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LET I
JROTC INSPECTION QUESTIONS AND ANSWERS
Unit 1 – Citizenship in Action:
1). Name three things we do to respect the flag?
(Pick three)
A) Saluting the flag
B) Reciting the pledge of allegiance
C) Displaying the flag correctly
D) Raising and lowering the flag correctly.
2). Demonstrate one protocol for paying respect to the U.S. flag, explaining the rules and
steps as you perform them is to:
A) In uniform (outdoors):
When colors are approaching and are six steps away from us, a salute is rendered until the
colors are six steps pass us.
B) If NOT in uniform:
When colors are approaching and are six steps away from you, we place our right hand on
our hearts until the colors are six steps pass us.
C) Reciting the Pledge of Allegiance
a) In uniform: we come to attention.
b) NOT in uniform: we put our right hand on our hearts, and take off any hats.
3). Why do we pay respect to our flag?
Because the flag is the most notable symbol of our nation. It symbolizes justice,
unity, and pride in our country. We should honor it with respect and dignity.
4). What are the colors of our Flag and what do each color means?
The colors of the flag are WHITE, RED AND BLUE and they stand for:
A)White: Hope, Purity, and Innocence
B) Red: Hardiness and valor
C) Blue: Reverence to God, Loyalty, Vigilance, perseverance, and justice.
5). Describe the parts of the U.S. Flag:
A) The Rectangle: is called the “union” and is the emblem of “unity”
B) The 50 stars represent the 50 States
C) The 13 red and white stripes represent the First 13 colonies
Unit 2- Leadership Theory and Application:
1). What are the three things a leader provides to others to accomplish a mission or task and give a
brief description of each?
A) Purpose- Why something should be done
B) Direction- Gives the knowledge or skills to perform tasks
C) Motivation- Gives others the will to do the task
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3).Which of the three things that a leader provides to others needs the most improvement in your
ability to lead, and why?
I think that Direction needs the most improvement. Sometimes I feel as though I do not have as
much knowledge or skills to be a good leader.
4). What is Sexual Harassment?
Sexual harassment is the making of unwanted and offensive sexual advances or of sexually offensive
remarks or acts.
5). What is Sexual Assault?
Sexual Assault is the following through of the unwanted sexual advances.
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6). What are the potential consequences of sexual harassment or sexual assault?
Some consequences of performing sexual harassment/assault are going to jail and
possible psychological problems for the victim. Also it can affect the working
environment (how people interact with each other). If people don’t interact well with
each other, work production can suffer
7). What steps would you take to prevent sexual harassment/assault in your unit?
Step 1. By setting an example of proper behavior in our unit
Step 2. By writing a Policy Letter which defines:
A) Sexual harassment/assault
B) Describing actions taken to investigate the offense
C) Describing the consequences of each
Step 3. By providing recurring training on sexual harassment/assault prevention
Step 4. Providing means/resources to victims of sexual assault
Unit 3-Foundations of Success
1). How have the “Winning Colors” helped you and other cadets more effectively?
A)Winning colors described personal strengths in terms of behavior, communication and attributes.
B) All of us have aspects of all four colors, but each profile (the order in which we place our cards)
will show dominant strengths.
C) Each cadet WINNING COLORS are behaviors we have now and those behaviors we want to
develop in order to obtain our goals successfully.
D) It will be very helpful for all us to be able to identify those behaviors we are strong in, not strong,
and those we might want to acquire to be successful in attaining our goals.
2). What is your winning color profile and what are two of your strengths relating to your color?
A) Green (The Planner/ Fox))- Creative Thinking, Creativity
B) Brown (The Builder/Bull and Bear)- Leadership, Making Decisions
C) Blue (The Relater/Dolphin)- Team Building, Others’ feelings
D) Red (The Adventurer/Tiger)- Risk Taking, Action
3). Compare your winning colors with those of two other cadet’s colors.
Select a cadet you know and state, what you believe, are the first two colors of the cadet. Explain
why?
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4). Give an example of how the similarities and differences in a group of cadets with
whom you have worked have helped to solve a problem or complete a task.
A) A group would definitely work better if they had an understanding of the personal and
communications strengths of all participants. WINNING COLORS help us to understand our
own, and other group team member’s self-image (how one sees oneself); then self-esteem (how
one feels about oneself), perception, learning, and motivation.
B) If I know the profiles of each one of the team members, I can assigned responsibilities based on
their individual communication, behavioral, and leadership abilities. Using this technique I can
also make sub-teams within the group that might have similar profiles
5). What is the primary type of visual learning tool you have learned about in JROTC?
The thinking maps is the primary visual tool we have learned.
6). What are two specific types of thinking maps you have used in JROTC?
(Pick any)
A) Circle Map
B) Bubble Map
C) Double Bubble Map
D) Tree Map
E) Flow Map
F) Multiflow Map
G) Bridge Map.
7). Can you demonstrate a thinking map?
Cadet demonstrates how to use one of the thinking maps above effectively.
8). What do we mean about how people learn when we talk about multiple intelligences?
It means that people learn best in different ways
9). Name the different types of intelligences.
The multiple intelligences include:
A)Bodily/Kinesthetic
B) Interpersonal
C) Intrapersonal
D) Logical/Mathematical
E) Musical/Rhythmical
F) Naturalist
G) Verbal/Linguistic
H) Visual/Spatial.
10). Why is it important for a teacher to understand that all students will not learn equally in the
same way?
Drawing a picture, composing, listening to music, or watching a performance -- these activities can
be a vital door to learning -- as important as writing and mathematics. Studies show that many
students who perform poorly on traditional tests are turned on to learning when classroom
experiences incorporate artistic, athletic, and musical activities. Using multiple intelligences
provide opportunities for authentic learning based on students'needs, interests and talents. The
multiple intelligence classroom acts like the "real" world. Students become more active, involved
learners.
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11).Can you tell which one applies the best to you and why?
A) I am visual and special. I like posters and pictures and movies and other visual presentations of
new information. I have good skills in drawing, doing puzzles, mazes, and any task that requires
fine-motor manipulation.
B) I am musical/rhythmical. I love music and rhythmic patterns. I am very sensitive to sounds. I
study better with music in the background. I like to create music. I enjoy singing and listening to
a wide variety of music.
C) I am verbal/linguistic. I enjoy reading, writing and learning languages. I like teaching and
explaining things to others. I learn best by reading, taking notes and going to lectures. I also love
word games and enjoy writing
12). Tell about two personal skills that you are targeting for improvement.
(Pick any two)
A) Intrapersonal- self-esteem
B) Interpersonal- interpersonal assertion, interpersonal awareness, and empathy
C) Career/Life- drive/motivation, decision-making, time management, leadership/sales orientation,
commitment ethic
D) Personal Wellness- stress management, physical wellness
E) Problematic Behaviors- interpersonal aggression/anger management and interpersonal
deference/fear management
F) Personal Change Orientation- motivation and willingness to change
13)Of the 5 Skill Dimensions above, tell me about two of them that you are targeting
for improvement.
(Pick any two)
A) Physical Wellness - Following a diet, doing more exercise to become healthier
B) Time management - Keeping a planner to know ahead of time the tasks that I have to complete
and by what date/time.
C) Drive motivation - Reminding myself that in order to accomplish my goals I need to work hard
in school.
14). What is the goal of service learning?
Service learning enhances learning and allows cadets to gain experience while providing a service to
their community. Our service learning project is called “Supporting Our Veterans.”
15). How does your service learning project relate to the JROTC curriculum?
Service Learning Relates not only relates to our curriculum but to the mission of JROTC, which is
“to motivate students to become better citizens.” When we participate in Service Learning we are
helping the community but at the same time we are learning about our community and about
ourselves. Some of the skills that we learn in ROTC can be applied before, during and after our
service learning project activities. For examples:
A) Planning and management skills can be used to prepare for the events
B) Adapting our winning colors knowledge to establish different duties and responsibilities
within the groups.
16). How are you evaluating the effect of your service learning project on the community?
All the cadets participating in the Service Learning project participate in After Action Reviews AAR
to evaluate our efforts. We also write essays on our experiences. At the end of the year the SAI
evaluates the project making sure we achieved all our goals in accordance with guidance from cadet
command
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17). What products have you created or used to show how the project is being evaluated?
We have a Service Learning Book which is updated by the Battalion S-3 and includes a log of
activities and essays of the cadets.
JROTC INSPECTION QUESTIONS AND ANSWERS
LET II
Unit 3-Foundations for Success
1).What are the goals of your service learning project?
Our Service Learning project is “Supporting our Veterans”. This project enhances learning and
allows us to gain experience while providing a service to our community.
2). How does your service learning project relate to the JROTC curriculum?
Service Learning Relates not only relates to our curriculum but to the mission of JROTC, which is
“to motivate students to become better citizens.” When we participate in Service Learning we are
helping the community but at the same time we are learning about our community and about
ourselves. Some of the skills that we learn in ROTC can be applied before, during and after our
service learning project activities. For examples:
A) Planning and management skills can be used to prepare for the events
B) Adapting our winning colors knowledge to establish different duties and responsibilities
within the groups.
3). How are you evaluating the effect of your service learning project on the community?
All the cadets participating in the Service Learning project participate in After Action Reviews AAR
to evaluate our efforts. We also write essays on our experiences. At the end of the year the SAI
evaluates the project making sure we achieved all our goals in accordance with guidance from cadet
command
4). What products have you created or used to show how the project is being evaluated?
We have a Service Learning Book which is updated by the Battalion S-3 and includes a log of
activities and essays of the cadets.
Unit 4-Wellness, Fitness, and First Aid
1). How would you handle the situation if you came upon a classmate or teacher who appears to be
injured or seriously ill? How would you go about calling for help? What information would be
most helpful in quickly getting to the victim?
A)Call 911:
a) If condition if life threatening, give First Aid first and ask someone else to call 911
b) Speak slowly and clearly
c) Identify yourself and phone number from which you are calling
d) Give exact location of individual needing help
e) Describe what happened
f) Ask for advice
g) Don’t hang up until told to do so
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2). Can someone sue you for assisting an individual who is in distress? What law protects you?
NO, as long as you try your hardest to help the person without malicious misconduct, no one can sue
you because of the Good Samaritan Law.
3). What are your The 7 Life-Saving Steps? Show me your How To Cards. (Let 2’s you must have
this set of “how to cards” in your portfolio. You can use them to answer the question.)
(Select one of the 7 steps and describe how you would perform it?)
A. Check to see if the victim is conscious.
a. Ask in a loud but calm voice if they are okay.
b. Gently shake or tap the victim on the shoulder.
c. Watch for response. If the victim does not respond go to step 2.
d. If the victim is conscious, ask where he or she feels different than usual or where it hurts.
Go to step 3.
e. If the victim is conscious but is choking and cannot talk, stop the evaluation and begin
treatment for clearing the airway of a conscious victim.
B. Check for breathing and heartbeat
a. Look for rise and fall of a victim’s chest.
b. Listen for breathing by placing your ear about one inch from the victim’s nose and mouth.
c. Feel for breathing by placing your hand or cheek about one inch from the victim’s mouth
and nose.
d. At the same time, check for a pulse in the victim’s neck.
e. If there is a pulse but no breathing, stop the evaluation and begin treatment to restore the
breathing.
f. If there is no pulse, stop the evaluation and begin CPR.
C. Check for bleeding.
a. Look for spurts of blood and blood-soaked clothing.
b. Look for entry and exit wounds.
c. If bleeding is present, stop the evaluation and begin treatment for stopping the bleeding.
D. Check for shock.
a. Sweaty, but cool.
b. Paleness
c. Restlessness or nervousness
d. Thirst
e. Loss of blood
f. Confusion
g. Faster than normal breathing rate
h. Blotchy or bluish skin
i. Vomiting or nausea
E. Check for fractures (broken bones).
a. Check for the following signs of neck or back injury:
i. Pain or tenderness of neck or back area
ii. Wounds of neck or back area
iii. Paralysis
b. Ask the victim if he or she can move.
c. Touch the victim’s arms or legs and ask whether he or she can feel it.
d. If you suspect a neck or back injury, immobilize the victim by doing the following:
i. Tell the victim not to move
ii. If you suspect a back injury, place padding under the natural arch of the lower
back.
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iii. If you suspect a neck injury, place padding under the victim’s neck and place
objects such as rocks or shoes on both sides of the head.
F. Check for burns. If you find burns, cover them with a clean, dry cloth.
G. Check for head injury. Some possible signs for head injury are:
a. Pupils of eyes are unequal size.
b. Fluid from ear(s), nose, mouth, or wounds to the head or face.
c. Slurred speech.
d. Confusion.
e. Sleepiness.
f. Loss of memory or consciousness.
g. Staggering when walking.
h. Headache.
i. Dizziness.
j. Vomiting.
k. Paralysis.
l. Convulsions or twitching.
4). What is the difference between substance use and abuse?
A) Substance Use is such as drinking, smoking or using drugs occasionally.
B) Substance Misuse is when people drink, smoke or use drugs in a way that is more than casual.
(Cadet may reference that there are "reasons" for using that tend to be excuses for avoiding conflict
or issues as well as fitting into a social situation).
C) Substance Abuse – when drugs, alcohol or tobacco are use to such extend that jeopardizes your
health - physical, mental and emotional.
5). What are some reasons why people use and abuse substances such as tobacco, alcohol and
drugs?
Some reasons include:
A) peer pressure
B) family issues
C) social pressure
D) problems with school or academic performance,
E) avoiding a situation or using to cover up or hide from something personal or physical.
6). What are some strategies that can help you or others address a substance abuse situation or
problem?
A) Resisting peer pressure
a) Prepare yourself for situations where you may be offered drugs. Have answers ready for
such occasions (i.e., “no thanks I already have enough problems”, No, I already feel fine”
b) If a friend you know is having problems and is considering abusing drugs to relieve the pain,
we can be of help just by being there to listen and my affirming your personal decision that
drugs are not a good way to deal with problems. In many cases that might be all that is
needed.
c) Express your concern and say you are intervening because you are worried about his/her
well being.
d) If substance abuse already exists, convince the person to seek help. Be prepared to provide
names of people and agencies that can provide help.
e) Tell a responsible adult/teacher that you are concerned about the person.
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Unit 6-citizenship in American History and Government:
1). How many amendments make up the Bill Of Rights?
The first 10 amendments make up the Bill of Rights
2). What are the three basic categories of rights that the Bill of Rights protects?
The Three Basic Categories Are: individual freedoms, government abuse of power, and the rights of
individuals accused of crimes.
3). Can you identify and briefly discuss a current or historic case where the Bill or Rights was put
to the test in court?
A) Case #1: In many cases doctors have refused to tell the police about their patient'
s condition
during an investigation. The court has uphold the patients right to privacy. Based on Amendment
# 9, patients are entitled to rights not listed in the constitution.
B) Case# 2 (Gross Vs. Lopez) Lopez, along with other high school students were suspended for
more than 5 days without any formal hearing. The Court established that in student suspension
cases, a formal hearing was required and that only after a hearing could a district suspend a
student for more than five days.
C) Case # 3 (Miranda Vs. Arizona) Ernesto Miranda was arrested, interrogated and confessed to rape
without the police informing him of his right to remain silent or have an attorney after his arrest.
One of the most important cases decided by the Supreme Court, it directed police to give
"Miranda Warnings" immediately after a person is arrested.
4). Can you identify the three branches of government and their make up?
A) Executive Branch – The president and executive branch carries out and enforce
laws made by Congress; the president is the Commander-in-Chief of the Armed Forces
a. Nominates people for federal offices; Negotiates treaties with other nations
b. The president can also pardon people convicted of crimes
c. President can veto bills passed by congress
B) Legislative Branch (Congress) –
a. Impose/collect Taxes
b. Creates Laws
c. Congress can still pass a law if 2/3 of both houses vote against the President’s veto (reject
legislation);
d. Helps to keep the Executive branch in check.
C) Judicial Branch – (Supreme Court)
a. Reviews and evaluates laws passed by congress and signed by president
b. Decide conflicts between state governments
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5). How does the constitution establish a balance of power between the 3 branches?
Balance of powers occurs because decisions about all laws and regulations does not rest with any
one specific branch. Oversight of one branch by another is built into the constitution, and that the
state and federal governments possess specific powers that the other does not possess.)
Examples:
A) President may sign or veto bills passed by congress and is the
Commander in Chief of the Armed Forces.
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B) The Congress levies taxes and creates laws
C) The Supreme Court reviews and evaluates laws passed by congress.
They can determine that a law passed by congress to determine if they are
constitutional
6). Describe a situation where the balance of power helped prevent one branch from exceeding its
power.
Examples:
A) a president being impeached/accused by the congress
B) a president vetoed (did not concur) with a law passed by congress
C) the supreme court determining that a law passed by Congress and signed
by the president was unconstitutional
D) that the Supreme Court does not possess the power to pass laws
E)
7). How is the You the People Citizen Action Group process used to make small- and large-group
decisions?
A) The Citizen Action Group Process developed for the Cadet Citizenship Training Program
provides opportunities for cadets to practice taking active roles in the decision-making
process. This is in line with the ideals of the Constitution that specifies that the American
people rule the government.
B) The Citizenship Action Group process involves two levels of group decision-making:
a. Small Group Meetings. In the Small Group Meeting, 3-9 cadets meet to discuss and
discuss issues. The leadership of each Small Group rotates with each meeting. When
pondering issues that affect all Small Groups, a representative from each Small Group
is selected to serve in the Representative Group Session.
b. The Representative Group Session involves assembling several or all Small Groups to
discuss and decide an issue.
In both types of meetings, participants operate under established ground rules and follow a
predetermined agenda. Decisions are made by reaching a simple majority or reaching a
consensus.
8). Explain how at least three citizenship skills can be applied during the Citizenship Action
Group process.
There are a total of seven citizenship skills: Cooperation, Patience, Fairness, Respect, Strength, SelfImprovement, and Balance. These skills are based on the basic values of our Founding Fathers
envisioned when drafting the constitution.
9). Appraise your team’s ability to make decisions using the Citizen Action Group
process.
Our ability to make decisions as a group is excellent. We have demonstrated this by the success we
have accomplished in our service learning project-“Supporting our Veterans”. By using the “You
the People Citizenship Skills we have been able to work as a team that has been pretty effective.
HOWEVER, THERE IS STILL ROOM FOR IMPROVEMENT.
10). How can you improve your contributions to the process?
By participating not only in the planning phases but also by increasing our participation of cadets in
all service learning project.
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11). How can you be more active in the future?
A) By joining the military to defend our country’s freedom.
B) By being more active in the community
C) By possibly running for political office
12). Describe at least two responsibilities of citizens in a democratic society.
Citizenship responsibilities include any actions that engage citizens in social or political action.
A) Social action involves working to protect citizens from arbitrary and unfair actions of the
government.
B) Political action involves participating in the governance of our country at a local, state, or
national level.
C) Citizens in the U.S. have the responsibility to obey all laws, respect the rights and the property
of others, assist law enforcement agencies in keeping laws, serve on a jury, pay taxes, vote, be
aware of civic issues, work for constructive changes, help to save the national resources, and
contribute money and effort to volunteer organizations.
13). Describe an example of a citizen action where a higher priority was given to an action that
benefits the common good rather than someone's self interest.
A) Contributing to the common good means acting in ways that protect the rights and freedoms of
other Americans to make our country and communities good places for all to live.
B) Speaking out when we see an injustice being committed
C) Asking what we can do to help our country versus asking all the time our country to do
something for us.
14). Tell me how you have been an active citizen in your school or community.
By participating in some of the activities of our Service Learning Project, “Supporting Our
Veterans,” such as Veterans Day, Memorial Day, Veterans Day Hospital
15). How can you be more active in the future?
A) By joining the military to defend our country’s freedom.
B) By being more active in the community
C) By possibly running for political office
JROTC INSPECTION QUESTIONS AND ANSWERS
LET III
Unit 1-Citizenship in Action:
1). Is the battalion staff in the chain of command, if not what is their main role?
The staff is not in the chain of command and that their role is to advise the Battalion Commander
and carry out his directives, and maintain the appropriate files for their staff area.
2). What is the role of the XO as part of the staff?
The XO (Executive Officer) coordinates and monitors the actions of staff, conducts meetings, keeps
the commander informed, reviews plans and orders, and supervises the execution of orders.
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3). What are the staff titles and the primary responsibilities of the S1, S2, S3, S4, and S5?
A) S1: Personnel. Takes care of all administrative matters: Records, promotions, awards.
B) S-2: Intelligence and Security. In charge of weapons and sensitive items accountability.
C) S-3: Operations and Training. Publishes training schedules; plans and supervise activities
D) S-4: Supply and Logistics. Responsible for providing and safe-keeping all equipment, including
uniforms.
E) S-5: Civil Military Operations, Public affairs Officer. The link between the unit and the community.
Keeps media informed of future events; writes articles for newspapers; take pictures of all events.
Unit 2- Leadership Theory and Application
1). Why are decision-making and problem-solving skills essential to leadership skills?
A) Leaders need to think quickly and be able to understand a problem and its impact in making a
group decision
B) Leaders are expected to get a job done and make high quality decisions that are accepted by
others in the group and executed in a timely manner.
C) When cadet leaders delay or avoid making a decision they creative hesitancy and a possible lack
of confidence and confusion develops within a unit. This can cause a task to fail.
2). What are the 3 common JROTC approaches/models for decision-making and problem solving?
The three common JROTC approaches or models for decision-making and problem-solving are:
The seven-step model; The four-step model; The Planning Wheel.
A) The seven-step model, which is the most common, includes:
a. identify the problem
b. gather information;
c. develop courses of action;
d. analyze and compare course of action
e. make decision
f. make a plan
g. implement the plan
B) The four-step model:
a. define the objective
b. study the situation
c. list and examine possible courses of action
d. select course of action
C) The Planning Wheel:
a. consider the objective
b. determine resources needed
c. consider alternatives
d. make a decision
e. write it down
f. carry out the plan
3). What problem solving strategies have you used as a leader? What particular strategies helped
to create a win-win solution?
I prefer using the 7 step model because each of the steps are self-explanatory.
We can apply this model to every decision we make or problem we need to solve.
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We must first identify the problem. Next we must gather information that we’ll help us in developing
options or courses of action to solve the problem. Once the courses of action are develop you can
then compare them, decide on which is the best one, and make a sound decision. You can then
write it down and implemented.
Unit 3 – Foundation for Success
1). Describe at least two principles to apply when speaking and writing.
A) When writing- write for the audience, ensure accuracy, keep writing brief
B) WHEN SPEAKING to a group – focus on the audience, use visual aids,
practice your speech, eye contact
2.) Tell me how you prepare to write or speak for a specific purpose.
A) Analyze purpose of the speech and audience
B). Conduct research and gather information
C) Organize information
D) Draft documents
E) Edit before publishing a document; or practicing a speech.
3) Appraise your ability to write and speak. What areas need improvement?
Cadet lists their good and bad qualities in speaking and writing, they say how they can improve and
how they can keep their good qualities.
Examples:
A) I believe I am a good speaker but I need to work on projecting my voice better which
includes spending more time practicing for my speech.
B) I am a good speaker but I tent to look too much at my script because I get nervous.
4). Tell me about at least two of your personal financial goals and classifies them as either
Short Term (approx. 1-3 months), Intermediate Terms (3-12 months), or Long term (1 year or
more).
Goals might involve establishing a specific amount of money needed for a specific purchase,
reducing expenditures, increasing income, or saving and/or earning a specific amount of money
over a period of time
A) Short Term Goals (1-3 months) Example: – “to save $25 by the 1st of next month so I can
take my friend out for pizza or to the movies
B) Intermediate Goals: (3-12 months) Example:“ To save $10 a week for the next 25 weeks to
buy a new outfit for the prom” or “to save $10 a week for next 12 months to buy a used car
within before I star school next year.”
C) Long Term Goals (1 Year or More) Example: “To save $2,000 per year from summer jobs
for the next 4 years for a down payment for a new car.”
5). What is your plan to meet your financial goals?
All goals should be SMART. SMART goals are Specific, Measurable, Attainable, Realistic, and
Time Bound. For example, “Save $15 a week for the next three months to pay for airfare and travel
expenses to Europe.”
A) Actions taken by cadets to meet their financial plans can include any of the following:
a) establishing a personal month/quarter/annual budget
b) comparing actual expenditures with planned spending,
c) routinely setting aside a specific amount of money for a specific purpose,
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d) making financial decisions after weighing pros and cons or tradeoffs,
e) applying restraint in spending habits,
f) and/or investing in income investments (savings, money market, certificate of deposit,
bonds) or growth investments (stocks, collectibles)
6). What actions have you taken to work towards meeting your financial goals?
Some actions you can take to reach your financial goals are:
A)
Getting educated on financial planning
B)
Writing financial goals
C)
Starting a bank account
D)
Preparing a written budget
E)
Tracking actual transactions on paper or with software (Excel, Quicken)
F)
Comparing documented expenditures and receipts with a written budget.
G)
Organizing a filing system for financial records (bank statements, pay stubs, receipts)
7). Explain what might influence or aggravate conflict.
A)
Some things that might influence or aggravate conflicts are:
B)
Stereotyping; - Prejudice; - Bias; - Bigotry
C)
Extreme points of views
D)
Culture can also impact a situation and cause conflicts
8). What are some strategies or techniques for resolving conflict?
A) Win-Win Approach: Compromise usually the key to this approach. Changing the conflict from
adversarial attack and defense, to cooperation. The Win-Win approach says “I want to win and I
want you to win too.” This approach rest on the following strategies: Recognition of individual
differences; attacking the problem, not the people.
B) Creative Response Approach: is about turning problems into possibilities. Taking the conflict
and turning it into an opportunity for discussion and healthy debate
C) Appropriate Assertiveness Approach: being able to state your case without arousing the
defenses of the other person. The secret to success lies in saying how it is for you rather than
what the other person should or should not do. Attaching the statement “the way I see it…”can
help tremendously. An “I” Statement says how it is on my side, how I see it.
9). Use the following information to describe a real or mock setting where you were the mediator
in a conflict situation.
Cadet describes the steps of the mediation process with:
A) Introduction of the process:
a) Explain Mediators role
b) Mediator emphasizes neutrality
c) Establish ground rules such as confidentiality, respect, no name-calling, vulgar language or
interruptions
d) Explain steps of mediation
e) Ask questions
B) Setting the rules,
C) Establishing each side of the situation
D) Exploration of options
E) And commitment to agreement
a. Ask parties to write down the agreement in their own words
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b. Commitment to agreement. Ask all parties to write the agreement.
c. Keep trying until you can reach an agreement; you may have to trade something that one side
wants for something the other side has
Even if you are not personally involved in a conflict as one of the disputing parties or the mediator,
you have a responsibility to do your part to prevent violence by:
A) -refusing to spread rumors
B) -refusing to relay threats or insults to others
C) -staying away from potential fights
D) -showing respect for people who use good judgment in ignoring insults or by other trivial
forms of conflict
10). How can you use the decision-making process to help meet career goals?
Goals are broken into short, mid-term and long rage goals. The decision-making process can be
used to help meet career goals by helping us focus on:
A) What is important?
B) will be logical and make sense
C) will allow us to think of both the facts and emotional consequences of actions
D) will not require and unreasonable amount of research
The seven-step model for Decision-Making Process, which is the most common, includes:
A) identify the problem
B) gather information;
C) develop courses of action;
D) analyze and compare course of action
E) make decision
F) make a plan
G) implement the plan
11). How can you tell if a personal goal is an effective goal?
You can tell if a personal goal is an effective one by the S-P-A-M criteria:
A) S - Specific plan of action,
B) P - Positive statement such as” I will” instead of “I want to”,
C) A - Achievable goal is within the power to reach it,
D) M - Measurable goal is defined in terms of results that are measurable, or action that
can be deserved.
12). Show evidence of career planning.
A) Show paperwork in your portfolio.
B) Show you financial planning book
C) Show your goals for after college
13). Where are you in the goal setting and achieving process? What improvements can you make
to your plans?
Cadet shows evidence of investigating career options and setting short-term, mid-term, and longterm personal goals. [Content Notes: References to completed products such as career
development portfolios, including a Military Career Reflection and the College Action Plan allow
cadets resources to pull from as evidence of goal planning and personal decision-making skills
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14). What are the goals of your service learning project?
Our service learning enhances learning and allows us to gain experience while providing a service
to their community. Our Service Learning project is “Supporting our Veterans’”
15). How does your service learning project apply to the JROTC curriculum?
Service Learning relates not only to our curriculum but to the mission of the JROTC which is “to
motivate students to become better citizens.” When we participate in Service Learning we are
helping our community and at the same time we are learning about our community and about
ourselves. All we learn in JROTC can be applied to our service learning project. (Presenting
skills, leadership theory and application, foundations for success, citizenship in American history
and government)
16). How are you evaluating the effect of your service learning project on the community?
All the cadets participating in the Service Learning project participate in After Action Reviews
AAR to evaluate our efforts. We also write essays on our experiences. At the end of the year the
SAI evaluates the project making sure we achieved all our goals in accordance with guidance from
cadet command.
17). What products have you created or used to show how the project is being evaluated?
We have a Service Learning Book which is updated by the Battalion Commander and the S-3 and
includes a log of activities and essays of the cadets.
JROTC INSPECTION QUESTIONS AND ANSWERS
LET IV
Unit 2 – Leadership Theory and Application
1).What are the three leadership styles?
A) Direct Leadership Style: The leader tell members precisely what, how, when, and where to
complete a task
B) Participating Leadership Style: The leader consult with and ask opinions of team members
before making decision
C) Delegating Leadership Style: The leader delegate problems-solving and decision- making
authority to team members.)
2). When would you apply each of the leadership styles?
A) The Directing Leadership style is applied when time is short and the leader knows how to
perform the task, or when subordinates lack experience performing a task.
B) The Participating Leadership style is applied when subordinates have some experience
performing the task and the leader wants to develop leadership skill or team building.
C) The delegating leadership style is applied when subordinates are very experienced in
performing a task and little or no supervision is necessary. The leader is still responsible for the
actions of the subordinates no matter which leadership style is applied.)
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3). What leadership style best describes your style? Why? Can you give me an example of when you
applied that style?
I believe all three styles are important. The style we use would depend on the situation and the
people which will be involved in the task. For example if I am working with LET 1s I will most
likely use the Direct Leadership Style That could change, however, after the first semester. By then
they should know more about what and how we do things in the program.
4). What are the three general categories that leadership strategies fall into?
A) Management Performance: involves five courses of action in managing a situation:
a) Planning
b) Organizing
c) Coordinating
d) Directing
e) Controlling.
B). Communications Skills: encompass strategies to clearly communicate a message that is
appropriate for the audience and situation, to listen empathically and with an open mind, and to
exchange feedback that is constructive and enlightening.
C). Motivation Strategies are categorized into 14 categories:
a) Make the needs of subordinates coincide with unit tasks and missions
b) Reward individual and team behavior that supports unit tasks and missions
c) Counsel subordinates who behave in a way that is counter to unit tasks and standards
d) Set the example in all things
e) Develop morale and esprit within the unit
f) Give subordinates tough problems and challenge them to wrestle with them
g) Have subordinates participate in the planning of upcoming events,
h) Alleviate causes of the personal concerns of subordinates so they can concentrate on their
tasks
i) Ensure that subordinates are properly cared for and have the tools they need to succeed,
j) Keep subordinates informed about missions and standards,
k) Use positive peer pressure to work for the leader and unit
l) Avoid using statistics as a major method of evaluating units and motivating subordinates,
m) Make the jobs of subordinates as challenging and meaningful as possible,
n) Do not tolerate any form of prejudicial talk or behavior.
5). Why do you think it is important for good leaders to have good communication skills?
Because communications skills encompass strategies to clearly communicate a message that is
appropriate for the audience and situation, to listen empathically and with an open mind, and to
exchange feedback that is constructive and enlightening
6). Appraise your ability to influence others as a leader. How can you make improvements?
Cadet shares appraisal of his/her ability to influence others as a leader and identified specific
strategies to make improvements. “I consider myself as a good leader but I believe that I need to
continue to improve my communications and management skills in order to become a more effective
leader.”
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Unit 3 – Foundations for success
1). Explain the components of an effective lesson plan.
The components of an effective lesson plan are put into four phases: Energizer, Inquire, Gather,
Process and Apply. A lesson plan'
s purpose is to create learning activities that address given learning
objectives. A lesson plan is written to address the competency which is the intended learning result.
The lesson plan components include: (the cadet will explain each phase within a plan)
A) Inquire Phase - To determine what the students already know or don’t know about the lesson
content. During this phase we can use an icebreaker or energizer to promote group interaction,
generate laughter and a sense of fun, and to introduce the class concept or objectives.
B) Gather Phase - To help the students gather information about the subject matter. The purpose of
this phase is to research and collect information, to evaluate existing information, to collect data,
to evaluate ideas or to observe new skills.
C) Process Phase - To use information new information, practice new skills, and engage in different
activities.
D) Apply Phase – To help students make real-life applications of the new information of ideas.
Students can also integrate the lesson concepts with other curriculum areas
2.) What do you consider to be effective teaching strategies? Indicate some strategies used within
the JROTC curriculum?
Cadet describes teaching aids and strategies that were found to be helpful to them in learning and
might consider using when teaching others. Cadet may reference Graphic Organizers, Thinking
Maps or other visual tools, Brainstorming, Jigsawing, Role-Playing and other cooperative learning
strategies. Examples:
A) KWL - Used when cadets are face with new or difficult information
B) Thinking Maps: Thinking Maps give the students and teachers a common visual language that
can be use with all subject matter. The purpose of thinking maps is to transfer thinking-process,
integrate learning, and assess process. Thinking maps consist of 8 graphics or maps.
C) Graphic Organizers – used to help organize and process a great deal of information. They help
to make relationship and connections visible or concrete.
D) Brainstorming – is a technique used in the generation of a variety of ideas and possibilities. The
technique help participants solve problems or discover new information through sharing. This
technique works well during the Inquire phase of the lesson to establish a basic level knowledge.
3). Describe at least two pros and two cons of using credit.
A) Some of the Pros of using credit are:
a) Being able to do something now and pay later
b) Having access to cash in an emergency.
c) Making purchases via phone or on line
B) Some of the Cons of using credit are:
a) Interest, and annual fees.
b) Overspending risk
c) Damaging credit rating if payments not made in time
8). What can you do to establish good credit?
A) comparing credit offers (fees, annual percentage rate, payment plans
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B) considering the ability to afford repaying the loan combined with interest,
C) establishing a plan to meet payment deadlines,
D) evaluating the ability to meet payment obligations,
E) following the Rule of Thumb to keep credit payments less than 20 percent of net income,
F) working to attain a high school diploma,
G) not bouncing checks,
H) building capacity to repay loans (a pattern of employment and regular income),
I) being of good character (showing responsibility in making payments on time),
J) and/or building up capital/collateral (personal item of value such as savings,
K) car, motorcycle) in the event something needs to be sold to repay a loan.]
9). What evidence do you have to show you are working to establish a good credit rating?
I am responsible and make payments in time. I committed to attain a high school diploma,
maintaining records of credit obligations and payments, verifying credit statements to ensure
accuracy, following up on any unauthorized use of credit or poor service from lender.
10). What types of insurance meet your current protection needs?
Types of insurance that meet your current protection needs include auto, renters or homeowner’s,
property, medical, dental, health, and life.
11). Explain at least two ways you can manage the risk of personal or financial loss.
Options to manage risk include avoiding risky behaviors and activities, minimizing risk by acting
responsibly and conforming to safety guidelines, or insuring against loss by paying an insurance
premium to an insurance company in exchange for a promise of financial help in the event of a
personal or financial loss
12). Share at least three examples of how you are now managing the risk of personal or financial
loss. How can you better minimize the risk?
Cadet shared at least three specific examples of how s/he is now managing the risk of personal or
financial loss. Cadet specifically stated how s/he can better minimize the risk of loss.
13). What are the goals of your service learning project?
Our service learning enhances learning and allows us to gain experience while providing a service to
their community. Our Service Learning project is “Supporting our Veterans’”
14). How does your service learning project apply to the JROTC curriculum?
Service Learning relates not only to our curriculum but to the mission of the JROTC which is “to
motivate students to become better citizens.” When we participate in Service Learning we are
helping our community and at the same time we are learning about our community and about
ourselves. All we learn in JROTC can be applied to our service learning project. (Presenting skills,
leadership theory and application, foundations for success, citizenship in American history and
government)
15). How are you evaluating the effect of your service learning project on the community?
All the cadets participating in the Service Learning project participate in After Action Reviews AAR
to evaluate our efforts. We also write essays on our experiences. At the end of the year the SAI
evaluates the project making sure we achieved all our goals in accordance with guidance from cadet
command.
16). What products have you created or used to show how the project is being evaluated?
We have a Service Learning Book which is updated by the Battalion Commander and the S-3 and
includes a log of activities and essays of the cadets.
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