Chapter 1 Project-Based Learning
Chapter 1 – Introduction to JROTC Programs
Project: The JROTC Program
Overview: In this project, students will create a presentation about one of the Junior ROTC
programs. They will conduct research to learn about the program’s mission and objectives;
benefits of the JROTC program; uniforms (e.g., service, utility, physical fitness, and other
uniforms as applicable), rank, and insignia of the military branch of service and JROTC
program; drill competitions and other special activities; and community service. Students will
work in collaborative groups to prepare and present an informative briefing to an audience of
their peers to educate them on the assigned JROTC program.
Topics: Air Force JROTC, Army JROTC, Navy JROTC, Marine Corps JROTC, and US Coast
Guard Junior Leadership Program
Additional resource websites:
 US DoD Junior Reserve Officer Training Corps (JROTC)
https://kb.defense.gov/app/answers/detail/a_id/513/~/junior-reserve-officer-training-corps(jrotc)
 US Department of Defense (DoD): The United States Military Rank Insignia
http://www.defense.gov/about/insignias/index.aspx
Mid-Continent Research for Education and Learning (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 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)
3. Understands the concept of a professional image, (e.g., appearance, personal hygiene,
language)
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
Life Skills – Working With Others
Standard 5. Demonstrates leadership skills
1. Understands one’s own role as a leader or follower in various situations
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Chapter 1 Project-Based Learning
Preparation and Implementation: Review the detailed information in the Oral and Video
Presentations PBL. Suggested time for the briefing is 5-8 minutes.
Essential Questions:
1. What are the benefits of the JROTC program? How does the JROTC program affect the lives
of the students? (Include quotes from news articles and/or other journalistic sources.)
2. What are the standard uniforms worn by the JROTC program (e.g., service, utility, physical
fitness, and other uniforms as applicable)? Describe each one and include visual images.
3. What are the ranks and insignias of the military branch of service and JROTC program? State
full titles and provide visual images of the rank insignias.
4. What type of drill competitions and other special activities does the JROTC participate in?
(e.g., field trips, dining-outs)
5. What type of community service and projects does the JROTC participate in?
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Chapter 1 Project-Based Learning
The JROTC Program
Name _________________________________________ Due Date___________________
Group Members: ____________________________________________________________
Directions: In your groups, prepare and present an informative briefing on one of the Junior
ROTC programs.
Individually conduct research to answer the essential questions. Use primary and/or secondary
sources and Internet and/or print-based materials. Then write a draft summary of your research
results. Next in your groups, share your findings and organize your information. Cite your
sources and use visual images that illustrate the topics. Work together to create the
presentation. Then present the briefing to an audience of your peers to educate them on your
assigned program. Include the following:
1) The program’s mission and objectives,
2) Benefits of the JROTC program,
3) Uniforms (e.g., service, utility, physical fitness, and other uniforms as applicable),
ranks, and insignias of the military branch of service and JROTC program,
4) Drill competitions and other special activities, and
5) Community service.
Topics: Air Force JROTC, Army JROTC, Navy JROTC, Marine Corps JROTC, and US Coast
Guard Junior Leadership Program
Your JROTC Program: _______________________________________________________
Resources: Primary and/or secondary sources, Internet and/or print-based materials
Leadership Education 100 Textbook
US Government studies
Accredited institutions of higher learning (colleges and universities)
Major print or other news media from a journalistic source
Additional resource websites:


US Department of Defense (DoD) Junior Reserve Officer Training Corps (JROTC)
https://kb.defense.gov/app/answers/detail/a_id/513/~/junior-reserve-officer-training-corps(jrotc)
US DoD: The United States Military Rank Insignia
http://www.defense.gov/about/insignias/index.aspx
Note: Avoid dependence on sites that contain primarily opinions not supported by rigorous
research.
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Chapter 1 Project-Based Learning
Essential Questions:
1. What are the benefits of the JROTC program? How does the JROTC program affect the lives
of the students? (Include quotes from news articles and/or other journalistic sources.)
2. What are the standard uniforms worn by the JROTC program (e.g., service, utility, physical
fitness, and other uniforms as applicable)? Describe each one and include visual images.
3. What are the ranks and insignias of the military branch of service and JROTC program? State
full titles and provide visual images of the rank insignias.
4. What type of drill competitions and other special activities does the JROTC participate in?
(e.g., field trips, dining-outs)
5. What type of community service and projects does the JROTC participate in?
Sources: __________________________________________________________________
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Notes: ____________________________________________________________________
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Chapter 1 Project-Based Learning
Project: Personal Code of Ethics
Overview: In this project, students will create their own personal code of ethics from their point
of view. They will write five to seven principles with supporting details they feel are important to
their own personal life, based on sound ethical principles or practices.
Resources: Leadership Education 100 Textbook
Assessments/Rubrics
Research and Writing (as applicable)
Mid-Continent Research for Education and Learning (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)
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Chapter 1 Project-Based Learning
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
Implementation: Review the project with the class and determine the timeline for completion.
Explain to the class that the lessons covered in the textbook on ethics, values, and morals will
provide background information helpful to the project. Discuss the desired format and review
the applicable assessment criteria on the Research and Writing rubric.
Have each student create their own personal code of ethics from their point of view. Tell them
to write five to seven principles that they feel are important to their own personal life, and base
each one on a sound ethical principle or practice. Have students include three sentences (or
less, if desired) to explain each principle. Assess using the applicable categories on the
Research and Writing rubric.
A personal code of ethics is an individual’s guide to making ethical decisions.
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Chapter 1 Project-Based Learning
Personal Code of Ethics
Name _________________________________________ Due Date___________________
Directions: Create your own personal code of ethics from your point of view. Write five to
seven principles that you feel are important to your own personal life. Base each one on a
sound ethical principle or practice. Include three sentences to explain each principle.
A personal code of ethics is an individual’s guide to making ethical decisions.
Notes:
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