Horizontal Curriculum Map by 3-Week Block
1C
1B
1A
Block
CACC
Standard
6
6
6
Topic(s)/
Essential Question(s)
What is my role in an emergency if I am a trained
responder?
What steps should I take when I first come across
an emergency situation?
What are universal precautions to take in
emergency situations?
How do I check for consciousness, life threatening
conditions, and shock?
How do I recognize and treat cardiac emergencies?
How do I recognize and treat breathing
emergencies?
How do I recognize and treat bleeding
emergencies?
How do I recognize and treat for shock?
How do I recognize and treat various types of
wounds?
How do I recognize and treat various degree burns?
How do I recognize sprains, strains, and broken
bones and treat each of those circumstances?
Content/Materials
COURSE: LOC 9
Assessments
American Red Cross
Textbook: Responding
to Emergencies
Chapters 1-5
Skills checks:
Removing gloves
Checking an injured
child/infant
Checking an injured adult
American Red Cross
Textbook: Responding
to Emergencies
Chapters 6-9
Skills Checks:
CPR Adult
CPR Child
CPR Infant
AED: Adult or Child
AED: Child or Infant
Assisting with an Asthma
inhaler
Conscious Choking Adult
Conscious Choking Child
Conscious Choking Infant
Unconscious Choking Adult
Unconscious Choking
Child/infant
Controlling external bleeding
Using a tourniquet
American Red Cross
Textbook: Responding
to Emergencies
Chapters 10-12
Skills checks:
Wound care
Burn care
Sling and binder
Rigid splint
Anatomic splint
Soft splint
Academic Vocabulary
Barriers to act, EMT, EMS, EMR, EMT-P,
certification, lay responder, Good Samaritan laws,
injury, life-threatening, non-life threatening, prehospital, sudden illness, stress, emergency action
steps, abandonment, competence, direct contact
transmission, indirect contact transmission,
personal protective equipment, expressed consent,
implied consent, standard precautions, refusal of
care, anatomy, body system, cells, circulatory,
digestive, genitourinary, integumentary,
musculoskeletal, nervous, organ, physiology,
respiratory, tissue, vital organs, aspirate, stoma,
head-tilt/chin-lift,
Angina pectoris, asystole, atherosclerosis, cardiac
arrest, cardiopulmonary resuscitation, cholesterol,
coronary arteries, coronary heart disease,
defibrillation, heart attack, risk factors, ventricular
fibrillation, ventricular tachycardia, airway
obstruction, anatomical airway obstruction,
cyanotic, mechanical airway obstruction,
respiratory arrest, respiratory distress, asthma,
arteries, blood volume, capillaries, clotting, direct
pressure, external bleeding, internal bleeding,
veins, tourniquet, pressure bandage, shock
Bandage, burn, closed wound, critical burn,
dressing, full thickness burn, open wound,
partial thickness burn, soft tissue, superficial
burn, wound, bone, dislocation, fracture,
immobilize, joint, muscle, ligament, splint,
strain, sprain, tendon, skeletal muscles,
binder, extremity, forearm, lower extremity,
upper extremity, lower leg, thigh, upper arm
2C
2B
2A
Block
CACC
Standard
6
6
Topic(s)/
Essential Question(s)
Content/Materials
Assessments
How do I treat injuries of the head, neck,
and spine?
How do I treat injuries to the chest,
abdomen, and pelvis?
American Red
Cross Textbook:
Responding to
Emergencies
Chapters 13-16
Skills:
Responding to Head,
neck spine injury
Responding to chest,
abdomen, pelvis injury
Assisting with an
Epinephrine Autoinjector
How do I treat insect bites and stings?
What are the signs and symptoms of
substance abuse and misuse and how
would I treat someone suspected of
substance abuse or misuse?
How do I treat heat related illnesses and
cold related injuries?
American Red
Cross Textbook:
Responding to
Emergencies
Chapters 17-19
Skills:
Treating bites and stings
Responding to heat
illness
Responding to cold
injuries
How do I respond to water-related
emergencies?
How do I respond to pediatric, older adult,
and special first aid situations?
How would I respond to an emergency
childbirth situation?
How do I respond in unique wilderness
situations?
American Red
Cross Textbook:
Responding to
Emergencies
Chapters 20-23
Skills:
Water related
emergencies
Pediatric emergencies
Older adult emergencies
Wilderness emergencies
Academic Vocabulary
Concussion, manual stabilization,
spine, vertebrae, abdomen, chest,
pelvis, genitals, rib cage, sternum,
absence seizure, aura phase, clonic
phase, complex partial seizure,
diabetes, diabetic emergency,
epilepsy, fainting, febrile seizure,
generalized tonic-clonic seizure,
glucose, grand mal seizure,
hyperglycemia, hypoglycemia,
insulin, partial seizure, post-ictal
phase, simple partial seizure, stroke,
tonic phase, transient ischemic attack,
absorbed poison, anaphylaxis,
ingested poison, inhaled poison,
injected poison, poison, poison
control center
Antivenin, Lyme disease, rabies,
Rocky Mountain Spotted Fever,
addiction, cannabis products,
dependency, depressant, drug,
hallucinogen, inhalant, medication,
overdose, stimulant, substance abuse,
substance misuse, synergistic effect,
tolerance, withdrawal, frostbite, heat
cramps, heat exhaustion, heat stroke,
hypothermia, hypothalamus
Distressed swimmer, drowning,
reaching assist, throwing assist,
wading assist, Alzheimer’s Disease,
child abuse, child neglect, disability,
hearing loss, impairment, mental
function, motor function, motor
impairment, sensory function, sudden
infant death syndrome (SIDS), vision
loss, disaster, remote, wilderness
3C
3B
3A
Block
CACC
Standard
Topic(s)/
Essential Question(s)
Content/Materials
6O
How can I apply the skills I have learned in
Basic First Aid and CPR to a variety of field
scenarios?
Students will spend
six days having field
tests of all major
skills taught in the
basic first aid/CPR
course
6O
What can I do to personally prepare myself
and my family for likely emergencies?
What can I do to mitigate negative
consequences of emergencies for me and
my family?
What is the Chemistry of fire?
How can I mitigate fire risk?
How can I suppress small fires and decide
how big is too big a fire to attempt to
suppress?
6O
How do I triage multiply victims in a
disaster situation?
What is the I-D-M-DEAD triage system?
How do I maintain sanitary conditions in a
disaster situation and ensure water
purification?
How do I conduct a search and rescue
sizeup?
When and how should I go about
conducting search and rescue operations as
a teen CERT member?
FEMA
Community
Emergency
Response Team
Participant Manual
Unit 1
Unit 2
IS100a on FEMA
independent study
FEMA
Community
Emergency
Response Team
Participant Manual
Unit 3
Unit 4
Unit 5
Assessments
Academic Vocabulary
No new academic vocabulary
Students will spend six
days having field tests of
all major skills taught in
the basic first aid/CPR
course
Family Emergency Plan
Roles in School Emerg
Plan
Hazard Mitigation
Activity
Fire Suppression
activity
IS100A
Triage scenario using
flowchart on page 133
of CERT participant
manual
Unit 5 scenario
Hazard mitigation, preparedness,
infrastructure, emergency operations
plan, suppression, emergency,
sheltering, structural, impact,
operations, logistics, personal
protective equipment, preparedness,
intentional, technological, natural,
sizeup, precautions, utility,
extinguishing, evacuation, fire
triangle, exothermic chemical
reaction, Class A/B/C/D/K fires,
placards, hazardous materials,
I-D-M-DEAD triage system,
sanitation, purification, triage,
morgue, centralized, decentralized,
immediate, delayed, minor,
accessible, expandable, head-to-toe
assessment (DCAP-BTLS) acronym,
inhalation, amputation, impaled,
dislocation, displaced, structures,
terrain, stable, priorities, resources,
masonry, reinforcing, construction,
utilities, recessed, disorientation,
collapses, void, search markings,
evaluate, triangulation, grid search,
leveraging, crib, extrication, carry
4C
4B
4A
Block
CACC
Standard
Topic(s)/
Essential Question(s)
6O
What is the structure of CERT teams
within the larger Incident Command
System? What is the Incident Command
System? How does the ICS link to how
NVMI will respond to emergencies?
What documentation is required when I am
activated as part of CERT?
What are the protocols I should follow
when reporting as part of CERT to an
incident?
What is the psychology associated with
disaster situations? How should my
knowledge of disaster psychology shape
my response to disasters?
6O
6O
How do I respond to Chemical, Biological,
Radiological, Nuclear, or Explosive device
terrorist situations?
How can I recognize the signs of possible
terrorism?
What is sheltering in place?
How can I prepare my home and
community/school for possible terrorist
attacks?
How can I apply and demonstrate the skills
I have learned this year to school
emergency situations?
Content/Materials
FEMA
Community
Emergency
Response Team
Participant Manual
Unit 6
Unit 7
IS 317: FEMA
CERT
Assessments
Tabeltops on NVMIlikely scenarios for
CERT deployment
IS 317 completion
Academic Vocabulary
Tabletop, disaster psychology,
documentation, Incident Command
System, structure, disaster
psychology, trauma, physiological
symptoms, stress, Critical Incident
Stress Debriefing (CISD), impact
phase, inventory phase, rescue phase,
recovery phase, cognitive functions,
mediating factors, traumatic. trauma
NVMI Emergency
Plan
FEMA
Community
Emergency
Response Team
Participant Manual
Unit 8
Unit 9
FEMA Terrorism
Course
Cadets will have
six different
scenarios based in
the NVMI
emergency plan
and do both
tabletop and field
exercises on their
response to those
situations
CERT Manual Unit 8
scenarios
CERT Written Final
Exam
Chemical, biological, radiological,
nuclear, explosive, terrorism, shelter
in place, contamination,
decontamination, hot zone, warm
zone, cold zone, simulation
CERT Final Simulation
Cadets will have six
different scenarios based
in the NVMI emergency
plan and do both
tabletop and field
exercises on their
response to those
situations: Earthquake,
Chemical Spill, Active
Shooter on Campus,
Fire, Flood, Bomb
Threat
No new Academic Vocabulary