UNIT 4_Cadet Notebook

Chapter 3: Team Building Lesson 1: Motivating Others Quick Write: Reflection(s): 95 Unit 4: LET 4 – The Managing Leader

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Chapter 3: Team Building Lesson 2: Communicating to Lead Student Learning Plan Chapter 3: Team Building Communicating to Lead [U4C3L2] What you will accomplish in this lesson: Give feedback and direction to team members Why this lesson is important: It’s not what you say but what you do. This echoes the point that actions speak louder than words. As a leader, others will watch what you say and do. You’ve learned about leadership, communication, and team building. In this lesson, you will take another look at the communication process and ways to reduce communication barriers. You will also practice skills that effective leaders use in communicating with others. Essential Question: How can communication skills help me lead and motivate more effectively? What you will learn in this lesson (Learning Objectives): • Determine how communication is important for effective leadership • Explain the basic flow and purpose of informal communication • Review the major elements of a communication model • Determine how to overcome barriers of effective communication • Define key words: communication, decode, emotional intelligence, encode, feedback, message, transference, transmitted You will have successfully met this lesson’s purpose: • by analyzing your leadership communication skills and reflecting on ways to improve those skills • when you classify your communication tendencies • when you reflect on how your communication skills have a positive and negative impact on others • when you reflect on the types of communication barriers involved in receiving and providing feedback • when you reflect on how your communication skills can be adapted to better give direction and feedback to others Learning Activities: These learning activities are designed to help you learn the target skills and knowledge for this lesson. Your instructor may assign additional or alternative learning activities. PART 1 INQUIRE PHASE: What do you already know? Unit 4 ______1. Think about what you know about communicating non-verbally with others. Prepare for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important; and When you will have successfully met this lesson’s purpose. Unit 4: LET 4 – The Managing Leader 97

Chapter 3: Team Building Lesson 2: Communicating to Lead ______2. Participate in an activity to experience and react to nonverbal communications. GATHER PHASE: So, what else do you need to know or learn? ______3. View the animation on communication. ______4. Create a Thinking Map® to clarify key points about the communication process and emotional ______5. intelligence. Be prepared to present your Thinking Map® to the class. Answer the reinforcing question(s). PART 2 PROCESS PHASE: Now what can you do with this new information you’ve learned? ______6. Role-play the correct responses to the provided communication scenario. ______7. Critique other teams about their responses. Create a T-Chart to record correct and incorrect ______8. responses. Reflect on communication scenarios. Answer the Reflection Question(s) presented by your instructor. GATHER PHASE: So, what else do you need to know or learn? ______9. View the animation on communication feedback. ______10. Role-play providing and receiving feedback using the provided feedback scenario. Create a T-Chart to record correct and incorrect observations for providing feedback. ______11. Answer the reinforcing question(s). PART 3 PROCESS PHASE: Now what can you do with this new information you’ve learned? ______12. Complete Exercise #1 – Plan of Action to think through your own personal quest for becoming a ______13. better communicator. ______14. Complete the Interpersonal Awareness and Empathy profiles of the Success Profiler® program or provided documentation. Prepare to include Exercise #1 – Plan of Action and completed Success Profiler® activity sheets in your Cadet Portfolio. Reflect on your plan of action. Answer the Reflection Question(s) presented by your instructor. Assessment Activities: PART 4 APPLY PHASE: What else can you do with what you’ve learned today? ______15. Complete the Improving and Making It Work activities of the Interpersonal Awareness and Empathy profiles on the Success Profiler® program. Add your printouts and summary to your Cadet Notebook. 98 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 2: Communicating to Lead ______16. Complete the Communicating to Lead Performance Assessment Task. Submit your completed performance assessment task to your instructor for feedback and a grade. ______17. ______18. Review the key words of this lesson. Review this lesson’s Essential Question. Self-Paced Learning and Assessment Activities: Independently complete the activities outlined below: 1. Inquire Phase: Complete the Learning Activities in this lesson as modified by your instructor. 2. Gather Phase: Complete the Learning Activities in this lesson as modified by your instructor. 3. Process Phase: Complete the Learning Activities in this lesson as modified by your instructor. 4. Apply Phase: Complete the Learning Activities in this lesson as modified by your instructor. Unit 4: LET 4 – The Managing Leader 99

Chapter 3: Team Building Lesson 2: Communicating to Lead Exercise #1 – Plan of Action Directions: Read and answer the following questions. Use additional paper if necessary. 1. My strengths as a communicator when leading others are: _____________ 2. The areas in which I most want to improve when communicating to others are: 3. The specific skills I need to work on to improve in these areas are: 4. The key situations I wish to use these skills more effectively are: 100 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 2: Communicating to Lead 5. I intend to do the following practice exercises to enhance my skills in providing and receiving feedback as a communicator and leader: 6. The barriers I am most likely to encounter are: 7. The strategies I plan to use to overcome these barriers are: Unit 4: LET 4 – The Managing Leader 101

Chapter 3: Team Building Lesson 2: Communicating to Lead Performance Assessment Task Chapter 3: Team Building Communicating to Lead [U4C3L2] This performance assessment task gives you an opportunity to document your achievement of the lesson’s competency: Give feedback and direction to team members Directions For this performance assessment task, you will assess your communications skills from feedback received during the role-plays for various scenarios in this lesson and complete an action plan for improving your communication as a leader. For this assessment you will: 1. Print out and complete the activities below from the Improving and Making It Work segments of the Interpersonal Awareness and Empathy profiles on the Success Profiler® program (located on CM) or use the printed copy provided by your instructor: • Changing My Behavior • My Goals Page for Interpersonal Awareness • Post Assessment Activity 2. Complete Exercise #1 – Plan of Action. 3. Use the attached scoring guide criteria for what you need to do to complete this task. 4. Submit your completed performance assessment task and scoring guide to your instructor for evaluation and a grade. RECOMMENDATION: It is recommended that you add this performance assessment task to your Cadet Portfolio. 102 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 2: Communicating to Lead Communicating to Lead Performance Assessment Task Scoring Guide Criteria Ratings 1. You analyze your leadership communication skills met not met 2. You reflect on ways to improve your communication skills met not met 3. You reflect on how your communication skills have a positive impact on met not met others 4. You reflect on how your communication skills have a negative impact on met not met others 5. You reflect on the types of communication barriers involved in receiving and met not met providing feedback 6. You reflect on how your communication skills can be adapted to provide met not met better direction and feedback to others Comments: Name:______________________________________ Date:___________ Evaluator’s Signature:__________________________ Date:___________ Unit 4: LET 4 – The Managing Leader 103

Chapter 3: Team Building Lesson 2: Communicating to Lead Notes: 104 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 2: Communicating to Lead Quick Write: Reflection(s): 105 Unit 4: LET 4 – The Managing Leader

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Chapter 3: Team Building Lesson 3: Company Drill Student Learning Plan Chapter 3: Team Building Company Drill [U4C3L3] What you will accomplish in this lesson: Unit 4 Execute company drills Why this lesson is important: Leading others is an important part of being a JROTC Cadet. Some of your JROTC experience includes participation in drill and ceremony. In this lesson, you will learn how to execute company drills. Activities will introduce you to the various company drill formations and associated movements. The JROTC Leadership Lab experience will provide you the opportunity to practice drill and assess your skills and abilities in this area. Essential Question: How do you properly execute company formations and movement? What you will learn in this lesson (Learning Objectives): • Describe the correct responses to commands when forming and marching the company • Identify the different types of company formations and related specific drill commands • Identify the locations of the key platoon and company personnel in company formations • Define key words: arc, base, double time, guide, mark time, mass formation, post You will have successfully met this lesson’s purpose: • when you execute company drills in Leadership Lab • when you develop a diagram showing one type of company formation • when you create a Flow Map or written summary to support the commands and movements of the company drill • when your diagram shows the details and positions of the company formation selected • when your Flow Map or written summary describes the procedures for forming, opening and closing ranks, and dismissing the company • when your Flow Map or written summary describes the procedures for changing the direction of movement of the company formation • when you lead company drills using correct formation and movement Learning Activities: These learning activities are designed to help you learn the target skills and knowledge for this lesson. Your instructor may assign additional or alternative learning activities. PART 1 INQUIRE PHASE: What do you already know? Unit 4: LET 4 – The Managing Leader 107

Chapter 3: Team Building Lesson 3: Company Drill ______1. Think about what you know about company drill. Prepare for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important; and ______2. When you will have successfully met this lesson’s purpose. ______3. View a video clip about company drill and observe the formations, commands, and responses of the Cadets. Create a Double Bubble Map comparing the similarities and differences between platoon and company drill. Participate in a class discussion about the similarities and differences between platoon and company drill. GATHER PHASE: So, what else do you need to know or learn? ______4. Research an assigned company drill topic by reading about it in your student text. ______5. Prepare to share what you learned with others. Develop a diagram to show your assigned company formation, explaining how it is assembled. Create a Flow Map to show the commands and responses for the drill movements within the formation. ______6. Answer the reinforcing question(s). PART 2 PROCESS PHASE: Now what can you do with this new information you’ve learned? ______7. Present your team diagram and Flow Map to others in the class. Remember, you are the “teacher.” Learn from your classmates about the other assigned company formations and drill ______8. movements. ______9. Practice the leader tasks in class and in company formations. Reflect on how you will become proficient at leading company drill. Answer the Reflection Question(s) presented by your instructor. Assessment Activities: APPLY PHASE: What else can you do with what you’ve learned today? ______10. Complete the Company Drill Performance Assessment Task. Submit your completed performance assessment task to your instructor for feedback and a grade. ______11. ______12. Review the key words of this lesson. Review this lesson’s Essential Question. Self-Paced Learning and Assessment Activities: Independently complete the activities outlined below: 1. Inquire Phase: Complete the Learning Activities in this lesson as modified by your instructor. 2. Gather Phase: Complete the Learning Activities in this lesson as modified by your instructor. 3. Process Phase: Complete the Learning Activities in this lesson as modified by your instructor. 4. Apply Phase: Complete the Learning Activities in this lesson as modified by your instructor. 108 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 3: Company Drill Performance Assessment Task Chapter 3: Team Building Company Drill [U4C3L3] This performance assessment task gives you an opportunity to document your achievement of the lesson’s competency: Execute company drills Directions For this performance assessment task, you will work with a peer Cadet to create a diagram of a company formation and Flow Map or a written summary describing the commands and responses for the company drill. You will not work on the same formation that you were assigned in the lesson. For this assessment you will: 1. Think about the company formations and drill movements that you learned and practiced in this lesson. 2. Draw a diagram of an assigned company formation. 3. Create a Flow Map or write a summary describing the commands and responses of an assigned company drill movement. 4. Lead company drills during leadership lab as part of the assessment. 5. Use the attached scoring guide criteria for what you need to do to complete this task. 6. Submit your completed performance assessment task and scoring guide to your instructor for evaluation and a grade. RECOMMENDATION: It is recommended that you add this performance assessment task to your Cadet Portfolio. Unit 4: LET 4 – The Managing Leader 109

Chapter 3: Team Building Lesson 3: Company Drill Company Drill Performance Assessment Task Scoring Guide Criteria Ratings 1. You develop a diagram that shows the details and positions of one type of met not met company formation met not met 2. You develop a Flow Map or written summary met not met 3. Your Flow Map or written summary describes the procedures for changing met not met the direction of movement of the company formation met not met 4. Your Flow Map or written summary describes the procedures for forming, opening and closing ranks, and dismissing the company 5. You lead company drills using correct formation and movement Comments: Name:______________________________________ Date:___________ Evaluator’s Signature:__________________________ Date:___________ 110 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 3: Company Drill Notes: Unit 4: LET 4 – The Managing Leader 111

Chapter 3: Team Building Lesson 3: Company Drill Quick Write: Reflection(s): 112 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 4: Battalion Drill Student Learning Plan Chapter 3: Team Building Battalion Drill [U4C3L4] What you will accomplish in this lesson: Unit 4 Execute battalion drills Why this lesson is important: For drill purposes, a battalion consists of a headquarters section (or the battalion staff), colors (with color guard), and two or more companies. This lesson covers battalion drill formations and movements. You will build upon your knowledge of platoon and company drill from previous lessons, and learn how to conduct battalion drill in conjunction with other companies in the same formation. Essential Question: What are the specifics involved in the formations and inspection procedures for battalion drill? What you will learn in this lesson (Learning Objectives): • Identify the different types of battalion formations and related specific drill commands • Describe the correct responses to battalion drill commands • Describe the correct responses to inspection commands • Identify the locations of the key platoon, company, and battalion personnel in battalion formations • Define key words: en route, facilitate, respective You will have successfully met this lesson’s purpose: • when you create a diagram of a battalion formation • when you create a Flow Map or written summary describing the sequence • when you execute battalion drills in Leadership Lab • when your diagram shows the type and spacing between elements in a battalion drill • when your diagram identifies the color guard • when your diagram shows positions of the Cadet officers (battalion commander, XO, company commanders, and battalion staff) in the battalion formation • when your diagram shows the positions of the Cadet NCO’s (sergeant major, first sergeant, platoon sergeants, and squad leaders) in the battalion formation • when your Flow Map or written summary describes the procedures for forming, inspecting, and dismissing the battalion • when you follow correct formation, dismissal, and inspection procedures of battalion drill Learning Activities: These learning activities are designed to help you learn the target skills and knowledge for this lesson. Your instructor may assign additional or alternative learning activities. Unit 4: LET 4 – The Managing Leader 113

Chapter 3: Team Building Lesson 4: Battalion Drill PART 1 INQUIRE PHASE: What do you already know? ______1. Think about what you know about battalion drill formation. Prepare for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is ______2. important; and When you will have successfully met this lesson’s purpose. ______3. View a video clip about battalion drill formations and marching. Observe the formations, commands, and responses of the Cadets. Create a Double Bubble Map comparing the similarities and differences between battalion and company drill. Participate in a class discussion about the similarities and differences between the two. GATHER PHASE: So, what else do you need to know or learn? ______4. Research an assigned battalion drill topic by reading about it in your student text. ______5. Work in a team and develop a diagram to show your assigned battalion formation. Create a Flow Map to show the commands and responses for the drill movements within the formation. Prepare to share what you learned with others. ______6. Answer the reinforcing question(s). PART 2 PROCESS PHASE: Now what can you do with this new information you’ve learned? ______7. Present your team’s diagram and Flow Map to others in the class as they rotate through each of the battalion formation stations. Learn from your classmates about the other assigned battalion ______8. formations and drill movements. ______9. Practice being a leader in battalion formations, dismissal, and inspection. Reflect on how you will become proficient in executing battalion drill. Answer the Reflection Question(s) presented by your instructor. Assessment Activities: APPLY PHASE: What else can you do with what you’ve learned today? ______10. Complete the Battalion Drill Performance Assessment Task. Submit your completed performance assessment task to your instructor for feedback and a grade. ______11. ______12. Review the key words of this lesson. Review this lesson’s Essential Question. 114 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 4: Battalion Drill Self-Paced Learning and Assessment Activities: Independently complete the activities outlined below: 1. Inquire Phase: Complete the Learning Activities in this lesson as modified by your instructor. 2. Gather Phase: Complete the Learning Activities in this lesson as modified by your instructor. 3. Process Phase: Complete the Learning Activities in this lesson as modified by your instructor. 4. Apply Phase: Complete the Learning Activities in this lesson as modified by your instructor. Unit 4: LET 4 – The Managing Leader 115

Chapter 3: Team Building Lesson 4: Battalion Drill Performance Assessment Task Chapter 3: Team Building Battalion Drill [U4C3L4] This performance assessment task gives you an opportunity to document your achievement of the lesson’s competency: Execute battalion drills Directions For this performance assessment task, you will continue to develop the knowledge, skills, and attitudes needed to be a leader in drill. As in other drill lessons, you will be required to build upon the skills that you have previously learned. For this lesson assessment, you will work with a peer Cadet to create a diagram of a battalion formation and a Flow Map or written summary describing the commands and responses for a battalion drill. You will also be assessed on your performance in leading battalion drill. For this assessment you will: 1. Think about the battalion formations and drill movements that you learned and practiced in this lesson. 2. Draw a diagram of an assigned battalion formation. 3. Create a Flow Map or write a summary describing the commands and responses of an assigned battalion drill movement. 4. Perform the battalion leadership role as assigned during Leadership Lab. 5. Use the attached scoring guide criteria for what you need to do to complete this task. 6. Submit your completed performance assessment task and scoring guide to your instructor for evaluation and a grade. RECOMMENDATION: It is recommended that you add this performance assessment task to your Cadet Portfolio. 116 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 4: Battalion Drill Battalion Drill Performance Assessment Task Scoring Guide Criteria Ratings 1. Your diagram shows the type and spacing between elements in a battalion met not met drill met not met met not met 2. Your diagram identifies the color guard met not met 3. Your diagram shows positions of the Cadet officers (battalion commander, XO, company commanders, and battalion staff) in the battalion formation met not met met not met 4. Your diagram shows the positions of the Cadet NCOs (sergeant major, first sergeant, platoon sergeants, and squad leaders) in the battalion formation 5. Your Flow Map or written summary describes the procedures for forming, inspecting, and dismissing the battalion 6. You follow correct formation, dismissal, and inspection procedures of battalion drill Comments: Name:______________________________________ Date:___________ Evaluator’s Signature:__________________________ Date:___________ Unit 4: LET 4 – The Managing Leader 117

Chapter 3: Team Building Lesson 4: Battalion Drill Notes: 118 Unit 4: LET 4 – The Managing Leader

Chapter 3: Team Building Lesson 4: Battalion Drill Quick Write: Reflection(s): 119 Unit 4: LET 4 – The Managing Leader

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Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project Student Learning Plan Chapter 4: Service Learning Managing a Service Learning Project [U4C4L1] What you will accomplish in this lesson: Unit 4 Manage a service learning project Why this lesson is important: This lesson helps you identify critical issues associated with project management stages, understand how to use appropriate tools in managing a project, and learn and practice a variety of techniques required to manage projects, like your service learning project, successfully. Essential Question: What management functions and planning tools can you use to help you manage a successful service learning project? What you will learn in this lesson (Learning Objectives): • Describe the four project management phases • Identify the critical components needed for successful project management • Identify the key features of Gantt and PERT Charts • Define key words: Gantt Chart, implementation, PERT Chart, project management You will have successfully met this lesson’s purpose: • when you manage a service learning project utilizing a project management tool: Gantt Chart • when you write a reflection about the project management process used for service learning • when your Gantt Chart lists project tasks in sequential order • when your Gantt Chart includes timelines for each activity • when your Gantt Chart includes names of those responsible for each activity • when your Gantt Chart is computer generated as a word-processed document or spreadsheet • when your reflection includes a summary of how well the project was managed • when your reflection accurately describes what you contributed to managing the project • when your reflection includes an explanation of what you will improve when managing a project in the future Learning Activities: These learning activities are designed to help you learn the target skills and knowledge for this lesson. Your instructor may assign additional or alternative learning activities. Unit 4: LET 4 – The Managing Leader 121

Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project PART 1 INQUIRE PHASE: What do you already know? ______1. Think about what you know about project management. Prepare for this lesson by discussing ______2. What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important; and When you will have successfully met this lesson’s purpose. Participate in the 64 Squares Game to find a “secret square.” Discuss the significance of having a plan to accomplish this task or any project. GATHER PHASE: So, what else do you need to know or learn? ______3. Review the sticky notes that list steps in completing a project. On each note, estimate how long you think it would take to accomplish the task. Classify your activities by placing them in one of the ______4. following categories: definition, planning, implementation, follow-up. ______5. View a briefing on Gantt Charts and PERT Charts. Answer the reinforcing question(s). PART 2 PROCESS PHASE: Now what can you do with this new information you’ve learned? ______6. Participate in a class activity to create a Gantt Chart based on your sticky notes. ______7. Reflect on how your team performed on the project management task. Answer the Reflection Question(s) presented by your instructor. Assessment Activities: APPLY PHASE: What else can you do with what you’ve learned today? ______8. Complete the Managing a Service Learning Project Performance Assessment Task. Submit your completed performance assessment task to your instructor for feedback and a grade. ______9. ______10. Review the key words of this lesson. Review this lesson’s Essential Question. Self-Paced Learning and Assessment Activities: Independently complete the activities outlined below: 1. Inquire Phase: Complete the Learning Activities in this lesson as modified by your instructor. 2. Gather Phase: Complete the Learning Activities in this lesson as modified by your instructor. 3. Process Phase: Complete the Learning Activities in this lesson as modified by your instructor. 4. Apply Phase: Complete the Learning Activities in this lesson as modified by your instructor. 122 Unit 4: LET 4 – The Managing Leader

Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project Performance Assessment Task Chapter 4: Service Learning Managing a Service Learning Project [U4C4L1] This performance assessment task gives you an opportunity to document your achievement of the lesson’s competency: Manage a service learning project Directions This performance assessment task includes two parts. For Part 1, you will create a Gantt Chart for your service learning project as a team, and a personal reflection on the success of managing the service learning project. For Part 2, you will present a detailed Service Learning Briefing to Brigade staff. Part 1 1. With your team, create or review the planned activities for the upcoming service learning project. You and your team will create a Gantt Chart (electronically) to outline the activities and timelines for the service learning project. 2. Use the Gantt Chart to guide the management and execution of the service learning project. 3. After the service learning project, complete a reflection capturing your thoughts and feelings about the management of the service learning project. 4. Use the attached scoring guide criteria for what you need to do to complete this task. 5. Submit your completed performance assessment task and scoring guide to your instructor for evaluation and a grade. There will be two submissions—the team-created Gantt chart and the personal reflection. Part 2 1. With your team, you’ll plan and prepare a presentation (30 minutes maximum) about your service learning project. You’ll take responsibility for delivering your part of the presentation. 2. Use the attached scoring guide criteria for what you need to do to complete this task. RECOMMENDATION: It is recommended that you add this performance assessment task to your Cadet Portfolio. Unit 4: LET 4 – The Managing Leader 123

Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project Managing a Service Learning Project Performance Assessment Task Scoring Guide – Part 1 Criteria Ratings 1. Your Gantt Chart lists project tasks in sequential order met not met met not met 2. Your Gantt Chart includes timelines for each activity met not met met not met 3. Your Gantt Chart includes names of those responsible for each activity met not met met not met 4. Your Gantt Chart is computer generated as a word-processed document or met not met spreadsheet 5. Your reflection includes a summary of how well the project was managed 6. Your reflection accurately describes what you contributed to managing the project 7. Your reflection includes an explanation of what you will improve when managing a project in the future Comments: Name:______________________________________ Date:___________ Evaluator’s Signature:__________________________ Date:___________ 124 Unit 4: LET 4 – The Managing Leader

Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project Managing a Service Learning Project Performance Assessment Task Scoring Guide – Part 2 Criteria – Planning and Preparation Ratings 1. Your presentation describes how the project benefits the community met not met 2. Your presentation describes how the project enhances learning met not met 3. Your presentation describes how the project relates to the JROTC program met not met curriculum met not met met not met 4. Your presentation identifies one or more JROTC lesson competencies met not met related to the service learning project Ratings 5. Your presentation describes the role of teamwork in accomplishing the project met not met 6. Your presentation suggests ways the project could be modified to ensure the project meets established guidelines for JROTC service learning projects Criteria – Implementation 7. Your presentation includes the process necessary to conduct project 8. Your presentation includes evidence of a project plan that defines the goals met not met met not met of the project met not met met not met 9. Your Project Plan refers to JROTC lesson competencies/outcomes related to the project 10. Your Project Plan provides who, what, when, where, why, and how of the project 11. Your presentation includes references to team/individual reflection about the project implementation Criteria – Reflection and Integration Ratings 12. You discuss evidence of participation in structured reflection activities about met not met the service learning experience met not met met not met 13. You summarize the impact the experience had on the team and individual met not met members Ratings 14. You report or present on the results of the project, what was learned, and how the experiences have fostered change 15. You report or present new ideas for service learning projects based on current experience Criteria – Presentation and Delivery 16. You introduce yourself and explain your role in the project met not met 17. You refer to visual aids and use appropriate explanations met not met 18. You establish consistent eye contact and appropriate gestures throughout the met not met not met presentation 19. You speak clearly and concisely; avoid use of slang met Unit 4: LET 4 – The Managing Leader 125

Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project Managing a Service Learning Project Performance Assessment Task Scoring Guide – Part 2, cont’d Criteria – Presentation and Delivery Ratings 20. You respond appropriately to verbal and nonverbal feedback met not met 21. You are knowledgeable about your portion of the presentation met not met Comments: Name:______________________________________ Date:___________ Evaluator’s Signature:__________________________ Date:___________ 126 Unit 4: LET 4 – The Managing Leader

Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project Notes: Unit 4: LET 4 – The Managing Leader 127

Chapter 4: Service Learning Lesson 1: Managing a Service Learning Project Quick Write: Reflection(s): 128 Unit 4: LET 4 – The Managing Leader

Chapter 5: Citizenship and Government Lesson 1: Challenges to Fundamental Principles Student Learning Plan Chapter 5: Citizenship and Government Challenges to Fundamental Principles [U4C5L1] What you will accomplish in this lesson: Examine how competing principles and values challenge the fundamental principles of our society Why this lesson is important: When you’ve studied American history, have you ever wondered how it relates to our society and our government today? In many ways, the history of our nation shows the building blocks for where our society is today. In this lesson, you will see how fundamental principles and values of our government relate to contemporary issues. You’ll also consider the difficulty in balancing different principles and values in specific situations. Essential Question: Unit 4 How do our nation’s fundamental principles affect debates about current issues? What you will learn in this lesson (Learning Objectives): • Explain the importance of fundamental principles • Compare positions on issues related to the fundamental principles and values of government and individual rights in American society • Define key words: fundamental, principle, surveillance, transparency You will have successfully met this lesson’s purpose: • by writing a persuasive paper or giving a persuasive speech on a topic related to this lesson • when you define your topic or question with an attention-getting strategy appropriate for the audience • when your thesis statement describing your position on the topic is clear • when your style is persuasive • when the content includes evidence of research and supporting information • when the content is well-organized and easy to follow • when the persuasive product is the result of revising and improving the first draft and/or practice and preparation Learning Activities: These learning activities are designed to help you learn the target skills and knowledge for this lesson. Your instructor may assign additional or alternative learning activities. PART 1 INQUIRE PHASE: What do you already know? Unit 4: LET 4 – The Managing Leader 129

Chapter 5: Citizenship and Government Lesson 1: Challenges to Fundamental Principles ______1. Think about what is meant by fundamental principles. Prepare for this lesson by discussing What ______2. you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important; and When you will have successfully met this lesson’s purpose. Participate in a class survey about the importance of fundamental rights. Discuss the results of each question. GATHER PHASE: So, what else do you need to know or learn? ______3. Listen to a briefing about the importance of fundamental principles and the rights of individuals and society. ______4. ______5. Read the “Individual Rights” section in your student text. Take notes on your reading. Answer the reinforcing question(s). PROCESS PHASE: Now what can you do with this new information you’ve learned? ______6. Participate in a class discussion about individual rights. ______7. Reflect on individual rights. Answer the Reflection Question(s) presented by your instructor. PART 2 GATHER PHASE: So, what else do you need to know or learn? ______8. Read the rest of the student text for this lesson. Take notes about the questions or issues you feel ______9. most strongly about. Later in this lesson, you’ll select one issue to explore in-depth. Answer the reinforcing question(s). PROCESS PHASE: Now what can you do with this new information you’ve learned? ______10. Participate in a group discussion/debate about an issue or question you feel strongly about. ______11. Remember to listen and respect fellow Cadets who do not share your opinions. Take notes as you listen and discuss. You may use some of the ideas in this discussion in the Apply Phase of this lesson. Reflect on your selected issue. Answer the Reflection Question(s) presented by your instructor. Assessment Activities: PART 3 APPLY PHASE: What else can you do with what you’ve learned today? ______12. Complete the Challenges to Fundamental Principles Performance Assessment Task. Submit your completed performance assessment task to your instructor for feedback and a grade. ______13. ______14. Review the key words of this lesson. Review this lesson’s Essential Question. 130 Unit 4: LET 4 – The Managing Leader

Chapter 5: Citizenship and Government Lesson 1: Challenges to Fundamental Principles Self-Paced Learning and Assessment Activities: Independently complete the activities outlined below: 1. Inquire Phase: Complete the Learning Activities in this lesson as modified by your instructor. 2. Gather Phase: Complete the Learning Activities in this lesson as modified by your instructor. 3. Process Phase: Complete the Learning Activities in this lesson as modified by your instructor. 4. Apply Phase: Complete the Learning Activities in this lesson as modified by your instructor. Unit 4: LET 4 – The Managing Leader 131

Chapter 5: Citizenship and Government Lesson 1: Challenges to Fundamental Principles Performance Assessment Task Chapter 5: Citizenship and Government Challenges to Fundamental Principles [U4C5L1] This performance assessment task gives you an opportunity to document your achievement of the lesson’s competency: Examine how competing principles and values challenge the fundamental principles of our society Directions For this performance assessment task, you will write a persuasive essay or deliver a persuasive speech about an issue or question you selected from this lesson. For this assessment you will: 1. Identify the topic, purpose, and thesis statement. 2. Make compelling arguments for your position. 3. Use the attached scoring guide criteria for what you need to do to complete this task. 4. Submit your completed performance assessment task and scoring guide to your instructor for evaluation and a grade. RECOMMENDATION: It is recommended that you add this performance assessment task to your Cadet Portfolio. 132 Unit 4: LET 4 – The Managing Leader

Chapter 5: Citizenship and Government Lesson 1: Challenges to Fundamental Principles Challenges to Fundamental Principles Performance Assessment Task Scoring Guide Criteria Ratings 1. You define your topic or question with an attention-getting strategy met not met appropriate for your audience met not met 2. Your thesis statement describing your position on the topic is clear 3. Your style is persuasive met not met 4. Your content includes evidence of research and supporting information met not met 5. Your content is well-organized and easy to follow met not met 6. Your persuasive product is the result of revising and improving your first draft met not met and/or practice and preparation Comments: Name:______________________________________ Date:___________ Evaluator’s Signature:__________________________ Date:___________ Unit 4: LET 4 – The Managing Leader 133

Chapter 5: Citizenship and Government Lesson 1: Challenges to Fundamental Principles Notes: 134 Unit 4: LET 4 – The Managing Leader

Chapter 5: Citizenship and Government Lesson 1: Challenges to Fundamental Principles Quick Write: Reflection(s): 135 Unit 4: LET 4 – The Managing Leader

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Chapter 5: Citizenship and Government Lesson 2: The Future of Citizen Rights Student Learning Plan Chapter 5: Citizenship and Government The Future of Citizen Rights [U4C5L2] What you will accomplish in this lesson: Develop solutions for future challenges to citizen rights Why this lesson is important: The world changes every day. More people are born, new products are invented, new conflicts arise, and new ideas spread. Change often happens faster than our laws can respond. In addition, these changes can have an enormous effect on citizen rights. In this lesson, you’ll look toward the future and speculate how trends we are seeing today may pose questions for citizen rights in the future. You’ll examine the impact of diversity, technology, terrorism, and economic trends on citizenship and democracy. Essential Question: How might current trends impact citizenship and democracy in the future? What you will learn in this lesson (Learning Objectives): • Describe the potential impacts of increased diversity • Explain some of the ways developments in technology might impact direct democracy, privacy, and free speech • Explain how terrorism and cyberattacks can limit citizen freedoms • Explain why economic instability can pose a threat to democracy and citizen rights • Define key words: automation, cyberattack, infrastructure, instability, social cohesion You will have successfully met this lesson’s purpose: • by writing a position paper on an issue from this lesson • when your paper describes the issue and the ways in which it challenges citizen rights and democracy • when your paper includes evidence of research and supporting information • when your solution(s) are well-developed • when your solution(s) show evidence of consideration for consequences Learning Activities: These learning activities are designed to help you learn the target skills and knowledge for this lesson. Your instructor may assign additional or alternative learning activities. PART 1 INQUIRE PHASE: What do you already know? Unit 4 ______1. Think about how changes in technology can lead to new laws. Prepare for this lesson by discussing What you will accomplish in this lesson; What you will learn in this lesson; Why this lesson is important; and When you will have successfully met this lesson’s purpose. Unit 4: LET 4 – The Managing Leader 137

Chapter 5: Citizenship and Government Lesson 2: The Future of Citizen Rights ______2. Participate in a class discussion about futuristic scenarios and their effect on citizen rights. GATHER PHASE: So, what else do you need to know or learn? ______3. Listen to a briefing about diversity. ______4. Read your student text. Take notes on the issues and questions that interest you the most. ______5. Select three issues and questions from your list. These should be issues that you want to discuss with others and research further. ______6. Answer the reinforcing question(s). PART 2 PROCESS PHASE: Now what can you do with this new information you’ve learned? ______7. With your group, discuss your selected issue. Propose solutions to your issue and consider the ______8. potential consequences of the solutions. Take notes on your discussion. You will use your notes to further research your topic and write about it. Reflect on the future of citizen rights. Answer the Reflection Question(s) presented by your instructor. Assessment Activities: APPLY PHASE: What else can you do with what you’ve learned today? ______9. Complete The Future of Citizen Rights Performance Assessment Task. Submit your completed performance assessment task to your instructor for feedback and a grade. ______10. ______11. Review the key words of this lesson. Review this lesson’s Essential Question. Self-Paced Learning and Assessment Activities: Independently complete the activities outlined below: 1. Inquire Phase: Complete the Learning Activities in this lesson as modified by your instructor. 2. Gather Phase: Complete the Learning Activities in this lesson as modified by your instructor. 3. Process Phase: Complete the Learning Activities in this lesson as modified by your instructor. 4. Apply Phase: Complete the Learning Activities in this lesson as modified by your instructor. 138 Unit 4: LET 4 – The Managing Leader

Chapter 5: Citizenship and Government Lesson 2: The Future of Citizen Rights Performance Assessment Task Chapter 5: Citizenship and Government The Future of Citizen Rights [U4C5L2] This performance assessment task gives you an opportunity to document your achievement of the lesson’s competency: Develop solutions for future challenges to citizen rights Directions For this performance assessment task, you will write a researched position paper on an issue or question you selected from this lesson. For this assessment you will: 1. Research your issue. Read about citizen rights, democracy, and facts and opinions on your issue to refine your position and potential solutions. 2. Describe the issue you are addressing and its challenges for future citizen rights and democracy on the local, state, or national level. 3. Develop guidelines or proposed laws for how our society might deal with your issue in the future. 4. Use the attached scoring guide criteria for what you need to do to complete this task. 5. Submit your completed performance assessment task and scoring guide to your instructor for evaluation and a grade. RECOMMENDATION: It is recommended that you add this performance assessment task to your Cadet Portfolio. Unit 4: LET 4 – The Managing Leader 139

Chapter 5: Citizenship and Government Lesson 2: The Future of Citizen Rights The Future of Citizen Rights Performance Assessment Task Scoring Guide Criteria Ratings 1. Your position paper describes your issue and the ways in which it challenges met not met citizen rights and democracy on the local, state, or national level met not met 2. Your paper includes evidence of research and supporting information 3. Your solution(s) are well-developed met not met 4. Your solution(s) show evidence of consideration for consequences met not met 5. Your paper is well-organized met not met 6. Your paper contains no grammar or spelling errors met not met Comments: Name:______________________________________ Date:___________ Evaluator’s Signature:__________________________ Date:___________ 140 Unit 4: LET 4 – The Managing Leader

Chapter 5: Citizenship and Government Lesson 2: The Future of Citizen Rights Notes: Unit 4: LET 4 – The Managing Leader 141

Chapter 5: Citizenship and Government Lesson 2: The Future of Citizen Rights Quick Write: Reflection(s): 142 Unit 4: LET 4 – The Managing Leader