COURSE NAME: Air Force JROTC I



AFJROTC - “DOING GREAT THINGS” and “BLAZING A NEW TRAIL”

COURSE NAME: Air Force Junior ROTC Aerospace Science I

The Mission of the Air Force JROTC program is to:

“Develop citizens of character dedicated to serving their nation and community.”

Citizenship Service Responsibility Accomplishment Self-Disciplined Respectful Successful

Good Character & Integrity

CREDIT HOURS: 1 Physical Education OR Elective Credit for the entire year (must complete both semesters)

INSTRUCTOR’S:

Lt Col Michael A. Brown, Senior Aerospace Science Instructor michael.brown@henry.k12.ga.us

SMSgt Torrance L. McGee, Aerospace Science Instructor Torrance.mcgee@henry.k12.ga.us

SMSgt Byron E. Wrenn, Aerospace Science Instructor byron.wrenn@henry.k12.ga.us

PHONE: (770) 288-3222; FAX: (770) 288-3230; CELL: (678) 644-4177 (McGee)

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REQUIRED TEXT AND MATERIALS:

Aerospace Science 100: “A Journey into Aviation History”

Leadership Education 100: “Traditions, Wellness, and Foundations of Citizenship”

Air Force Manual 36-2203, Personnel Drill and Ceremonies, V-2627

Unit GA-20102 Cadet Guide, Unit GA-20102 Fitness Program Guide

Learn to Lead Cadet Drill Guide, Course Syllabi, Student Binders, Student Workbooks

COURSE DESCRIPTIONS: All courses consist of three components: Aerospace Science (AS) - 40%, Leadership Education (LE) - 40%, and Wellness Program - Physical Education - 20%.

The overall objectives for academic courses are for the Cadet to develop:

a) An appreciation of the basic elements and requirements for national security.

b) Respect for and an understanding of the need for constituted authority in a democratic society.

c) Patriotism and an understanding of their personal obligation to contribute toward our nation and community.

d) A broad-based knowledge of the aerospace age and fundamental aerospace doctrine.

e) An understanding about people and environments and the links between people and places.

f) An interest in completing high school and pursuing higher educational goals or skills.

g) An understanding of the Air Force and military as a possible career path.

h) Development of character, responsibility, accountability, and loyalty.

i) Know the AFJROTC mission and organization, customs and courtesies, and the meaning and purpose of standards, discipline, and conduct.

j) Comprehend why the elements of effective communication skills are important to the dynamics of individual and group behavior, and a key to effective leadership.

k) Comprehend why obtaining a degree or skill after high school is important to having a civilian or military career.

l) Know the historical roots of management, the importance of managers and management, and

a. the characteristics of a good leader.

m) Fitness as a way of life.

First Year Cadets Curriculum and Standards

Leadership Education 100: “Traditions, Wellness, and Foundations of Citizenship”

(NOTE: Linked Mid-Continent Research for Education and Learning (McREL) Standards is listed with each lesson.)

Chapter 1 Introduction to Air Force Junior ROTC

Lessons 1 The Organization of the AFJROTC (Pages 4-21)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Discuss the history of the nation’s Junior ROTC programs.

2. Explain the organization of JROTC programs.

3. Examine the lines of responsibility and authority in Junior ROTC programs.

Assessment Samples of Behavior: Life Skills - Life Work (McREL) Standards

Standard 2. Uses various information sources, including those of a technical nature, to accomplish specific tasks

2. Follows basic linear paths in organizational charts

Standard 7. Displays reliability and a basic work ethic

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

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

5. Develops good work habits (e.g., keeping an effective work station; organizing job responsibilities)

6. Respects authority and is attentive to requests and preferences of supervisor

9. Understands the concept of loyalty to an organization

Standard 8. Operates effectively within organizations

1. Understands the organization’s basic goals and values

2. Understands the extent to which organizational values are compatible with personal values

Lesson 2 The Military Uniform and Appearance Standards (Pages 22-41)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Explain uniform wear and history.

2. Explain the purpose of uniform wear, restrictions, and standards.

3. Describe the uniforms used within special teams.

4. Describe cadet appearance and grooming standards.

5. Identify military pay grades and rank insignia.

Assessment Samples of Behavior: Life Skills - Life Work, Behavioral Studies, Life Skills – Working with Others (McREL) Standards

Behavioral Studies

Standard 1. Understands that group and cultural influences contribute to human development, identity, and behavior

7. Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person’s identity

Life Skills - Life Work

Standard 7. Displays reliability and a basic work ethic

1. Understands the concept of reliability (e.g., completing tasks on time; maintaining regular attendance; carrying out assigned tasks; being punctual) 2. Understands ethical character traits as they relate to the workplace (e.g., honesty, integrity, compassion, justice) 3. Understands the concept of a professional image, (e.g., appearance, personal hygiene, language)

6. Respects authority and is attentive to requests and preferences of supervisor

9. Understands the concept of loyalty to an organization

Standard 8. Operates effectively within organizations

1. Understands the organization’s basic goals and values

2. Understands the extent to which organizational values are compatible with personal values

Life Skills – Working With Others

Standard 5. Demonstrates leadership skills

1. Understands one’s own role as a leader or follower in various situations

Lesson 3 Customs and Courtesies for AFJROTC (Pages 42-57)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Describe the difference between a custom and a courtesy.

2. Identify historic customs and courtesies.

3. Explain the proper methods to demonstrate recognition and respect.

4. Describe the standard usage of military time.

Assessment Samples of Behavior: Behavioral Studies, Life Skills – Working With Others, Life Skills - Life Work (McREL) Standards

Standard 1. Understands that group and cultural influences contribute to human development, identity, and behavior

7. Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person’s identity

Life Skills – Working With Others

Standard 4. Displays effective interpersonal communication skills

2. Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity

Life Skills - Life Work

Standard 7. Displays reliability and a basic work ethic

1. Understands the concept of reliability (e.g., completing tasks on time; maintaining regular attendance; carrying out assigned tasks; being punctual) 2. Understands ethical character traits as they relate to the workplace (e.g., honesty, integrity, compassion, justice) 6. Respects authority and is attentive to requests and preferences of supervisor

9. Understands the concept of loyalty to an organization

Standard 8. Operates effectively within organizations

1. Understands the organization’s basic goals and values

2. Understands the extent to which organizational values are compatible with personal values

Lesson 4 Attitude, Discipline, and Respect (Pages 58-69)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Describe the importance of a positive attitude.

2. Describe the importance of discipline.

Assessment Samples of Behavior: Behavioral Studies, Life Skills – Working With Others, Life Skills - Life Work (McREL) Standards

Behavioral Studies

Standard 1. Understands that group and cultural influences contribute to human development, identity, and behavior

7. Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person’s identity

Life Skills – Working With Others

Standard 1. Contributes to the overall effort of a group

1. Knows the behaviors and skills that contribute to team effectiveness

2. Works cooperatively within a group to complete tasks, achieve goals, and solve problems

Standard 4. Displays effective interpersonal communication skills

2. Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity

Standard 5. Demonstrates leadership skills

1. Understands one’s own role as a leader or follower in various situations

Life Skills - Life Work

Standard 2. Uses various information sources, including those of a technical nature, to accomplish specific tasks

2. Follows basic linear paths in organizational charts

Standard 7. Displays reliability and a basic work ethic

1. Understands the concept of reliability (e.g., completing tasks on time; maintaining regular attendance; carrying out assigned tasks; being punctual) 2. Understands ethical character traits as they relate to the workplace (e.g., honesty, integrity, compassion, justice) 5. Develops good work habits (e.g., keeping an effective work station; organizing job responsibilities) 6. Respects authority and is attentive to requests and preferences of supervisor

Standard 8. Operates effectively within organizations

1. Understands the organization’s basic goals and values

2. Understands the extent to which organizational values are compatible with personal values

Lesson 5 Ethics (Pages 70-89)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Describe the four basic rules of ethics.

2. Identify the four types of values.

3. Identify the core values of the US military services.

4. Explain cultural and universal norms

5. Describe how to make ethical and moral decisions.

6. Identify your personal code of conduct.

Assessment Samples of Behavior: Behavioral Studies, Life Skills – Working With Others, Life Skills – Self-Regulation, Life Skills - Life Work (McREL) Standards

Behavioral Studies

Standard 1. Understands that group and cultural influences contribute to human development, identity, and behavior

1. Understands that cultural beliefs strongly influence the values and behavior of the people who grow up in the culture, often without their being fully aware of it, and that people have different responses to these influences

7. Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person’s identity

Standard 2. Understands various meanings of social group, general implications of group membership, and different ways that groups function

1. Understands that while a group may act, hold beliefs, and/or present itself as a cohesive whole, individual members may hold widely varying beliefs, so the behavior of a group may not be predictable from an understanding of each of its members

Life Skills – Working With Others

Standard 1. Contributes to the overall effort of a group

1. Knows the behaviors and skills that contribute to team effectiveness

2. Works cooperatively within a group to complete tasks, achieve goals, and solve problems

4. Demonstrates respect for others’ rights, feelings, and points of view in a group

Standard 4. Displays effective interpersonal communication skills

2. Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity

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

Standard 5. Demonstrates leadership skills

1. Understands one’s own role as a leader or follower in various situations

2. Knows the qualities of good leaders and followers

Life Skills – Self-Regulation

Standard 2. Performs self-appraisal

4. Identifies basic values, and distinguishes values from personal preferences, needs, and wants

Life Skills - Life Work

Standard 7. Displays reliability and a basic work ethic

1. Understands the concept of reliability (e.g., completing tasks on time; maintaining regular attendance; carrying out assigned tasks; being punctual) 2. Understands ethical character traits as they relate to the workplace (e.g., honesty, integrity, compassion, justice) 5. Develops good work habits (e.g., keeping an effective work station; organizing job responsibilities) 6. Respects authority and is attentive to requests and preferences of supervisor

Standard 8. Operates effectively within organizations

1. Understands the organization’s basic goals and values

2. Understands the extent to which organizational values are compatible with personal values

5. Understands the organization and culture of different work groups and companies

Lesson 6 Social Etiquette and Dinning-In, Dinning-Out (Pages 90-117)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Analyze etiquette and manners in formal and informal settings.

2. Demonstrate proper dining etiquette.

3. Explain the handling of social invitations.

4. Demonstrate the proper application of public courtesies.

5. Describe historical background of Dining-Ins and Dining-Outs.

Assessment Samples of Behavior: Behavioral Studies, Life Skills – Working With Others, Life Skills – Self-Regulation, Life Skills - Life Work (McREL) Standards

Behavioral Studies

Standard 1. Understands that group and cultural influences contribute to human development, identity, and behavior

7. Understands that family, gender, ethnicity, nationality, institutional affiliations, socioeconomic status, and other group and cultural influences contribute to the shaping of a person's identity

Standard 2. Understands various meanings of social group, general implications of group membership, and different ways that groups function

2. Understands that social organizations may serve business, political, or social purposes beyond those for which they officially exist, including unstated ones such as excluding certain categories of people from activities

5. Understands that social groups may have patterns of behavior, values, beliefs, and attitudes that can help or hinder cross-cultural understanding

Life Skills – Working With Others

Standard 1. Contributes to the overall effort of a group

1. Knows the behaviors and skills that contribute to team effectiveness

2. Works cooperatively within a group to complete tasks, achieve goals, and solve problems

4. Demonstrates respect for others’ rights, feelings, and points of view in a group

Standard 4. Displays effective interpersonal communication skills

2. Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity

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

5. Uses nonverbal communication such as eye contact, body position, and gestures effectively

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

Life Skills - Life Work

Standard 7. Displays reliability and a basic work ethic

1. Understands the concept of reliability (e.g., completing tasks on time; maintaining regular attendance; carrying out assigned tasks; being punctual) 2. Understands ethical character traits as they relate to the workplace (e.g., honesty, integrity, compassion, justice) 3. Understands the concept of a professional image, (e.g., appearance, personal hygiene, language)

6. Respects authority and is attentive to requests and preferences of supervisor

Standard 8. Operates effectively within organizations

1. Understands the organization’s basic goals and values

2. Understands the extent to which organizational values are compatible with personal values

5. Understands the organization and culture of different work groups and companies

Chapter 2 Personal Behavior

Lesson 1 Note Taking and Study Skills (Pages 120-139)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Analyze effective note taking strategies.

2. Describe the eight types of Thinking Maps®.

3. Demonstrate effective study skills.

4. Recall effective strategies for taking exams.

5. Develop an effective homework plan.

Assessment Samples of Behavior: Life Skills – Thinking and Reasoning, Life Skills – Working With Others, Life Skills - Life Work (McREL) Standards

Life Skills – Thinking and Reasoning

Standard 3. Effectively uses mental processes that are based on identifying similarities and differences

1. Uses a comparison table to compare multiple items on multiple abstract characteristics

4. Identifies the qualitative and quantitative traits (other than frequency and obvious importance) that can be used to order and classify items

Life Skills – Working With Others

Standard 1. Contributes to the overall effort of a group

1. Knows the behaviors and skills that contribute to team effectiveness

2. Works cooperatively within a group to complete tasks, achieve goals, and solve problems

4. Demonstrates respect for others’ rights, feelings, and points of view in a group

Life Skills - Life Work

Standard 1. Makes effective use of basic tools

1. Uses work space effectively (e.g., organizes materials, information, computer records)

Standard 2. Uses various information sources, including those of a technical nature, to accomplish specific tasks

2. Follows basic linear paths in organizational charts

Standard 7. Displays reliability and a basic work ethic

5. Develops good work habits (e.g., keeping an effective work station; organizing job responsibilities)

Lesson 3 Making Positive Decisions (Pages 156-171)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Employ a goal setting process to arrive at healthful decisions.

2. Explain the impact of communication skills on leadership.

3. Apply responsible use of electronic media devices.

Assessment Samples of Behavior: Behavioral Studies, Health, Life Skills – Working With Others, Life Skills – Life Work, Creativity and Innovation, Communication and Collaboration, Critical Thinking, Problem Solving, and Decision Making, Digital Citizenship, Technology Operations and Concepts (McREL) Standards

Behavioral Studies

Standard 3. Understands that interactions among learning, inheritance, and physical development affect human behavior

6. Knows that human thinking involves the interaction of ideas, and ideas about ideas

Health

Standard 4. Knows how to maintain mental and emotional health

1. Knows skills used to communicate effectively with family, friends, and others, and the effects of open and honest communication

Standard 5. Knows essential concepts and practices concerning injury prevention and safety

4. Knows how refusal, negotiation, and collaboration skills can be used to avoid potentially harmful situations

Life Skills – Working With Others

Standard 4. Displays effective interpersonal communication skills

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

2. Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity

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

4. Provides feedback in a constructive manner, and recognizes the importance of seeking and receiving constructive feedback in a nondefensive manner

5. Uses nonverbal communication such as eye contact, body position, and gestures effectively

6. Demonstrates attentive listening by clarifying messages received (e.g., paraphrasing, questioning)

8. Adjusts tone, content, and delivery of information to accommodate the likes of others

9. Attends to both verbal and nonverbal messages

Standard 5. Demonstrates leadership skills

2. Knows the qualities of good leaders and followers

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)

Life Skills – Life Work

Standard 2. Uses various information sources, including those of a technical nature, to accomplish specific tasks

4. Uses the linear path of a flowchart to provide visual and textual directions to a procedure

Standard 6. Makes effective use of basic life skills

1. Knows acceptable telecommunications ethics, etiquette, guidelines, and laws

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

1.b. create original works as a means of personal or group expression.

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

2.b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

4.a. identify and define authentic problems and significant questions for investigation.

4.b. plan and manage activities to develop a solution or complete a project.

4.c. collect and analyze data to identify solutions and/or make informed decisions.

5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

5.a. advocate and practice safe, legal, and responsible use of information and technology.

5.b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

6.a. understand and use technology systems.

6.b. select and use applications effectively and productively.

Lesson 5 Avoiding and Preventing Violence (Pages 190-201)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Examine the problem of violence in our society.

2. Identify ways to prevent violence in schools.

3. Describe ways of protecting yourself from rape or sexual violence.

Assessment Samples of Behavior: Behavioral Studies, Health, Life Skills – Working With Others (McREL) Standards

Behavioral Studies

Standard 1. Understands that group and cultural influences contribute to human development, identity, and behavior

1. Understands that cultural beliefs strongly influence the values and behavior of the people who grow up in the culture, often without their being fully aware of it, and that people have different responses to these influences

2. Understands that punishment for "unacceptable" social behavior depends partly on beliefs about the purposes of punishment and about its effectiveness (which is difficult to test scientifically because circumstances vary greatly and because legal and ethical barriers interfere)

Standard 2. Understands various meanings of social group, general implications of group membership, and different ways that groups function

1. Understands that while a group may act, hold beliefs, and/or present itself as a cohesive whole, individual members may hold widely varying beliefs, so the behavior of a group may not be predictable from an understanding of each of its members

2. Understands that social organizations may serve business, political, or social purposes beyond those for which they officially exist, including unstated ones such as excluding certain categories of people from activities

5. Understands that social groups may have patterns of behavior, values, beliefs, and attitudes that can help or hinder cross-cultural understanding

Standard 4. Understands conflict, cooperation, and interdependence among individuals, groups, and institutions

1. Understands that conflict between people or groups may arise from competition over ideas, resources, power, and/or status

2. Understands that social change, or the prospect of it, promotes conflict because social, economic, and political changes usually benefit some groups more than others (which is also true of the status quo)

Health

Standard 5. Knows essential concepts and practices concerning injury prevention and safety

1. Knows injury prevention strategies for community health (e.g., neighborhood safety, traffic safety, safe driving)

2. Knows possible causes of conflicts in schools, families, and communities, and strategies to prevent conflict in these situations

3. Knows strategies for solving interpersonal conflicts without harming self or others

4. Knows how refusal, negotiation, and collaboration skills can be used to avoid potentially harmful situations

Life Skills – Working With Others

Standard 2. Uses conflict-resolution techniques

3. Understands the impact of criticism on psychological state, emotional state, habitual behavior, and beliefs

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

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

6. Determines the causes and potential sources of conflicts

7. Determines the seriousness of conflicts, and identifies explicit strategies to deal with conflict depending on its nature and seriousness

Standard 4. Displays effective interpersonal communication skills

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

2. Exhibits positive character traits towards others, including honesty, fairness, dependability, and integrity

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

4. Provides feedback in a constructive manner, and recognizes the importance of seeking and receiving constructive feedback in a nondefensive manner

Chapter 3 Be Health Smart

Lesson 3 The Benefits of Physical Activity (Pages 240-259)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Define the benefits of an active lifestyle.

2. Examine ways to increase your level of fitness through exercise.

3. Analyze strategies for improving aerobic capacity, muscular strength and endurance, and flexibility to improve overall health.

4. Devise a plan to set and achieve fitness goals.

5. Identify the three stages of an exercise session.

6. Analyze methods to monitor fitness progress.

7. Identify safety concerns when participating in sports.

8. Evaluate the effects of performance-enhancing drugs (PEDs).

Assessment Samples of Behavior: Health, Physical Education (McREL) Standards

Health

Standard 5. Knows essential concepts and practices concerning injury prevention and safety

1. Knows injury prevention strategies for community health (e.g., neighborhood safety, traffic safety, safe driving)

Standard 7. Knows how to maintain and promote personal health

1. Knows how personal behaviors relate to health and well-being and how these behaviors can be modified if necessary to promote achievement of health goals throughout life (e.g., following a personal nutrition plan to reduce the risk of disease, periodically self-assessing physical fitness)

Physical Education

Standard 1. Uses a variety of basic and advanced movement forms

1. Uses advanced sport-specific skills in selected physical activities (e.g., aquatics, dance, outdoor pursuits, individual, dual, and team sports and activities)

Standard 3. Understands the benefits and costs associated with participation in physical activity

3. Understands the potentially dangerous consequences and outcomes of participation in physical activity (e.g., physical injury, potential conflicts with others)

Standard 4. Understands how to monitor and maintain a health-enhancing level of physical fitness

1. Knows personal status of cardiorespiratory endurance

2. Knows personal status of muscular strength and endurance of the arms, shoulders, abdomen, back, and legs

3. Knows personal status of flexibility of the joints of the arms, legs, and trunk

5. Meets health-related fitness standards for appropriate level of a physical fitness test (e.g., aerobic capacity, body composition, muscle strength, endurance, and flexibility)

6. Knows how to monitor and adjust activity levels to meet personal fitness needs

8. Designs a personal fitness program that is based on the basic principles of training and encompasses all components of fitness (e.g., cardiovascular and respiratory efficiency, muscular strength and endurance, flexibility, and body composition)

Lesson 4 Understanding Your Body Image (Pages 260-273)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Define body image.

2. Explain the relationship between weight problems and diet.

3. Describe ways to manage an appropriate weight.

4. Explain the dangers of eating disorders.

Assessment Samples of Behavior: Health, Physical Education (McREL) Standards

Health

Standard 1. Knows the availability and effective use of health services, products, and information

5. Knows situations that require professional health services in the areas of prevention, treatment, and rehabilitation (e.g., persistent depression, prenatal and perinatal care, treatment or management of disease, alcohol- or drug-related problems, neglect and child abuse)

Standard 7. Knows how to maintain and promote personal health

1. Knows how personal behaviors relate to health and well-being and how these behaviors can be modified if necessary to promote achievement of health goals throughout life (e.g., following a personal nutrition plan to reduce the risk of disease, periodically self-assessing physical fitness)

2. Understands the short- and long-term consequences of safe, risky, and harmful behaviors

Physical Education

Standard 4. Understands how to monitor and maintain a health-enhancing level of physical fitness

4. Knows personal status of body composition

Lesson 5 First Aid (Pages274-293)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Define first aid.

2. Explain how to recognize and treat common emergencies.

3. Outline steps to take in severe emergencies.

Assessment Samples of Behavior: Health (McREL) Standards

Standard 7. Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

7.12.1 Analyze the role of individual responsibility for enhancing health.

7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others.

7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.

Chapter 5 Foundations of United States Citizenship

Lesson 1 The American Flag and Other National Symbols (Pages 380-409)

Lesson Learning Targets: Students will learn the following knowledge, concepts, principles, and processes in this lesson:

1. Outline the history of the flag of the United States.

2. Identify the courtesies rendered to the flag of the United States.

3. List the courtesies rendered to the National Anthem, Pledge of Allegiance, and the American’s Creed.

4. Describe the Great Seal of the United States and the military services’ seals.

Assessment Samples of Behavior: History - Historical Understanding (McREL) Standards,

History - Historical Understanding

Standard 1. Understands and knows how to analyze chronological relationships and patterns

2. Understands historical continuity and change related to a particular development or theme (e.g., the Industrial Revolution, the evolution of democracy in the U.S.)

Standard 2. Understands the historical perspective

1. Analyzes the values held by specific people who influenced history and the role their values played in influencing history

10. Understands how the past affects our private lives and society in general

*NOTE* Cadets should check Infinite Campus and separate course syllabus for due dates of assignments.

Aerospace Science – A Journey into Aviation History

Chapter 4 Developing Flight

Assessment Samples of Behavior for chapter: History, Thinking and Reasoning, Technical, Language Arts, Working with Others (MRCEL) and GAPSC Standards

PS-AFAH-12 Students will identify the significance of a separate Air Force and the major defense contributions made by the Air Force during the first sixty years it existed.

HU 1. Understands and knows how to analyze chronological relationships and patterns

HU 2. Understands the historical perspective

WO 1. Contributes to the overall effort of a group

T 3. Understands the relationships among science, technology, society, and the individual

LA 6. Uses reading skills and strategies to understand and interpret a variety of literary texts

LA 4. Gathers and uses information for research purposes

LA 3. Uses grammatical and mechanical conventions in written compositions

Lesson 1 The Early Air Force (Pages 120-135)

Lesson Learning Targets:

1. Know the predecessors of the US Air Force

2. Know how the Army Air Corps developed

3. Know the Air Force’s path toward independence

Assessment Samples of Behavior: Strategy: Students need to know about the predecessors to the US Air Force, how the Army Air Corps developed, and the Air Force’s path toward independence. Approach this lesson by emphasizing how the predecessors of the Air Force evolved, slowly giving the air forces more control, leading to the formation of the Army Air Forces, and eventually complete independence.

Lesson 2 Air Power in World War II (Pages 136-169)

Lesson Learning Targets:

1. Know the role air power played in WWII and its significance

2. Know how air power was developed during WWII

3. Know the significance of the Allied air campaigns

Assessment Samples of Behavior: Strategy: Students should know the role air power played in World War II and its significance. They also should know how air power was developed during World War II and the significance of the

Allied air campaigns. Approach this lesson by emphasizing how air power contributed to Allied victory in World War II. Thanks to the contributions of Allied pilots and many others, World War II ended with the utter defeat of the Axis Powers.

Chapter 6 The Modern Air Force

Lesson 1 Air Force Beginnings Through the Korean War (Pages 206-227)

Lesson Learning Targets:

1. Know about the creation of an independent Air Force in 1947

2. Know what the Cold War was and how it began

3. Know the USAF role in the Berlin Airlift

4. Know the role of air power in the Korean War

Assessment Samples of Behavior:

Strategy: Students need to know about the creation of an independent Air Force in 1947 and its significance. They also need to know about the Cold War, which had a strong impact on the

Lesson 2 The Vietnam War and Other Military Operations (Pages 228-253)

Lesson Learning Targets:

1. Know the role of air power in the Cuban Missile Crisis

2. Know the role of air power in the Vietnam War

3. Know how the USAF gained an increasingly significant role in other US military operations during the Cold War

4. Know key developments in aircraft, missile capability, and nuclear capability during the Cold War

Assessment Samples of Behavior: Students need to know about the Vietnam War and other military operations during the Cold War. They need to know about the Cuban Missile Crisis, how the United States became involved in the Vietnam War, other military operations, and NATO, and, finally, how the Cold

War ended. Approach this lesson by emphasizing how each conflict discussed impacted the overall Cold War and US–Soviet relations.

Lesson 3 Global Interventions from 1990 (Pages 254-281)

Lesson Learning Targets:

1. Know the significance of stealth aircraft

2. Know the role of air power in the Gulf War (Operation Desert Storm)

3. Know the role of air power in Operation Enduring Freedom (OEF)

4. Know the role of air power in Operation Iraqi Freedom (OIF)

5. Know the role of air power in various other US military operations from 1990

Assessment Samples of Behavior:

Strategy: Students need to know about global interventions from 1990. They need to know about the significance of stealth aircraft, the roles of air power in the Gulf War, Operation Enduring Freedom, Operation Iraqi Freedom, and in various other US military operations. Approach this lesson by emphasizing the active role the USAF has had since the end of the Cold War. Also emphasize the varying types of global interventions the US has participated in. These missions were far from uniform.

*NOTE* Cadets should check Infinite Campus and separate course syllabus for due dates of assignments

Drill and Ceremonies

Drill and Ceremonies provides an in-depth introduction to the elements of military drill, and describes individual and group precision movements, procedures for saluting, drill, ceremonies, reviews, parades, and development of command voice.

Lesson Learning Targets:

1. Know the importance of drill and ceremonies.

2. Know the basic commands and characteristics of the command voice.

3. Apply and execute the concepts and principles of basic drill positions and movements.

4. Know when and how to salute.

5. Apply the principles and procedures of drill movements used with smaller units to the movement of a squadron.

6. Know the function of the group and the wing.

7. Know how groups and wings are formed.

8. Know the purpose and definition of ceremonies and parades.

Air Force Manual 36-2203 Personnel Drill and Ceremonies (February 2004 Edition)

Chapter 1 – Introduction to Drill and Ceremonies (1.1)

Chapter 2 – Commands and the Command Voice

Section A - Commands (2.1)

Section B – The Command Voice (2.3)

Chapter 3 – Individual Commands (3.1)

Chapter 4 – Drill of Flight

Section A – Formations (4.1)

Section B – Marching (4.9)

Chapter 5 Drill of Squadron

Section C – Manual of the Guidon (5.12)

Chapter 6 Group and Wing Formations

Section B – Group Formation (6.3)

Section C – Wing Formation and Review (6.8)

Chapter 7 Ceremonies

Section A – Purpose and Procedures (7.1)

Section B – Parade Ceremony (7.3)

Section C – Raising and Lowering the Flag (7.23)

Section D – Change of Command (7.29)

Section E – Colors (7.32)

Learn to Lead – Cadet Drill Guide (July 2011 Edition)

Army Training Circular TC 3-21.5 Drill and Ceremonies

*NOTE* Cadets should check Infinite Campus and separate course syllabus for due dates of assignments.

Cadet Health and Wellness Program (CHWP) – Physical Education (PE)

Cadet Health and Wellness Program (CHWP) – Physical Education (PE) - The CHWP is an exercise program focused upon individual base line improvements with the goal of achieving a Presidential Physical Fitness standard calculated with age and gender. The goal of the CHWP is to motivate JROTC cadets to lead active, healthy lifestyles beyond program requirements and into their adult lives. Cadets will be given the opportunity to put into practice the wellness concepts that are taught in Leadership Education. Students WILL wear the Air Force JROTC issued PT uniform on Fridays.

Lesson Learning Targets:

1. Motivate AFJROTC cadets to lead active, healthy lifestyles beyond program

requirements and into their adult lives.

2. Create an individualized training program based on national standards by age and

gender.

3. Identify areas of improvement for each cadet.

4. Incorporate a physical training program to reach goals.

5. Know the importance of keeping yourself well and helping others stay well.

Fitness Programs

1. Presidential Physical Fitness Program

2. Unit GA-20102 “Fit for LIFE” Training Program Guide

3. Unit GA-20102 “Walk it Out” Program

*NOTE* Cadets should check Infinite Campus and separate course syllabus for due dates of assignments.

|NORMAL WEEK SCHEDULE – AFJROTC I, II, III, and IV |

|  |AFJROTC I |AFJROTC II |AFJROTC III |AFJROTC IV |

| |(First Year Cadets) |(Second Year Cadets) |(Third Year Cadets) |(Fourth Year Cadets) |

| |SMSgt McGee |SMSgt Wrenn |Lt Col Brown |Lt Col Brown |

|MONDAY | |AEROSPACE SCIENCE |AEROSPACE SCIENCE | |

| |AEROSPACE SCIENCE | | | |

| |LEADERSHIP EDUCATION | | |AEROSPACE SCIENCE |

| |DRILL | | | |

|TUESDAY |AEROSPACE SCIENCE |AEROSPACE SCIENCE |AEROSPACE SCIENCE | |

| |LEADERSHIP EDUCATION | | |AEROSPACE SCIENCE |

| |DRILL | | | |

|WEDNESDAY |AEROSPACE SCIENCE |LEADERSHIP EDUCATION |LEADERSHIP EDUCATION | |

| |LEADERSHIP EDUCATION |Drill |Drill |LEADERSHIP EDUCATION |

| |DRILL |Uniform Wear Inspection Weekly |Uniform Wear Inspection Weekly |Drill |

| |Uniform Wear Inspection Weekly |Open Ranks Every Other Week |Open Ranks Every Other Week |Uniform Wear Inspection Weekly |

| |Open Ranks Every Other Week | | |Open Ranks Every Other Week |

|THURSDAY | |LEADERSHIP EDUCATION |LEADERSHIP EDUCATION | |

| |AEROSPACE SCIENCE | | | |

| |LEADERSHIP EDUCATION | | |LEADERSHIP EDUCATION |

| |DRILL | | |NEFE |

| | | | | |

|FRIDAY | |

| |FITNESS, HEALTH AND WELLNESS |

| |Drill |

| |PE Uniform Wear Inspection |

| |Lt Col Brown/SMSgt McGee/SMSgt Wrenn |

NOTE: SCHEDULE SUBJECT TO CHANGE DUE TO SCHOOL EVENTS AND TESTING

GRADING PROCEDURES: The Aerospace Science portion of the course counts for 40% of the AFJROTC final grade and will be graded by the SASI. The Leadership Education portion counts for 40% of the final grade and will be graded by the ASIs. The Wellness/Fitness portion of the program counts for the remaining 20% of the final grade and will be graded by the ASIs and/or SASI. Drill will be evaluated by the ASI and/or the SASI. HABITUAL NON-WEAR OF THE UNIFORM AND FAILURE TO MAINTAIN STANDARDS WILL RESULT IN A FAILING GRADE AND DISMISSAL FROM THE PROGRAM. Grades will be computed in accordance with standard Ola HS grading policy.

|GRADED STANDARDS |PERCENTAGE OF GRADE |

|Service Uniform Wear/Inspections |30% |

|Drill and Ceremony |15% |

|Fitness, Health and Wellness |15% |

|Quizzes – Aerospace Science & Leadership |10% |

|Mid-Term - Aerospace Science & Leadership |10% |

|Community Service, Parades, & Special Events |10% |

|Class Attendance, Preparation, Participation, Homework, and Classwork |5% |

|- Aerospace Science & Leadership | |

|Conduct – AF Form 341 Excellence/Discrepancy |5% |

|Finals (Semester exam will be calculated in with other grades for |20% of the overall course grade |

|final grade for course for Aerospace Science & Leadership Education | |

|combined.) | |

GRADING SCALE: As set by the Georgia State Board of Education

Grade Percentage Required

A 90 and above

B 80 - 89

C 75 - 79

D 70 - 74

F 69 and below

UNIFORM DAYS: Every WEDNESDAY (DESIGNATED BLUE UNIFORM COMBINATION) & FRIDAY (ISSUED PE UNIFORM) and on Special Events as determined by the Aerospace Science Instructors. Cadets ARE REQUIRED to dress in AFJROTC physical education attire on FRIDAYS. Key Staff members issued ABUs are required to wear AFJROTC issued ABU uniforms on the first MONDAY of each month and during special events as determined by the AFJROTC Instructors.

SERVICE UNIFORM WEAR AND INSPECTIONS: Service Uniform wear is a large part of the Air Force JROTC program. ALL cadets are required to wear the appropriate service uniform each Wednesday from the start of the school day until the end of the school day (Cadets are required to maintain dress and appearance standards at ALL TIMES while in uniform). Make-up day for excused absences on uniform day is the first day upon return to school following the excused absence. IT IS THE CADETS’ RESPONSIBILITY TO WEAR THE SERVICE UNIFORM ON MAKE UP DAYS. FAILURE TO WEAR WILL RESULT IN A ZERO GRADE EVEN IF THE ABSENCE IS EXCUSED. There will be no uniform make-up for unexcused absences. Failing to wear the uniform all day will result in a “0” (zero) grade for that uniform day. At the SASI’s discretion, cadets will be removed from the AFJROTC program upon receiving the third “zero” for non-uniform wear.

Failure to turn in uniforms at the end of the course/year will result in students being placed on the “Fines/Holds” list until the uniforms are returned.

EXAMS: QUIZZES, MID-TERMS AND FINALS: Three types of exams will be administered during the course: Quizzes will be administered throughout the course for Aerospace Science, Leadership Education, Drill and Ceremonies, and Fitness. Quizzes will cover all material taught since the last quiz or test. Midterm and Final exams will be comprehensive assessments of all material taught for the semester. These assessments will cover the concepts taught in all portions (AS, LE, Drill, and CHWP-PE) of the AFJROTC curriculum.

FITNESS, HEALTH AND WELLNESS: Cadets are required to wear their Physical Education (PE) uniform or appropriate athletic attire to class on Fridays unless otherwise directed. There are no makeup days for failing to wear the PE uniform/gear on Fridays. Excused absences on PE day will be accepted when cadets provide valid excused absence slips on the first day upon return to school following the excused absence. IT IS THE CADETS’ RESPONSIBILITY TO PROVIDE A VALID EXCUSE SLIP ON THE FIRST DAY OF RETURN. FAILURE TO DO SO WILL RESULT IN A ZERO GRADE EVEN IF THE ABSENCE IS EXCUSED. Unexcused absences receive a ZERO. Cadets are required to complete all fitness, health and wellness assignments and maintain a fitness log. Cadets are required to turn in monthly fitness logs signed by parent or guardian. Cadets will receive grades for wearing the appropriate AFJROTC PE uniform and for participation in fitness activities. Cadets will receive a zero for not participating and/or not wearing the AFJROTC PE uniform.

DRILL AND CEREMONY: Cadets are required to master the skills related to drill and ceremony as outlined in Air Force and Army regulations for drill commands, command voice, individual drill, drill of flight, drill of squadron, group formation, parade ceremony, raising and lowering the Flag, respect to U.S. Flag, Change of Command, and Colors.

Cadets are required to complete Reveille and Retreat (raising and lowering the flag) once every nine weeks. Each cadet will be scheduled for a particular day during the year. Cadets and parents can review the reveille and retreat schedule at . Cadets should plan ahead to ensure he or she completes reveille and retreat to receive a grade.

Cadets are encouraged to complete two Color Guard details each month or a total of 16 for the school year to be competitive for any local or national awards.

COMMUNITY SERVICE, PARADES, and SPECIAL EVENTS: Cadets will have multiple opportunities to participate in Air Force JROTC sponsored community service, parades and special events during each semester. Cadets are required to attend some or all events for a grade as directed by the SASI. Community service hours count towards promotion, scholarships, and annual awards consideration. Cadets must complete 10 community service hours each term, 20 hours per semester and 40 hours per academic school year. Hours completed each term will be graded. For example, 6 hours completed will equal a grade of 60%; 8 hours completed will equal a grade of 80%, etc. Cadets are required to log community service hours in the “Community Service Log Book” located in the AFJROTC area. Cadets must present a letter from the sponsoring organization on official letter head with the point of contact’s name, phone number, e-mail, and a statement stating what the cadet did, the number of community service hours performed, and the impact on the community if done with an approved non-profit organization. Cadets must participate in the various volunteer opportunities hosted or directed by the unit to receive credit for community service hours.

CLASS ATTENDANCE, PREPARATION AND PARTICIPATION: Today’s workforce does not earn a paycheck unless they show up ready for work. Cadets earn grades commensurate with their class participation and effort. Cadets who are not present or prepared cannot participate fully in class. This is especially key to academics, drill, and physical fitness. Class preparation includes cadet adherence to classroom protocol and proper grooming standards as outlined in Air Force Instructions and the school and county dress code. Additionally, each cadet is required to have a 2 inch black or blue (only) three-ring binder, with five dividers (dedicated to AFJROTC only and labeled: Aerospace Science, Leadership Education, Drill & Ceremony, Fitness, and other), notebook paper, black/blue pen, and two #2 pencils in class each day. Cadets will be issued a class syllabus and various handouts. Notebook checks will be conducted randomly for a grade. Cadets are to keep all AFJROTC notes, etc. in notebook, sorted in the section of the AFJROTC instructor who gave the assignment.

Class attendance: Cadets are late to class once the final bell rings for each period. Cadets arriving after the final bell rings will fill out an AF Form 341 completely and state why he or she was late to class in the area of the form entitled “Excellence/Exhibited Discrepancy”. The Cadet will write on back of the form what he or she will do to correct the tardiness to class. The Cadet will turn in AF Form 341 to his or her AFJROTC Instructor by the end of class. The second tardy will result in a phone call home to parents. The third tardy will result in AFJROTC detention, area duties, and a phone call to parents. A fourth tardy will result in referral to school administrator for school detention. The fifth tardy will result in referral to a school administrator for further disciplinary action. A tardy more than 5 minutes is considered skipping.

HOME LEARNING WORK and CLASSWORK: Assignments are due at the beginning of the class period, unless otherwise directed or the cadet has an excused absence that day. For excused absences, the assignment will be due on the next class day that the cadet returns to school. Assignments not turned in on the due date will receive an “incomplete” grade for that assignment. Cadets will fill out a “You’ve Been Pink-Slipped!” form as follows:

Cadet Name, Flight, Date, and Missing Assignment. Cadet will answer the following questions:

I did not have my assignment because:

__ I did the assigned homework, but I did not bring it to class.

__ I chose not to do my homework.

__ I forgot to do my homework.

__ I did not have the appropriate materials at home.

__ Other – please explain: _______________________

Each cadet must explain why he or she did not turn in their assignment. The Cadet’s parents or guardian will sign the “You’ve Been Pink-Slipped!” form” and turn it into SMSgt Torrance McGee the following school day. Cadets will have three days to complete the missing assignment or the grade will become a “0” zero. Completion of assignments helps instructors to assess learning as well as teach accountability and accountability. Character building begins with being accountable and accountability is part of your grade.

Home Learning (Homework) Turn-In Procedures. After “roll call” and attendance are completed by the Flight Commander, the Element Leaders will collect the homework and place it in flight folder, ensuring first and last name, flight, date, and course title, are on all assignments turned-in.

Absence from Class Procedures. Cadets who are absent from class are required to check the Absence from Class Folder for any assignments handed out during class once he or she returns to class. The Flight Sergeant or designee will place a copy of the missed assignment with the cadet’s name in the folder. IT IS THE CADET’S RESPONSIBILITY TO CHECK THE FOLDER, retrieve the missing assignment, and ensure it is turned in on time.

CLASS BEHAVIOR: The nature of the AFJROTC mission, as well as its high visibility within the school and community, requires its members to adhere to higher standards than might be expected among the student population. Inappropriate behavior, in or out of uniform, is prohibited while participating in AFJROTC. This behavior includes, but is not limited to, consuming alcohol, drug abuse, tobacco use, horseplay, public displays of affection, disparaging remarks, insubordination, disrespect, verbal threats and physical attacks.

CONDUCT – AF FORM 341 EXCELLENCE & DISCREPANCY: Cadets will start out with a grade of 100 in each respective AF Form 341 areas of CONDUCT, MILITARY BEARING, CLASS PREPERATION, and DRILL. Five points will be deducted from the respective AF Form 341 area each time cadets fail to maintain standards.

Cadets will completely fill out the front of the AF Form 341 and state what discrepancy he or she committed listing it on the “Excellence/Exhibited Discrepancy” area of the form. The Cadet will not sign in the Reporting individual blocks. The Cadet will write on the back of the form what he or she will do to correct the discrepancy. The Cadet will then turn the AF Form 341 in to the Flight Commander, Instructor, or Cadet issuing the 341. Cadets who have an AF Form 341 pulled for CONDUCT, MILITARY BEARING, CLASS PREPARATION, or DRILL will not receive the Good Conduct Ribbon for that semester. Cadets who receive ISS or OSS are not eligible for the Good Conduct Ribbon, awards, or for promotion during the term or semester. AF Form 341s will count against flight honor flight points and will be filed in the cadet’s personnel record.

AF Form 341s pulled for Excellence will count towards cadet’s Honor Flight points as well as towards monthly and annual awards consideration.

CURRICULUM IN ACTION TRIPS (CIA) FIELD TRIPS: Throughout the semester, cadets will have opportunities to participate in school-sponsored activities that serve as an extension of the AFJROTC curriculum. These activities may include field trips (i.e. Robins Air Force Base, NASA, Washington D.C., FAA, etc.). Cadets must be in good academic and disciplinary standing to participate. Attendance is solely at the discretion of the SASI and ASIs.

CADET DISTANCE LEARNING: Cadets can complete six courses through the Army Cadet Command. Cadets completing all courses can present their certificates and receive a “uniform pass” for uniform day. These courses can be accessed at .

CELL PHONES: The cell phone policy is in accordance with Air Force and Ola High School instructions. Cell phones must remain turned off and out of sight during the instructional day unless authorized by the instructor

REMIND: Effective communication is the key to success. Our AFJROTC program has a lot of things going on and each cadet will have the opportunity to be involved with all aspects of our program. Each Cadet is required to sign up for REMIND for AFJROTC as well as for the squadron or extra-curricular activities they participate in.

If you are a First Year Cadet, you can sign up for REMIND by texting @firstyearc to 81010 and emailing firstyearc@mail..

Parents are encouraged to sign up for the parent’s REMIND by texting @firstyrpar to 81010 and firstyrpar@mail..

If you are a Senior Cadet (2nd, 3rd, or 4th Year Cadet), you can sign up for REMIND by texting @seniorcdts

to 81010 and emailing seniorcdts@mail..

Parents are encouraged to sign up for the parent’s REMIND by texting @seniorcpar to 81010 and seniorcpar@mail..

EXPECTATIONS FOR CADETS

Follow the chain of command (i.e. cadet-element leader – Flt Sgt – Flt/CC – Ops/CC – Sqd/CC – MSG/CC – ASIs – SASI). DO NOT GO DIRECTLY TO THE CADET MSG/CC, SMSgt Wrenn, SMSgt McGee, or Lt Col Brown WITHOUT YOUR FLT/CC WITH YOU unless it is an emergency.

Always use the titles Sir/Ma’am when addressing AFJROTC staff and senior ranking cadets.

Be on time late to class, scheduled events, practices, etc.

Always bring your required items to class (notebook, pen/pencil, textbooks, etc).

Wear the correct uniform on the appropriate day. Earrings are prohibited for males in uniform or in the AFJROTC area when out of uniform.

Place personal belongings on the right side or under your desk.

Raise your right hand, fist balled and wait to be acknowledged; do not talk without permission.

Listen respectfully and attentively to the speaker/presenter or fellow cadets when they are speaking.

Treat others with mutual respect. Profanity, vulgar language, racial or ethnic slurs, derogatory comments, sexual harassment, or harassment of any fellow cadet or student will not be tolerated.

Remain in your seat unless given permission to move about the room

Remain professional; do not sit on desks, tables, trash cans, etc.

Unauthorized personnel are not allowed in the staff offices.

Always use the trash can to dispose of trash. If you see trash on the floor, clean/pick it up.

No eating, drinking and ABSOLUTELY no CHEWING GUM in the classrooms.

Wearing hats or sunglasses indoors is prohibited.

Maintain loyalty to the Honor Code, Air Force Core Values, AFJROTC Corps, and AFJROTC Cadet Creed.

No horseplay in the AFJROTC areas.

Maintain self-control and your self-respect at all times.

Respect teachers, instructors, or higher-ranking cadet officers, NCOs, and airmen.

Study and know your GA-20102 Cadet Guide.

Study and know the GA-2012 Enlisted and Officer Promotion process.

The Ola Court Yard is designated as an AFJROTC “No Hat Area” ONLY during lunch. Flight Caps MUST be worn at all times when outside any other time.

Follow rules the first time they are given.

Follow expectations of students outlined in Henry County Schools and Ola High School Handbooks.

No cursing or profanity.

Do not touch anyone else with your hands, your feet, or any object.

Ensure first and last name, flight, date, and course title, are on all assignments turned-in to instructors.

Follow all expectations of Cadets outlined in guides, handbooks, regulations, and follow all customs & courtesies.

KEY DATES TO REMEMBER:

5 August 2016 ACT Registration Deadline for September 10, 2016 Test Date

8 August 2016 Fitness Testing for all Cadets Aug 8 - Aug 12 Bring workout clothes each day

18 August 2016 Ola High School Pictures

9 September 2016 Henry County 911 First Responders’ Recognition Luncheon

10 September 2016 ACT Test Date

15 September 2016 Commander’s Call & AFJROTC Fall Promotion and Awards Ceremony

16 September 2016 ACT Registration Deadline for October 22, 2016 Test Date

18 September 2016 Air Force Birthday

19 September 2016 Fall Break September 19-23, 2016 - No School for Cadets

1 October 2016 SAT Test Date

10 October 2015 6th Annual Invitational Drill Meet, Dutchtown HS, Hampton, GA

5 November 2016 SAT Test Date

4 November 2016 Veterans Day Ceremony

4 November 2016 ACT Registration Deadline for December 10, 2016 Test Date

3 December 2016 SAT Test Date

3 December 2016 Blue Devil Drill Meet, Marietta HS (GA-20021), Marietta, GA

10 December 2017 ACT Test Date

13-16 December 2016 Mid-Semester Exams

20 February 2017 Winter Break February 20-27, 2017- No School for Cadets

TBD March 2017 Georgia High School AFJROTC Drill Team State Championships, location TBD

3 April 2017 Spring Break April 3- 7, 2017- No School for Cadets

18 April 2017 Spring Awards Ceremony

18 March 2017 Ola High School Prom

30 April 30 – 2 Ma 2016 National High School Drill Team Championship, Daytona Beach, FL

1-19 May 2017 AP Exams

15-19 May 2017 Senior Exams

19 May 2017 Honors Ceremony (Undergraduate)

21 May 2017 Baccalaureate

21 May 2017 Seniors Honors

26 May 2017 Graduation & Graduation Ceremony Day Detail

TBD May/June JOCTS and Summer Leadership Camp

Note: Changes to this document will be briefed and provided to cadets during class sessions as necessary.

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AIR FORCE JUNIOR ROTC LEADERSHIP EDUCATION I SYLLABUS

AY 2016-2017

Unit GA-20102

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