

  • 3.

    Analyze the systemic relationships of governmental and public administration agencies.GPA-GPAF-2.3

  • 4.

    Apply the concepts of democratic principles in the process of governmental and administrative policymaking.GPA-GPAF-2.4

  • 5.

    Describe, summarize, and evaluate the institutions and processes of American government and politics.GPA-GPAF-2.5

  • 6.

    Translate government and public administration technical information or issues using language and terms appropriate for the general public.GPA-GPAF-2.6

  • 7.

    Recognize the role that citizens, elected officials, and appointed administrators play in the development and enforcement of public policy at the state and national levels.GPA-GPAF-2.7

  • 8.

    Identify the importance of state policy decisions in our daily lives.GPA-GPAF-2.8

  • GPA-GPAF-3.

    Analyze and summarize the systemic relationships of government and public administration funding, and budgetary expectations.GPA-GPAF-3

    1. 1.

      Examine the interrelated nature of national, state, and local governmental and public administrative systems funding streams and available fund sources.GPA-GPAF-3.1

    2. 2.

      Compare and contrast state and federal regulations regarding collections, uses, and hierarchy of funds to support national, state, and local governmental and public administrative systems/agencies.GPA-GPAF-3.2

  • GPA-GPAF-4.

    Analyze the cause and effect between personal safety and health as related to public health threats, computer safety, and personal safety and security.GPA-GPAF-4

    1. 1.

      Utilize appropriate information and technologies to understand necessary steps for vigilance in checking letters, packages, and related documents from the public (e.g. ricin, Bio warfare).GPA-GPAF-4.1

    2. 2.

      Integrate appropriate technologies to safely use your computer to secure data and information stored internally and on a network server.GPA-GPAF-4.2

    3. 3.

      Identify the dangers of releasing personal information, public data, and threat of cyberattacks on stored data within government or public systems/agencies networks.GPA-GPAF-4.3

    4. 4.

      Compare and contrast the specifics of the Open Records Act and determine what information is accessible to the public and what is protected.GPA-GPAF-4.4

    5. 5.

      Demonstrate understanding of CPR and basic first aid skills.GPA-GPAF-4.5

    6. 6.

      Discuss blood borne pathogens, and need to control spills in public spaces/areas.GPA-GPAF-4.6

    7. 7.

      Analyze the role of public health in public protection (e.g., health analysts, epidemiologists, health promotion and behavior, disaster management, etc.).GPA-GPAF-4.7

  • GPA-GPAF-5.

    Analyze and synthesize agency communication policies relating to the release of information to government and non-government agencies.GPA-GPAF-5

    1. 1.

      Understand the concepts and uses for proprietary and non-proprietary when sharing information.GPA-GPAF-5.1

    2. 2.

      Understand and follow the proper uses of "For Official Use Only," "Elements of Essential Friendly Information," "Confidential," "Secret," "Top Secret".GPA-GPAF-5.2

    3. 3.

      Determine why information is classified and the damage that occurs by "loose lips".GPA-GPAF-5.3

    4. 4.

      Justify the actions government and public administration agencies can take when employees fail to abide by communication policies.GPA-GPAF-5.4

    5. 5.

      Compare and contrast the specifics of the Open Records Act and determine what information is accessible to the public and what is protected.GPA-GPAF-5.5

  • GPA-GPAF-6.

    Develop appropriate research skills to identify, evaluate, and analyze data for government and public administration agencies for specified purposes.GPA-GPAF-6

    1. 1.

      Apply and extend previous understandings of research skills to determine appropriate sources of data to identity trends (e.g., census data, labor statistics, public health statistics, economic indicators, and crime statistics).GPA-GPAF-6.1

    2. 2.

      Utilize verbal and written communication skills to interpret specific data and present to support an identified trend.GPA-GPAF-6.2

    3. 3.

      Construct various graphic representations of specific data to support an identified trend.GPA-GPAF-6.3

    4. 4.

      Data integrity, ethics of doing a job well.GPA-GPAF-6.4

  • GPA-GPAF-7.

    Identify and evaluate the services and job levels of employees found in firefighting, public safety, public health, and criminal justice system.GPA-GPAF-7

    1. 1.

      Identify and apply using prior knowledge appropriate uses of specific software and hardware devices, including peripherals, to complete specific tasks found in each public service agency.GPA-GPAF-7.1

    2. 2.

      Research and evaluate the managerial functions and purposes of employees in each public service agency.GPA-GPAF-7.2

    3. 3.

      Research and compose written documentation of the job responsibilities of employees of various employees in each public service agency.GPA-GPAF-7.3

    4. 4.

      Understand the proper uses, restrictions, and policies established for the expenditure of local, state, and federal funds in each public service agency.GPA-GPAF-7.4

    5. 5.

      Identify the postsecondary programs of study options, type of degree, public service experience, and application-based knowledge requirements for each public service agency.GPA-GPAF-7.5

  • GPA-GPAF-8.

    Identify and evaluate the services and job levels of employees found in civil engineering, transportation services, and land, air quality, and water technology.GPA-GPAF-8

    1. 1.

      Identify appropriate hardware devices, including peripherals, appropriate for specific tasks used in each public service agency.GPA-GPAF-8.1

    2. 2.

      Research and evaluate the managerial functions and purposes of employees in each public service agency.GPA-GPAF-8.2

    3. 3.

      Research and compose written documentation of the job responsibilities of employees of various employees in each public service agency.GPA-GPAF-8.3

    4. 4.

      Understand the proper uses, restrictions, and policies established for the expenditure of local, state, and federal funds in each public service agency.GPA-GPAF-8.4

    5. 5.

      Identify the postsecondary programs of study options, type of degree, public service experience, and application-based knowledge requirements for each public service agency.GPA-GPAF-8.5

  • GPA-GPAF-9.

    Identify and evaluate the services and job levels of employees found in educational services, social services, and regulatory and records services.GPA-GPAF-9

    1. 1.

      Identify appropriate hardware devices, including peripherals, appropriate for specific tasks used in each public service agency.GPA-GPAF-9.1

    2. 2.

      Research and evaluate the managerial functions and purposes of employees in each public service agency.GPA-GPAF-9.2

    3. 3.

      Research and compose written documentation of the job responsibilities of employees of various employees in each public service agency.GPA-GPAF-9.3

    4. 4.

      Understand the proper uses, restrictions, and policies established for the expenditure of local, state, and federal funds in each public service agency.GPA-GPAF-9.4

    5. 5.

      Identify the postsecondary programs of study options, type of degree, public service experience, and application-based knowledge requirements for each public service agency.GPA-GPAF-9.5

  • GPA-GPAF-10.

    Demonstrate behaviors extending employee loyalty towards employers.GPA-GPAF-10

    1. 1.

      Identify the responsibilities and loyalties government and public agency employees should extend to their employers regarding restricted information.GPA-GPAF-10.1

    2. 2.

      Describe ways government and public agency employees could report or disclose information regarding inappropriate actions occurring within the agency.GPA-GPAF-10.2

    3. 3.

      Research ways that employees can sign secure information releases to limit what they can and cannot say outside of their government or public agency work.GPA-GPAF-10.3

    4. 4.

      Describe and cite ways to exhibit loyalty as a work ethic component.GPA-GPAF-10.4

  • GPA-GPAF-11.

    Maintain safe and healthful working conditions and environment in order to promote wellbeing in governmental and public administrative workplaces.GPA-GPAF-11

    1. 1.

      Demonstrate behaviors that comply with the rules and laws designed to promote safety and health in the workplace.GPA-GPAF-11.1

    2. 2.

      Assess workplace conditions with regard to safety and health.GPA-GPAF-11.2

    3. 3.

      Describe ways to positively impact occupational safety and health in government and public administrative workplaces.GPA-GPAF-11.3

    4. 4.

      Identify the responsibilities of employers related to occupational safety and health.GPA-GPAF-11.4

    5. 5.

      Identify key rights of employees related to occupational safety and health.GPA-GPAF-11.5

  • GPA-GPAF-12.

    Understand the impact and priority for maintaining appropriate ethics when analyzing data and its sources.GPA-GPAF-12

    1. 1.

      Identify key aspects of ethical behavior when analyzing data.GPA-GPAF-12.1

    2. 2.

      Cite evidence of inappropriate employee ethics and resulting manipulation of data.GPA-GPAF-12.2

    3. 3.

      Determine safeguards to control proper use of data and data dissemination.GPA-GPAF-12.3

Government Public Administration: Local & State Issues (29.412)

  • GPA-GPAA-1.

    Demonstrate employability skills required by business and industry.GPA-GPAA-1

    1. 1.

      Communicate effectively through writing, speaking, listening, reading, and interpersonal abilities.GPA-GPAA-1.1

    2. 2.

      Demonstrate creativity by asking challenging questions and applying innovative procedures and methods.GPA-GPAA-1.2

    3. 3.

      Exhibit critical thinking and problem solving skills to locate, analyze and apply information in career planning and employment situations.GPA-GPAA-1.3

    4. 4.

      Model work readiness traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity.GPA-GPAA-1.4

    5. 5.

      Apply the appropriate skill sets to be productive in a changing, technological, diverse workplace to be able to work independently and apply team work skills.GPA-GPAA-1.5

    6. 6.

      Present a professional image through appearance, behavior and language.GPA-GPAA-1.6

  • GPA-GPAA-2.

    Research and analyze agency needs to develop long-range strategic planning and budgeting to establish benchmark 5, 10, and 20 years out using demographic analysis and indicators to plan for population segment growth and needs to maximize the potential of a department or agency to meet its policy analysis, vision, mission and goals.GPA-GPAA-2

    1. 1.

      Explain the purpose and functions of vision, mission and goals.GPA-GPAA-2.1

    2. 2.

      Analyze and apply methods to collect and research approaches to meeting the needs of departments or agencies to establish the route to creating vision, mission and goals.GPA-GPAA-2.2

    3. 3.

      Describe, summarize, and evaluate the steps needing to attain consensus for a department or agency vision, mission and goals.GPA-GPAA-2.3

    4. 4.

      Determine ways that a department or agency can evaluate meeting its vision, mission and goals through increased productivity, team attitude, and satisfaction while accomplishing goal(s).GPA-GPAA-2.4

    5. 5.

      Write and monitor workplace goals to guide progress in assigned areas of responsibility and accountability as they relate to state and local government agencies.GPA-GPAA-2.5

    6. 6.

      Understand the concepts and uses for developing long-range strategic planning.GPA-GPAA-2.6

    7. 7.

      Identify and examine appropriate demographic data sources to determine ways for identifying key indicators to use in planning.GPA-GPAA-2.7

    8. 8.

      Understand how to develop time-bound goals and objectives to effectively achieve a plan.GPA-GPAA-2.8

    9. 9.

      Compare and contrast competing interests on a chosen specific aspect in relation to longterm goals and objectives.GPA-GPAA-2.9

  • GPA-GPAA-3.

    Analyze and utilize fiscal management skills to manage budget and allocation processes to ensure that resources are applied across a government or public administration department or agency.GPA-GPAA-3

    1. 1.

      Examine a government or public administration budget to analyze the steps for determining need, allocating funds, and managing funds.GPA-GPAA-3.1

    2. 2.

      Develop a budget for a department or agency to complete a defined project including personnel, facilities, resources, supplies, equipment, utilities, expenses, and additional associated budget line items.GPA-GPAA-3.2

    3. 3.

      Compare and contrast how to avoid supplanting and related regulatory concerns regarding collections, uses, and hierarchy of funds to support an agency budget and nuances of local, state, and federal regulations.GPA-GPAA-3.3

    4. 4.

      Use analysis, planning, and fiscal services to fund department or agency priorities as they relate to local and state government administration and agencies.GPA-GPAA-3.4

    5. 5.

      Examine the funding streams for governments including funds from local, state, federal and non-profit organizations.GPA-GPAA-3.5

  • GPA-GPAA-4.

    Facilitate the flow of ideas and information to keep a local or state government department or agency and its constituency informed of policies and operations.GPA-GPAA-4

    1. 1.

      Examine ways to improve team involvement to ensure fair work-load distribution.GPA-GPAA-4.1

    2. 2.

      Generate ideas, proposals and solutions to problems through brainstorming approaches.GPA-GPAA-4.2

    3. 3.

      Conduct technical research to gather information necessary to meet the needs of clients/customers.GPA-GPAA-4.3

    4. 4.

      Analyze the benefits and issues of reaching out to local organizations for their input and community engagement.GPA-GPAA-4.4

    5. 5.

      Examine data and related methods to use local organization engagement and develop connections through public forums and local surveys to strengthen community partnerships and work readiness.GPA-GPAA-4.5

  • GPA-GPAA-5.

    Describe ethical and fiscally responsible procurement systems and procedures used to meet local, state, or federal government department or agency needs.GPA-GPAA-5

    1. 1.

      Identify appropriate procurement systems policies and procedures based on stated needs and outcomes.GPA-GPAA-5.1

    2. 2.

      Describe ethical requirements and related issues in maintaining fiscal responsibility in procurement procedures.GPA-GPAA-5.2

    3. 3.

      Prepare procurement requirements, procedures and solicitations for bids and proposals in a government or public administration department or agency.GPA-GPAA-5.3

    4. 4.

      Research, evaluate, and determine compliance with all agency policies and procedures to recognize their differences and interplay.GPA-GPAA-5.4

    5. 5.

      Understand the fiscal impact and determine criteria and procedures to avoid conflict of interest issues with the procurement process.GPA-GPAA-5.5

  • GPA-GPAA-6.

    Differentiate labor relations and effect on a local or state government and public administration department or agency.GPA-GPAA-6

    1. 1.

      Identify key aspects and traits of labor relations in government or public administration.GPA-GPAA-6.1

    2. 2.

      Compare and contrast aspects of civil service versus Right-to-Work versus Union presence in key public jobs.GPA-GPAA-6.2

    3. 3.

      Collaborate with elected and appointed officials, interest groups, and the public to gauge their understanding of labor relations and impact on a department or agency.GPA-GPAA-6.3

    4. 4.

      Compare and contrast differences in unionized and non-unionized state and the impact on the labor force.GPA-GPAA-6.4

    5. 5.

      Investigate how local department or agency organizations interact with outside organizations that are unionized or non-unionized and how labor relations and daily activities are affected.GPA-GPAA-6.5

  • GPA-GPAA-7.

    Evaluate the basic tenets of education, healthcare, criminal justice, environmental and tax policy debates.GPA-GPAA-7

    1. 1.

      Identify key aspects and traits of each public sector department.GPA-GPAA-7.1

    2. 2.

      Compare and contrast basic provisions and financial impact of each public sector department to provide essential services.GPA-GPAA-7.2

    3. 3.

      Investigate and explore past law cases regarding tax policy decisions in relation to local, state, and federal departments and agencies.GPA-GPAA-7.3

    4. 4.

      Collaborate to determine critical elements within each public sector department and available funding sources to support and sustain the creation of an equitable tax policy.GPA-GPAA-7.4

  • GPA-GPAA-8.

    Differentiate and comprehend the basic budget cycle and accounting principles for a government agency or department.GPA-GPAA-8

    1. 1.

      Identify introductory concepts of the budget cycle in relation to an agency or department.GPA-GPAA-8.1

    2. 2.

      Understand the budget cycle impact on the components of a local, state, and federal government agency or department.GPA-GPAA-8.2

Frequently asked questions

What grade levels do these standards cover?
Grade 9, Grade 10, Grade 11, and Grade 12
When were these standards adopted?
2021

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