APS
The student must comply with the United States Air Force grooming standards and uniform requirements. Failure to do so may be cause for course failure. The student should be physically qualified to participate in a program that involves military drill and field trips to various locations around the city and the state. Other extracurricular and co-curricular activities are optional. Uniforms and shoes are provided at no cost to the student.
COURSE DESCRIPTION:
AF JROTC Aerospace Education II focuses on Aerospace Science: The Science of Flight and Leadership Education: Intercommunication Skills. In the Aerospace Science component, the student examines the aerospace environment, the human requirements of flight, principles of aircraft flight, and principles of navigation. In the Leadership component the student applies communication skills and attains and applies planning and execution of corps projects.
References in parentheses following each performance standard refer to and are aligned with the Air Force Junior Reserve Officer Training Corps Curriculum Guide Aerospace
Science (AS) Leadership Education (LE), Drill and Ceremony (D & C), New Mexico Career Readiness Standards (CR), New Mexico Social Studies Performance Standards (SS),
New Mexico Science Content Standards, Benchmarks, and Performance Standards (Sc), New Mexico Health Standards (He), and APS Language Arts Standards (LA).
AF JROTC Aerospace Ed II 2.1.9 Albuquerque Public Schools 12/05

STRATEGIES:
The “Illustrations” column in the Program of Studies provides exemplars of the performance standards, strategies, and best practices suggested by the AF JROTC instructors in the
Albuquerque Public Schools.
ASSESSMENTS:
The “Illustrations” column also incorporates a variety of assessments and “check for” items, suggested by AF JROTC instructors. Assessments include: authentic and performancebased assessment, teacher observations, role playing, checklists, rubrics, tests and exams, formal and informal writing, individual and peer conferences, demonstrations, and portfolios/notebooks.
SUGGESTED TEXTBOOKS AND INSTRUCTIONAL MATERIALS:
 Intercommunications Skills (Text and Workbook) by Patricia Q. Roberson (AFROTC Junior Programs Branch, Maxwell AFB, Alabama, 1998)
 Science of Flight (Text and Workbook) by Naomi L. Mitchell and DeShana Chisolm (Air Force Officer Accessions and Training Schools and Air Force Reserve Officer
Training Corp, Maxwell AFB, Alabama, 2001, 2002)
 Tongue and Quill (Secretary of the Air Force, 2004)
Approved by HSCA:
AF JROTC Aerospace Ed II 2.2.9 Albuquerque Public Schools 12/05

STRAND I: LEADERSHIP
CONTENT STANDARD: The student develops and applies leadership qualities, traits, principles, and practices.
BENCHMARK: The student examines and demonstrates leadership traits, techniques, decisions, and functions.
GRADE
10 – 12
PERFORMANCE STANDARDS
1.
Recognizes that leadership is a very complex art that is essential to the
success of the mission (LEII; CR – 2, 4, 5).
2.
Explores the qualities necessary for effective leadership
(LEII; CR-2, 4, 5).
3.
Examines the principles necessary for effective leadership in the Air
Force (LEII; CR – 2, 4, 5).
4. Explains how to react to a leadership situation (LEII; CR – 2, 4, 5).
5. Demonstrates the role of a follower (LEII; CR – 2, 4, 5).
6.
Understands how the personal character of the organizational leader
greatly influences the personality of the members of the organization
(LEII; CR – 2, 4, 5).
7.
Understands oneself in relation to others and the society in which we live
(LEII; He-5; CR – 4).
8. Recognizes the development of personality (LEII; He-5a).
ILLUSTRATIONS
NOTE: Illustrations include suggested activities for attaining each
performance standard. A check (

) refers to a key feature to look for
while assessing student performance.
The instructor should examine the illustrations column in AF JROTC
Aerospace Education I, III, and IV for additional ideas created for each
strand.
1 – 4, 6, 8. The student identifies leadership traits of well-known leaders.
Using the leadership qualities identified, the student identifies his/her
own character strengths and weaknesses and how to maintain the
strengths and improve on the weaknesses.
 connections
 personal reflection
 identification of leadership characteristics
 self-assessment
1 – 8. The student uses each task and/or assignment as an opportunity to
develop his/her leadership or followship skills. As he/she observes
his/her seniors and learns from their examples, the student practices
exercising his/her authority, accountability, and responsibility and
begins to develop his/her own style of leadership. Simple tenets such
as encouraging teamwork, being patient with team members, and
maintaining integrity go a long way in establishing trust and respect of
the individuals he/she leads.
 modeling of “best practices”
 adherence to “chain of command”
AF JROTC Aerospace Ed II 2.3.9 Albuquerque Public Schools 12/05

GRADE
10 – 12
PERFORMANCE STANDARDS ILLUSTRATIONS
9. Recognizes the meaning of emotions and their effect upon your body and
behavior (LEII; He-3).
10.
Distinguishes the different types of defense mechanisms individual use to
cope with conflict and frustration (LEII).
11. Describes how the value system is developed (LEII).
12. Demonstrates how to work as a team (LEII; SS-III; CR – 2, 4, 5).
13.
Recognizes that prejudice at any level is unacceptable behavior
(LEII; SS-III; CR – 4, 5).
14.
Recognizes that sexism at any level is unacceptable behavior
(LEII; CR – 4, 5).
15.
Understands the common problems present in a group and how to resolve
them (LEII; CR – 2, 4, 5).
9, 10. Through discussion and text readings, the student learns various general
strategies dealing with stress management. Based on those strategies,
a team/student selects a specific strategy, provides a demonstration
of it, and explains the benefits of it.
 teamwork/collaboration
 applications
 effective presentation
 articulation of ideas
 benefits/results
11 – 14. The student lists the core values of the Air Force (i.e., integrity first,
service before self, and excellence in all we do) and provides an
example of how each is manifested in real life and in military life.
In small groups the student researches and develops a list of 3 – 5
quotes from well-known people for each core value. Each group
creates a poster of the work and presents it to the class.
 teamwork/collaboration
 applications
 effective presentation
 articulation of ideas
15. In a whole class activity the student brainstorms a list of problems
common to a teen’s daily life. Using a problem solving model, the
student and a partner resolve the problem and then present the problem,
the model used, and the resolution to the class. Other students offer
alternative resolutions, if applicable.
 use of a problem solving model
 effective resolution
 collaboration with team members
 active participation in all activities
AF JROTC Aerospace Ed II 2.4.9 Albuquerque Public Schools 12/05

STRAND II: AEROSPACE SCIENCE – SCIENCE OF FLIGHT
CONTENT STANDARD: The student demonstrates an appropriate level of knowledge of the science of flight.
BENCHMARK: The student examines the aerospace environment, the human requirements of flight, principles of aircraft flight and principles of navigation.
GRADE
10 – 12
PERFORMANCE STANDARDS ILLUSTRATIONS
1. Identifies and describes the atmosphere environment (ASII; Sc – II).
2. Recognizes the basic human requirements of flight (ASII; Sc – II).
3. Understands why Bernoulli’s principles and Newton’s Laws of Motion
are applied to the theory of flight (ASII; Sc – II).
4.
Identifies the operating principles of reciprocating engines, jet engines,
and rocket engines (AS; Sc – II).
1. The student participates in an interactive discussion with a guest
meteorologist about weather elements, and forecasting. After the
discussion, the student applies the concepts learned by identifying key
weather elements (e.g., types of clouds, types of air masses and fronts,
normal weather patterns, instruments, communication methods).
 active listening skills
 correct identification of weather elements
2. The student creates a flow chart of either the respiratory or circulatory
systems affected by reduced barometric pressure at altitude. He/She
includes the causes and symptoms of hypoxia, trapped gases, and the
decompression sickness, how the eyes function during flight, and how
disorientation and motion sickness affect the flyer’s body.
 accurate flow chart
 understanding of human body under stress
3, 4. The student listens to or interviews one of a series of guest speakers with
varied experiences with the science of flight (e.g., pilot, flight surgeon,
research scientist, engineers). Before the speech/interview, the student
develops questions relevant to the topic or experience of the speaker.
After the session, the student writes a summary of the main points made
by the speaker.
 observation skills
 documentation of interview
 correct use of writing conventions
AF JROTC Aerospace Ed II 2.5.9 Albuquerque Public Schools 12/05

GRADE
10 – 12
PERFORMANCE STANDARDS
5.
Knows the basic elements of navigation, the four basic navigation
instruments, and the current methods of navigation (ASII; Sc-II).
ILLUSTRATIONS
5. The student following a series of map reading instructions using either a
road map or an air chart.
 correct responses to map instructions
 correct calculations using position, direction, distance, and time.
OR
Using navigation simulation software, the student demonstrates his skill in
using navigational aids. He/She writes a post navigation report after the
experience.
 success of “flight”
 use of navigational terms in report
OR
The student identifies and describes the elements found on a navigation
instrument panel.
 correct identification
 correct description
AF JROTC Aerospace Ed II 2.6.9 Albuquerque Public Schools 12/05

STRAND III: COMMUNICATION
CONTENT STANDARD: The student recognizes the importance of oral and written communication skills essential for interacting effectively in a variety of situations.
BENCHMARK: The student demonstrates communication skills critical for acquiring and transmitting information.
GRADE
10 - 12
PERFORMANCE STANDARDS ILLUSTRATIONS
1.
Reads, identifies facts, and makes generalizations, and draws conclusions
from a variety of texts (LA10 – I).
2.
Uses the writing process when apply appropriate types of writing for the
intended purpose and audience (LA10 – III).
3. Uses elements of effective writing (LA10 – III).
4. Makes well-informed and well-organized formal presentations, using
correct speaking and language conventions (LA10 – I, IV).
5. Responds reflectively through small group and class discussions
(LE, LA10 – IV).
6. Completes research (LA10-VI).
The following examples illustrate the instances where the student
demonstrates proficiency of the performance standards in this strand;
however, he/she meets them in almost every strand and has multiple
opportunities throughout the year to do so in a variety of ways.
1 – 6. At regular intervals throughout the school year, the student brings in
current news articles that deal with domestic or world issues and
presents a summary of the article to the class with his/her interpretation
of the article’s impact.
 effective presentation
 analysis/insights
 relevant information
1. Strand I, illustration sets #1 – #8 and #9, #10.
2, 3. Strand II, illustrations set #3, #4 and illustration #5.
4. Strand I, illustration set #9, #10, and illustration #15.
5. Strand I, illustration sets #9, #10 and #11 – #14 and illustration #15.
6. Strand I, illustration set #11 - #14.
AF JROTC Aerospace Ed II 2.7.9 Albuquerque Public Schools 12/05

STRAND IV: DRILL AND CEREMONY
CONTENT STANDARD: The student recognizes the importance, purpose, and meaning of military drill and ceremonies.
BENCHMARK: The student demonstrates the positions and movements required in military drill and ceremonies.
GRADE
10 – 12
PERFORMANCE STANDARDS
1. Participates in drills, ceremonies, and parades (LEII).
2. Applies and demonstrates basic commands and characteristics of the
command voice (LEII).
3. Executes basic drill positions and movements (LEII).
ILLUSTRATIONS
1. At the beginning of the year, an upperclassman goes to the flagpole,
conducts the colors, and ceremoniously folds the flag explaining the
procedures while doing so. Thereafter, different cadets go out every day
and raise and lower the flag under the supervision of the upperclassmen.
 attention to detail
 proper modeling
1 – 4. Every week the student goes out in uniform and participates in
an application drill period, comes back into the classroom, and
participates in a “chalk talk” activity where he/she talks about correct
movements and demonstrates the movements (e.g., cover, alignment,
distance, stay in step) until he/she has mastered them.
 mastery of movements
 active participation in all activities
2, 3. The student meets in instructor-assigned teams to review prior
performances (e.g., types of commands, basic military drill
movements, quality of command voice, cadence) applying principles of
the drill movements.
 correct analysis of performance
 active participation in discussion
3. As the student observes or participates in a live performance or views a
video on drill and ceremonies (e.g., drill positions and movements, drill
of the flight, marching movements, drill of the squadron), he/she
identifies and gives examples of the application of basic military drill
terms and drill movements. See AF JROTC I, Strand IV for specific
expectations.
 correct identification of military drill terms
 correct identification of drill movements
 observation skills
 application of techniques
 documentation
AF JROTC Aerospace Ed II 2.8.9 Albuquerque Public Schools 12/05

GRADE
10 – 12
PERFORMANCE STANDARDS
4. Demonstrates when and how to salute (LEII).
ILLUSTRATIONS
4. The student instructs students in AF JROTC I about the basics of saluting
(e.g., whom to salute, how to salute, when to salute, saluting instances).
 correct information
 proficiency in saluting
AF JROTC Aerospace Ed II 2.9.9 Albuquerque Public Schools 12/05