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Standards Related to JROTC

The JROTCstandards are broken out by subject (Arts, Language Arts, Health, Mathematics, Science, Social Studies, Technology 9-12, and World Languages)

JROTC Curriculum directly relates to 6 of these standards:

Standard	Abbreviation	JROTC Curriculum Link
1. Language Arts	(LA)	Unit 2 & 3 –Leadership & Foundations for Success
2. Health	(H)	Unit 4 – Wellness, Fitness & First Aid
3. Math	(M)	National Math Module
4. Science	(S)	National Science Module
5. Social Studies	(SS)	Unit 1, 2, 5 & 6 – Citizenship, Leadership, Geography & Government
6. Technology 9-12	(T)	Unit 3 – Foundations for Success

Your Weekly Training Schedules references these 6 Standards with applicable Specific Expectation. Below is an example of how the Memphis City Schools Standards are referenced on your Weekly Training Schedule.

This is an example of the 3rd Six Weeks, LET 2 on Monday, 10 Dec, 2007:

OUR NATURAL RIGHTS (Title of the Lesson)

U6-C2-L1 (Unit 6, Chapter 2, Lesson 1)

STANDARD: SS 1, 4 (Social Studies Standard 1, Specific Expectation 4)
CORE (CORE means one of the 66 Mandatory Training Hours in LET 2)

Social Studies

Standard # 1: Students should be able to analyze and discuss different forms of government and the influences of government on the lives of people.

Specific Expectation # 4: Evaluate the effects of documents, laws, customs, and traditions on the rights and responsibilities of citizenship, and on the power of exercising citizen's rights.
Attached are the Memphis City Schools Curriculum Standards and Specific Expectations related to JROTC.

NOTE: Lifetime Wellness Standards are covered under Heath Standards (We must meet all of these Standards and Specific Expectations.)

Language Arts Standards

Standard #1:
Students should be able to speak and write appropriately for specific purposes and audiences.

Specific Expectations
1. Compose texts and responses that demonstrate appropriate grammatical and mechanical conventions of speaking and writing.
5. Formulate, organize, and deliver a message, selecting and using appropriate presentation style to fit the situation.

Standard #3:
Students should be able to access, organize, evaluate, and use information obtained by listening, reading, and viewing a variety of texts.

Specific Expectations
2. Organize, manipulate, and use relevant information and ideas to complete real-world projects.

Standard #4:
Students should be able to use literary knowledge as a basis for understanding themselves and society.

Specific Expectations
3. Make connections between literary texts, fictional characters, real people, current events, cultures, and recurring themes.

Health Standards

Standard #1:
Students should be able to demonstrate effectively knowledge and skills for good mental, social, and physical health and safety.

Specific Expectations
1. Analyze how personal health is influenced by proper and improper functioning of the circulatory, digestive, endocrine, excretory, muscular, nervous, sensory, skeletal, reproductive, and respiratory systems.
2. Assess one's health needs and risk factors (e.g., dietary practices, pathogens, heredity, environment) and determine effective strategies for health enhancement and risk reduction.
3. Demonstrate strategies for prevention and management of injuries and accidents.
4. Describe the effects of proper and improper drug-use on self, family, and society and assess short- and long-term consequences.
5. Communicate emotions, feelings, and ideas in positive ways and demonstrate skills (collaboration, negotiation, refusal, goal-setting, decision-making, and conflict resolution) for effective, responsible interpersonal relationships.

Standard #2:
Students should be able to make and communicate sound judgments about the influences of culture, media, technology, and other factors on personal, family, and community health and fitness.

Specific Expectations
1. Assess the impact of culture on personal, family, and community health and fitness.
2. Evaluate the effects of media on personal, family, and community health and fitness.
3. Examine the effects of today's technological advancements (e.g., including but not limited to medicine, computers, and transportation) and describe the implications that these advancements may have on health and fitness.
4. Identify factors (e.g., social situations of teen pregnancy, poverty, homelessness, crime/ violence, etc.) which affect personal, family, and community health and fitness.

Standard #3:
Students should be able to demonstrate various forms of movement associated with fitness for life activities.

Specific Expectations
1. Demonstrate competence of specific movements, skills, techniques, and strategies used in the performance of a variety of physical activities.
2. Demonstrate sportsmanship and appropriate safety procedures for selected physical fitness activities.
3. Demonstrate competency in a variety of physical fitness activities (e.g., step aerobics, aerobic walking, running/ jogging, dance aerobics, swimming, cycling, rhythmic movement, skating, rollerblading, jump roping activities, racquet activities, circuit training, rowing; and team activities, including softball, volleyball, basketball, and touch football.

Standard #4:
Students should be able to achieve and maintain physical fitness through knowledge of a variety of cost-efficient personal fitness programs, strategies, and products.

Specific Expectations
1. Analyze and evaluate a variety of physical fitness activities which promote personal health and fitness.
2. Access and evaluate valid health and fitness information, products, and services in the community.
3. Assess individual fitness and design and evaluate a personal fitness program to meet one's lifestyle and resources.

Mathematics Standards

Standard # 1:
Students should be able to solve theoretical and real-world problems which require various approaches to investigate, understand, and apply mathematical concepts.

Specific Expectations
1. Use a variety of problem-solving strategies to represent, analyze, solve, and summarize results for theoretical and real-world problems.

Science Standards

Standard #1:
Students should be able to solve real-world problems through scientific inquiry methods (questioning, predicting, experimenting, collecting and displaying information, and drawing valid conclusions), using appropriate technology to communicate ideas and solutions effectively.

Specific Expectations
3. Develop descriptions, explanations, and predictions based on observations, investigations, and critical thinking.

Social Studies Standards

Standard #1:
Students should be able to analyze and discuss different forms of government and the influences of government on the lives of people.

Specific Expectations
1. Compare, contrast, and assess the influences of various types of government in different times and places.
2. Evaluate efforts by nations to provide government services to achieve such goals as conflict resolution, order and security, institutional justice, civil liberties, and economic development.
3. Describe national and local government efforts to identify needs of the local community.
4. Evaluate the effects of documents, laws, customs, and traditions on the rights and responsibilities of citizenship, and on the power of exercising citizen's rights.

Standard #2:
Students should be able to interpret social systems of different cultures, based on a knowledge of their arts, religions, andphilosophies.

Specific Expectations
3. Analyze how diversity, intolerance, and cultural differences can lead to peace, conflict, or mis-understanding.
Standard #3:
Students should be able to analyze the impact of location and the interactions between the environment and people across continents.
Specific Expectations
2. Present and analyze geographical facts that illustrate the relationship between geography and the history and economy of a place, using geographical and technological tools to generate, interpret, and display information.

Standard #4:
Students should be able to predict world conditions, based on a knowledge of past and present social, political, and economic conditions.

Specific Expectations
1. Analyze and evaluate change and continuity in world events through an understanding of historical concepts, such as time, chronology, cause and effect, spatial relationships, and conflict.

Standard #5:
Students should be able to make sound financial decisions based on a knowledge of different economies and economic systems.

Specific Expectations
3. Evaluate the relationship between individual financial management and changing domestic and global economic policies.

Technology 9 - 12 Standards

1. Basic operations and concepts:
Students demonstrate an understanding of the operation and concepts of technologies.
2. Social, ethical, and human issues:
Students understand the ethical, cultural, and societal issues related to using technology by using technology systems, information and software responsibly.
3. Technology productivity tools:
Students use technology productivity tools to collaboratively construct completed products that represent quality work.
4. Technology communication tools:
Students use technology communication tools to communicate information and ideas effectively to multiple audiences.
5. Technology research tools:
Students use technology tools to locate, evaluate, and collect information from a variety of sources, process data and report results.
6. Technology problem-solving and decision making tools:
Students use technology to develop strategies for solving real world problems.

Prior to completion of Grade 12 students will demonstrate the following performances indicators:

1. Make informed choices when applying and identifying strategies for solving simple hardware and software problems that occur during everyday student use. (1)
2. Explore and analyze the history and impact of technology on society. (2)
3. Exhibit ethical behavior when using technology, as identified in the MCS Acceptable Use Policy and discuss consequences of misuse. (2)
4. Identify and explain how emerging trends associated with technology can have an impact on career choices. (2)
5. Select appropriate Memphis City Schools standard software tools and technology resources to demonstrate a variety of tasks and to solve problems in all content areas. (3)
6. Research and demonstrate an understanding of concepts underlying hardware, software, and connectivity as related to practical applications for learning and problem solving. (5) (6)
7. Use the Internet and content specific tools to research, design, and develop projects and products. (4) (5)
8. Use technology and on-line resources (e-mail, on-line discussions, web environments) to identify and select options for career awareness. (4) (5)
9. Design, develop, publish and exhibit products using technology to demonstrate and communicate curriculum themes. (4) (5)
10. Select and use appropriate tools and technology resources to demonstrate a variety of tasks and to solve problems in all content areas. (5) (6)
11. Use technology resources to research and evaluate the accuracy, relevance and appropriateness of technology in real world situations. (5) (6)
Numbers in parentheses following each performance indicator refer to the standards category to which the performance is linked.

 

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