Ricky Johnson's Weblog

COLOR GUARD EVENTS

1. 23 Oct 2015 – Football Game 
 
2. 04 Nov 2015 – Community Breakfast 
 
3. 06 Nov 2015 – Football Game 
 
4. 11 Nov 2015 – Court House 
 
5. John Tyler Community College, Midlothian  
 
6. 04 Dec 2015 – CASCOM at Officers Club in Fort Lee, VA 
 
7. 05 Dec 2015 – Prince George Parade 
 

Calendar for JROTC SY 2015-2016

1. 8 Oct 2015 – Blood Drive 
 
2. 9 Oct 2015 – Sport Day 
 
3. 17 Nov 2015 – ASVAB Test 
 
4. 19 Nov 2015 – ASVAB Test 
 
5. 15 Dec 2015 – Yearbook Pictures for Drill TM, Raiders Team, 
Rifle TM and others. 
 
6. 02 Mar 2016 – JP Accreditation (JPA) 
 
7. 05 Mar 2016 – City-Wide Ball at the NCO Club in Fort Lee, VA 
 
8. 16 Mar 2016 – JROTC Day at the Arthur Ashe Center in  
Richmond, VA 
 
9. 19 Mar 2016 – PGHS JROTC Military Ball at the Petersburg 
Country Club in Petersburg, VA 
 
10. 21 Apr 2016 – NB Clements’ Awards Ceremony 
 
11. 27 Apr 2016 – PGHS’ Awards Ceremony 
 
12. 24 – 29 Jun 2016 – JCLC Mountain 

Drill Meets Scheduled for SY 2015-2016

1. 17 Oct 2015 – Courtland at Spotsylvania – Drill Team 
 
2. 11 Nov 2015 – John Tyler Community College at Midlothian –  
Sel. Personnel 
 
3. 14 Nov 2015 – T.C. Williams “Best of the Best-North,” at 
Alexandria, VA – Drill Team 
 
4. 21 Nov 2015 – Prince George Hosting Thanksgiving Drill Meet  
at Fort Lee, VA at bldg. #6008 
 
5. 4 Dec 2015 – CASCOM______at the Officers Club,  
at Fort Lee, VA -Selected Personnel performing Exhibition 
Armed and Unarmed Squad 
 
6. 12 Dec 2015 – American Legion, at Prince George High School 
– Drill Team – A Team 
 
7. 12 Dec 15 – Woodrow Wilson, at Norfolk, VA –  
Drill Team – B Team 
 
NOTE: We will be doing both of these drills meets at the same date/time. 
 
8. 16 Jan 2016 – Martin Luther King, at Arthur Ashe Center, 
Richmond, VA. – Drill Team 
 
9. 6 Feb 2016 – Huguenot – Drill Team 
 
10. 13 Feb 2016 – Fourth Brigade Best of Best Championship at 
Fort Bragg, N.C. – Drill Team 
 
11. Feb 2016 – Black History at Officer Club on Fort Lee, VA 
Color Guard – Sel. Personnel 
 
12. 16 Mar 2016 – JROTC Day at Arthur Ashe Center,  
Richmond, VA – Drill Team/Raiders Team/Rifle Team 
and Sel. Personnel  
 
13. 9 April 2016 – National Drill Championship at  
Kentucky International Convention Center, Louisville, KY  
– Drill Team 

T.C. Williams-Best of the Best Drill Meet on 14 Nov 2015

On 14 November 2015 at 5:00 a.m., Prince George High School and the NB Clements Junior High School JROTC Drill Team participated in the Virginia Best of Best North, State/Regional Drill Meet held by T.C. Williams High School, Army JROTC, in Alexandria, Virginia, which was commanded by Cadet First Lieutenant Deijha Villagomez and Command Sergeant Ryan Snover.  
This is Prince George High Drill Army JROTC second completion. This Drill Team once again, stood out from all the rest of the drill teams. Placing 2nd Place in 1st Year Regulation Unarmed Squad, commanded by Cadet Staff Sergeant Alexis Gustafson-Roath. Placing 2nd Place in Unarmed Regulation Platoon Drill, commanded by Cadet Master Sergeant Ayla Goodwyn. Placing 2nd Placed in Dual Armed Exhibition, commanded by Cadet Lieutenant Colonel Nathaniel Hall and Cadet Command Sergeant Major Ryan Snover. Sergeant Alexandria Polemeni placed 9th Place in Armed Individual Knockout Competition. Cadet Second Lieutenant Cydnei Figures-Mormon placed 2nd Place in Unarmed Individual Knockout Competition. Cadet Staff Sergeant placed 3rd Place in Unarmed Individual Knockout Competition. Cadet Master Sergeant Jala Windley placed 8th Place in Unarmed Individual Knockout Competition.  
 
By placing 3rd in the Best of Best Drill Meet at T.C. Williams Best of the Best in Alexandria the PGHS drill team have won a place to go to Fort Bragg, NC, Best of the Best in February 2016.  

Courtland Drill Meet on 17 Oct 2015

On 17 October 2015 at 7:30 a.m., Prince George High School and the NB Clements Junior High School Drill Team participated in the Courtland High School, 9th Annual Back 2 School JROTC Competition, which was commanded by Cadet First Lieutenant Deijha Villagomez and Command Sergeant Ryan Snover.  
This was Prince George High Drill Meet first completion. They once again, stood out from all the rest of the teams. Placing 2nd Place in Regulation Unarmed Inspection Team, commanded by Cadet Master Sergeant Jala Windley. Placing 2nd Place in Unarmed Regulation Platoon Drill, commanded by Cadet Master Sergeant Ayla Goodwyn. Placing 2nd Place in Color Guard, commanded by Cadet Sergeant First Class William “Chase” Sanders. Placing 3rd Place in Academic Team, commanded by Cadet Master Sergeant Madia Coleman. Cadet Sergeant Brianna Milliner placed 2nd Place in Individual Knockout Competition. Cadet Sergeant Anissa Borro placed 2nd place in Talent Award. Prince George High School and NB Clements cadets won 3rd Place defeating 7 out 10 Army JROTC High Schools, Overall.  
Congratulation, Prince George and NB Clements’ drill team “GOOD JOB!” – “KEEP UP THE GOOD WORK” – “SETTING THE STANDARD “  

30 Nov 15 – 6 Dec 2015

30 Nov -Rifle Team Practice Selective Personnel 
 
01 Dec -Drill Team Practice Selective Personnel 
 
02 Dec -Drill Team Practice Selective Personnel 
-Uniform Inspection  
 
03 Dec -Raiders Team Practice Selective Personnel 
-Uniform Inspection 
 
04 Dec -Drill Team (Selective Personnel) performing 
Exhibition Unarmed and Armed Squad for CASCOM at the 
Officer Club 
-Physical Training (PT) 
 
05 Dec -Prince George Parade for the Cadets at 2 pm 
 

AR 670-1

LESSON PLANS-U4C3L2

CORE LET 2 
Unit 4: Wellness, Fitness, and First Aid 
Chapter 3: Drug Awareness 
Lesson 2: Critical Decisions about Substances [Interactive Nights Out] 
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 
Administrator Lesson Guide: 
Lesson Competency: Respond to substance use and abuse situations 
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT – RI.9-10.1., RI.9-10.2., W.9-10. WRITING – W.9-10.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING – SL.9-10.1., SL.9-10.1.a., L.9-10. LANGUAGE – L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., WHST.9-10. WRITING: HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS – WHST.9-10.1.  
Linked NHES: H1., H1.12.6., H1.12.8., H1.12.9., H7., H7.12.3. 
Linked JROTC Program Outcomes: Promote wellness through nutrition, physical fitness, and substance abuse prevention [wellness] 
Thinking Processes 
0 Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) 
0 Describing Qualities – Bubble Map* (Alt. = Star Diagram, Brainstorming Web) 
0 Comparing/Contrasting – Double Bubble Map* (Alt. = Venn Diagram) 
0 Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) 
0 Part-Whole – Brace Map* (Alt. = Pie Chart) 
0 Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) 
1 Cause and Effect – Multi-Flow Map* (Alt. = Fishbone) 
0 Seeing Analogies – Bridge Map* (Alt. = Analogy/Simile Chart) 
* Thinking Map Core Abilities 
0 Build your capacity for life-long learning 
0 Communicate using verbal, non-verbal, visual, and written techniques  
1 Take responsibility for your actions and choices 
1 Do your share as a good citizen in your school, community, country, and the world 
0 Treat self and others with respect 
0 Apply critical thinking techniques 
 
Multiple Intelligences 
1 Bodily/Kinesthetic  
1 Visual/Spatial  
1 Logical/Mathematical  
1 Verbal/Linguistic  
0 Musical/Rhythmical  
0 Naturalist  
1 Interpersonal  
1 Intrapersonal 
Bloom’s Taxonomy 
0 Remember 
0 Understand 
0 Apply 
1 Analyze 
0 Evaluate 
0 Create 
Structured Reflection 
1 Metacognition 
1 What? 
So What? 
Now What? 
1 Socratic Dialog 
0 E-I-A-G 
Authentic Assessment 
0 Observation Checklist 
1 Portfolio 
1 Rubric 
0 Test and Quizzes 
0 Thinking Map® 
0 Graphic Organizer 
0 Notebook Entries 
0 Logs 
0 Performance 
1 Project 
Learning Objectives 
Apply the F-I-N-D-S Decision Process (U3C10L1) 
Employ pre-deciding techniques as a substance abuse prevention strategy  
Recognize signs of substance abuse 
Describe why people abuse substances and ways to remain drug-, alcohol-, and tobacco-free  
Identify ways to approach/help someone you suspect has a drug problem 
Define key terms: detoxification program, methadone, normal, stress, therapeutic communities 
Legend:  
 Indicates item is not used in lesson 
 Indicates item is used in lesson 
Lesson Preview:  
Energizer: Cadets participate in a “trust” exercise. 
Inquire: Direct Cadets to preview the Student Learning Plan. Prepare computers to play Interactive Nights Out. Cadets begin Interactive Nights Out and a related Multi-Flow Map. 
Gather: Display the Flash presentation on “Use or Abuse.” Cadets complete Exercises #1: Are You a Nicotine Addict? and #2: Are You a Teen Alcoholic? Cadets continue with Interactive Nights Out. 
Process: Brief Cadets on the F-I-N-D-S model and how it can be applied to substance abuse. Cadet teams complete Exercise #3: F-I-N-D-S and share their responses with the class. Cadets continue with Interactive Nights Out as time allows. 
Apply: Copy and distribute Exercise #4: Intervention Scenarios and the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. Cadets write a plan for responding to a substance abuse scenario. 
 
 
CORE LET 2 
Unit 4: Wellness, Fitness, and First Aid 
Chapter 3: Drug Awareness 
Lesson 2: Critical Decisions about Substances [Interactive Nights Out] 
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2 
Note: This lesson uses the “Interactive Nights Out” program, which gives teenage boys and girls a chance to see how they would handle themselves in different social situations. Without any interactivity with an instructor, seat time for the decision-making experience would cover the Inquire, Gather, and Process Phases of this lesson plan. Cadets would take the “Test your Knowledge” for the Apply Phase. 
Instructor Lesson Plan: 
Why is this lesson important? 
Do you know the difference between substance use, misuse, and abuse? Can you recognize the symptoms of each? Substance abuse is a social dilemma – impacting families, employers, friends, and even school systems. In this learning plan, you will examine behaviors and characteristics of substance abusers and apply appropriate responses to substance use and abuse situations. 
 
Lesson Question  
How do you say no to substances like alcohol, tobacco, and illicit drugs? 
What will Cadets accomplish in this lesson? 
Lesson Competency 
Respond to substance use and abuse situations 
 
What will Cadets learn in this lesson? 
Learning Objectives 
a. Apply the F-I-N-D-S Decision Process (U3C10L1) 
b. Employ pre-deciding techniques as a substance abuse prevention strategy  
c. Recognize signs of substance abuse 
d. Describe why people abuse substances and ways to remain drug-, alcohol-, and tobacco-free  
e. Identify ways to approach/help someone you suspect has a drug problem 
f. Define key terms: detoxification program, methadone, normal, stress, therapeutic communities 
 
When will your Cadets have successfully met this lesson’s purpose? 
Performance Standards 
• by writing a plan to respond to a substance abuse scenario 
• when the plan details the substance abuse scenario 
• when the plan identifies at least three appropriate responses to the scenario 
• when the plan lists local resources for obtaining help 
• when the plan recognizes various factors (legal, social, family, etc) in responding to the scenario 
 
NOTES: 
 
 
 
 
 
 
 
Part 1: 45 minutes 
 
Energizer: 
Lesson Delivery Setup: 
1. This is an optional motivational activity and should be used at your discretion, or as time permits. 
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about how many bottles of alcohol it would take for them to be impaired by alcohol. 
Divide Cadets into five teams. Direct each team to form a circle. 
One Cadet stands in the middle of the circle and falls backward. The other Cadets support and pass the Cadet around the circle. 
Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• Was it easy or hard to trust the others when it was your turn to fall? Why? 
• What do you think makes an addicted person feel willing to trust others to help him or her? 
• How did it feel to need support (be vulnerable) in front of a group of people? 
 
Total Time: 5 minutes (optional) 
Phase 1 — Inquire: 
Lesson Delivery Setup: 
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets.  
2. Prepare computers for Cadets’ access to the Interactive Nights Out program in Curriculum Manager. 
3. Ensure that Cadets have access to the Student Learning Plan.  
4. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. 
5. Prepare to display the Learning Objectives. 
6. Prepare to display a sample Multi-Flow Map. 
7. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.  
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about responding to substance abuse situations. The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area. 
1. THINK ABOUT what you know about responding to substance abuse situations. 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. Display the Focusing Question on the PowerPoint Presentation. Allow time for discussion.  
Review the Student Learning Plan. Ask Cadets to find the answers to the following questions on their plans: What will you accomplish in this lesson; What you will learn in this lesson; Why the lesson is important; When will you have successfully met the lesson’s purpose. 
Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. 
Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. 
2. VIEW Interactive Nights Out. As you watch, CREATE a Multi-Flow Map of the situations and decisions you encounter. Direct Cadets to play the Interactive Nights Out program. Cadets select the male or female scenario from the program. (Cadets may work with a partner or in small groups, depending on the number of computers available. If computers are not available, display the program to the whole class and let Cadets vote on their responses to decision points.)  
Allow Cadets 15 minutes of time on Nights Out. Cadets will continue Nights Out in the next phase of learning. 
Direct Cadets to create a Multi-Flow Map of the situations and decisions they encounter in Nights Out.  
3. REFLECT on why people respond differently to substance abuse situations. ANSWER the reflection questions presented by your instructor. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• How do you think “opportunity” affects whether or not someone will abuse drugs? 
• What role does curiosity play in substance abuse? Peer pressure? Family?  
Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about substance use and abuse. 
 
Total Time: 20 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Phase 2 — Gather: 
Lesson Delivery Setup: 
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint Presentation. 
2. Provide access to a student text: Unit 4: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 2 (softbound); the e-text version found in the U4C3L2 resource folder on the Curriculum Manager. 
3. Prepare to distribute copies of Exercise #1: Are You a Nicotine Addict? and Exercise #2: Are You a Teen Alcoholic? 
4. Be prepared to launch Reinforcing Questions.  
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about how they relate to substances that alter the body and mind.  
The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences. 
1. VIEW the presentation on Use or Abuse. Display the animation on Use or Abuse. Prompt Cadets to consider what the displayed photos signify and if Cadets are clear about “use” or “abuse.” 
2. COMPLETE Exercise #1: Are You a Nicotine Addict? and Exercise #2: Are You a Teen Alcoholic? CONSIDER if you have a tendency to use or abuse substances. Distribute Exercises #1: Are You a Nicotine Addict? and #2: Are You a Teen Alcoholic? and direct Cadets to complete them on their own. They do not need to share their responses, but prompt them to consider their tendency and the warning signs of nicotine and/or alcohol addiction. 
3. CONTINUE Interactive Nights Out. Continue your Multi-Flow Map of the situations and decisions you encounter. Direct Cadets to continue working on Interactive Nights Out and their related Multi-Flow Maps as time allows. 
Display the Reinforcing Question(s). 
4. REFLECT on making decisions about substance abuse. ANSWER the reflection questions presented by your instructor. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• How do you feel when you make a decision about how you would handle a situation and you follow through on your decision? 
• How do you feel about people who say, “I’m going to…” or “I’m not going to…” and don’t follow through? 
• How do organizations like AA and SADD make an impact on substance abuse in society? 
Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to. 
 
Total Time: 20 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Part 2: 45 minutes 
 
Phase 3 — Process: 
Lesson Delivery Setup: 
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. 
2. Prepare to brief Cadets on the F-I-N-D-S model, which was described in U3C10L1.  
3. Prepare to distribute Exercise #3: F-I-N-D-S. 
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about how to react to different situations involving substance abuse. 
This phase of the lesson allows Cadets to practice using the new skill or knowledge.  
1. REVIEW the F-I-N-D-S model. PARTICIPATE in a discussion on how it can be used in substance abuse situations. Brief Cadets on the F-I-N-D-S model. Prompt Cadets to discuss how the model can be used in substance abuse situations. 
You may demonstrate the process for Cadets with this example: 
Maxine doesn’t smoke, but her new boyfriend does. He offers her a cigarette on their first date. What should Maxine do? 
Step 1: Figure out the problem. What do you have to decide? Should Maxine smoke the cigarette? 
Step 2: Identify solutions. What are your choices? 
• Smoke. 
• Say, “No thanks, I don’t smoke.” 
• Break up with the new boyfriend. 
• Tell the boyfriend that he shouldn’t smoke. 
• Other. 
Step 3: Name the pros and cons of each choice. Think about the pros and cons of each way to solve the problem. 
• Smoke 
Pro – Conformity makes it easier to hang out. 
Con – Starts an addictive and costly habit. 
• Say, “No thanks, I don’t smoke.” 
Pro – Taking care of self shows independent thought. 
Con – Alienates new boyfriend. 
• Break up with the new boyfriend. 
Pro – Removes temptation. Don’t hang with people who do things you’re not comfortable with. 
Con – Lose new boyfriend. Word gets out that you’re not fun. 
• Tell boyfriend not to smoke. 
Pro – Taking care of self. Expressing your opinion. 
Con – Perception of being bossy by new boyfriend. 
Step 4: Decide which is the best choice, then act on it.  
2. With your team, COMPLETE Exercise #3: F-I-N-D-S using the scenario assigned by your instructor. DISCUSS your team’s answer to the scenario question. Divide Cadets into teams of three to five and distribute Exercise #3: F-I-N-D-S. Assign a scenario to each team and direct them to prepare an answer to the scenario. Have teams take turns describing how they would use F-I-N-D-S to respond to their scenario. 
3. CONTINUE Interactive Nights Out as time allows. Continue your Multi-Flow Map of the situations and decisions you encounter. CONSIDER the F-I-N-D-S model as you watch Interactive Nights Out. Allow Cadets to continue with Interactive Nights Out and their Multi-Flow Maps, as time allows. Prompt them to consider the F-I-N-D-S model as they continue with the program. 
4. REFLECT on how decision points affect later consequences. ANSWER the reflection questions presented by your instructor. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  
• From your Multi-Flow Map, can you identify the critical decision points? 
• If you had a friend with a substance abuse problem do you think the F-I-N-D-S model would help? 
Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.  
 
Total Time: 25 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Phase 4 — Apply: 
Lesson Delivery Setup: 
1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. 
2. Distribute the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. 
3. Distribute Exercise #4: Intervention Scenarios. 
4. Determine how you will review the key words from this lesson. 
5. Prepare to use the Digital Timer application in your Curriculum Manager. 
6. Prepare to assign the performance assessment task as homework as time necessitates. 
Student Learning Activity Teaching Notes 
Direct Cadet Focus: Ask Cadets to think about using the F-I-N-D-S model for making effective decisions.  
This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience.  
1. COMPLETE the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. SUBMIT your completed performance assessment task to your instructor for feedback and a grade. Distribute the Critical Decisions about Substances Performance Assessment Task. Distribute Exercise #4: Intervention Scenarios as a resource for Cadets in completing the assessment task. The performance assessment task may be completed in class or assigned as homework, depending on the available time.  
Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. The same criteria on the scoring guide can be used as a grading checklist, too.  
Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios.  
2. REVIEW the key words of this lesson. Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to complete a quick check on each word and define it properly.  
Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them. 
Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games.  
Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity.  
3. REFLECT on what you have learned in this lesson and how you might use it in the future. Use these Reflection Questions as tools to focus Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population. 
• Does the F-I-N-D-S method for making effective decisions help you? Do you think you’d use this process in scenarios similar to those presented?  
• How can you be a more effective decision maker? 
• In what other areas of your life could you apply the F-I-N-D-S Decision Process? (college, movies, college major) 
Can Cadets answer the Lesson Question(s) now: How do you say no to substances like alcohol, tobacco, and illicit drugs? 
Allow some time for discussion. 
 
Total Time: 20 minutes 
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet. 
Homework: 
Cadets may need time outside of class to complete the Critical Decisions about Substances [Interactive Nights Out] Performance Assessment Task. 
Note on Cadet Portfolios: 
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios. 
 

Sysllabus for the School Year 2013-2014

1st Grading Period  
 
September 3 – November 1 
 
September 2-6  
 
In-processing (School), School Rules  
 
September 9-13  
 
In-processing (JROTC), Class Rules, Cadet  
 
Creed, Physical Training Instruction, Drill and Ceremonies  
September 16-20  
 
Issuing Uniforms, Cadet Creed, Cadet Challenge,  
 
Physical Training Instruction, Drill and Ceremonies  
 
September 23-27 
 
Issuing Uniforms, Unit 1 -Your Personal Appearance and Uniform, Cadet Challenge  
 
Sept 30 – Oct 4  
 
Issuing Uniforms, Unit 1 -Your Personal Appearance and Uniform, Leadership Board  
 
October 7-11 
 
Army JROTC–The Making of a Better Citizen (LET 1) 
 
Unit 4 – You Are What You Eat (LET 2)  
 
October 14-18 
 
The Past and Purpose of the Army JROTC (LET 1) 
 
Nutrition-Nourishing Your Body (LET 2)  
 
October 21-25 
 
Moving Up In Army JROTC (Rank and Structure) (LET 1) 
 
The Need for First Aid/Your Response (LET 2)  
 
Oct 28 – Nov 1 
 
The Signs of Success (LET 1) 
 
First Life-Saving Steps (LET 2)  
 
End of 1st Grading Period Nov 1 / 2nd Grading Period Begins Nov 4  
 
November 4-8  
 
The Stars and Stripes (LET 1) 
 
Controlling Bleeding (LET 2) H 9.3 
 
November 11-15  
 
Proudly We Sing – The National Anthem (LET 1) 
 
Treating for Shock and Immobilizing Fractures(LET 2) 
 
November 18-22  
 
American Military Traditions, Customs, and Courtesies (LET 1) 
 
First Aid for Burns (LET 2)  
 
November 25-29 
 
Unit 2 – Leadership Defined (LET 1) 
 
First Aid for Poisons, Wounds, and Bruises (LET 2)  
 
December 2-6 
 
Leadership Reshuffled (LET 1) 
 
Heat Injuries (LET 2)  
 
December 9-14 
 
Leadership From the Inside Out (LET 1 
 
Cold Weather Injuries (LET 2) 
 
December 16-20 Principles and Leadership (LET 1) 
 
Bites, Stings, and Poisonous Hazards (LET 2)  
 
Winter Break (December 23 – January 03)  
 
January 6-10 
 
Sexual harassment/Assault (LET 1) 
 
Use and Effects of Drugs, Alcohol, and Substances (LET 2)  
 
January 13-17 
 
Steps from the Past (LET 1) 
 
Critical Decisions about Substances (LET 2)  
 
January 20- 24 Mid Term EXAMS / End of First Semester  
 
3rd Nine Weeks  
 
January 27-31  
 
Roles of Leaders and Followers in Drill (LET 1) 
 
Unit 5 – Introduction to Maps (LET 2)  
 
February 3-7 Using Your Leadership Skills/Taking Charge (LET 1) 
 
Unit 6 – The Preamble (LET 2)  
 
Civics and Government 
 
February 10-14 Unit 3 – Self-Awareness (LET 1) 
 
Citizenship Skills (LET 2)  
 
February 17-21 
 
Appreciating Diversity through Winning Colors(LET 1) 
 
Small Group Meeting (LET 2)  
 
February 24-28  
 
Personal Growth Plan (LET 1) 
 
Representative Group Session (LET 2)  
 
March 3-7  
 
Becoming an Active Learner (LET 1) 
 
Introduction to Chief Justice (LET 2)  
 
March 10-14 
 
Brain Structure and Function (LET 1) 
 
Our Natural Rights (LET 2)  
 
March 17-21 
 
Learning Style and Processing (LET 1) 
 
Developing Republican Government (LET 2)  
 
March 24-28 
 
Multiple Intelligences (LET 1) 
 
British Origins of American Constitutionalism (LET 2)  
 
March 31 – April 4 
 
Thinking Maps (LET 1) 
 
Colonial Government – Basic Rights and Constitutional Government (LET 2)  
 
End of 3rd Grading Period March 31 / 4th Grading Period Begins April 1  
 
April 7-11  
 
Spring Break ( April 14-18)  
 
April 21-25 Reading For Meaning (LET 1) 
 
State Constitutions (LET 2)  
 
April 29 – May 2 
 
Study Habits that Work for You (LET 1) 
 
Articles of Confederation (LET 2)  
 
May 5-9 
 
The Communication Process (LET 1) 
 
Creating Our Constitution (LET 2)  
 
May 12-16 
 
Becoming a Better Listener (LET 1) 
 
Balancing the Power (LET 2)  
 
May 19-23 
 
Finding Solutions:Conflict/Conflict and Behavior (LET1) 
 
Protection of Rights Within the Judicial System (LET 2)  
 
May 26-30 
 
NEFE Introduction: Setting Financial Goals (LET 1) 
 
Military Justice System (LET 2)  
 
June 2-6 
 
Making a Difference with Service Learning (LET 1) 
 
Orientation to Service Learning (LET 2)  
 
June 9-13 
 
Final EXAMS / End of 4th Grading Period  

BIO OF SERGEANT FIRST CLASS (SFC) JOHNSON

Hello Parents and Cadets, my name is Sergeant First Class  
 
(SFC) Ricky B. Johnson. Native of Glennville, Georgia.  
 
Enlisted in the United States Army on June 23, 1981 as a  
 
Personnel and Administration Specialist. Completed Basic  
 
Combat Training at Fort Jackson, South Carolina. 
 
Held leadership position in the Army from Unit Clerk,  
 
Personnel and Administration Specialist, Personnel Staff Non- 
 
Commissioned Officer, Personnel Sergeant, Personnel Human  
 
Resource Sergeant, to Detachment Sergeant.  
 
Assignment include: Unit Clerk, 179th Military Intelligence  
 
Detachment, Fort Benning, Georgia; Personnel Staff Non- 
 
Commissioned Officer (PSNCO), Headquarters and Headquarters  
 
Company, 1st Battalion 58th Infantry Battalion, Fort  
 
Benning, Georgia; Headquarters, 3rd Corps (Forward),  
 
Maastricht, Netherlands; On-Site Inspection Agency,  
 
Washington, D.C.; Headquarters and Headquarters Company,  
 
194th Maintenance Battalion, Camp Humphrey, Korea; 60th  
 
Ordnance Company, Friedberg, Germany; 67th Combat Support  
 
Hospital, Wuerzburg, Germany; 67th Combat Support Hospital,  
 
Bosnia-Herzegovina; Senior Drill Sergeant, Alpha  
 
and Delta Company, 1st Battalion 34th Infantry Regiment,  
 
Fort Jackson, South Carolina, Personnel Sergeant,  
 
Headquarters and Headquarters Company, 1st Battalion 34th  
 
Infantry Regiment, Fort Jackson, South Carolina; Human  
 
Resource Sergeant, 254th Base Support Battalion, Schinnen,  
 
Netherlands.  
 
Last assignment was a Detachment Sergeant for 254th Base  
 
Support Battalion, Schinnen, Netherlands prior to becoming  
 
an Army Junior Reserve Officers Training Corps (JROTC)  
 
Instructor. Retired on the 30 June 2005 with 24 years of  
 
service with the rank of Sergeant First Class (E-7).  
 
Awards and decorations include the Meritorious Service with  
 
3 Oak Leaf Clusters, Joint Service Commendation Medal, Army  
 
Commendation Medal with 2 Oak Leaf Clusters, Army  
 
Achievement Medal with 3 Oak Leaf Clusters, Army Good  
 
Conduct Medal (8th award), National Defense Service Medal  
 
with numeral 2, Global War on Terrorism Service Medal,,  
 
Korean Defense Service Medal, Non-Commissioned Officer’s  
 
Professional Development Ribbon with numeral 3, Army Service  
 
Ribbon, Overseas Service Ribbon with numeral 5, NATO Medal ,  
 
Unit Ribbon, Armed Forces Expeditionary Medal, Armed Forces  
 
Service Ribbon, Joint Meritorious Unit Award, Wheel Driver  
 
Mechanic Badge with Driver-W Bar, Expert Marksmanship  
 
Qualification with automatic Rifle Bar, Office of Secretary  
 
Defense Identification Badge and the Drill Sergeant  
 
Identification Badge. 
 
Military education include Basic Combat Training, Advance  
 
individual Training, Jungle Warfare Course, Primary  
 
Leadership Development Course, Management of Defense  
 
Acquisition Contract (Basic) Course, Basic Non-Commissioned  
 
Officers Course, Advanced Non-Commissioned Officer’s Course,  
 
Defense Pack Hazardous Material Drivers Training, Equal  
 
Opportunity Representative, Drill Sergeant School, Combat  
 
Life Savers Course, Medical Specialist Sustainment Course,  
 
and Battle Staff College.  
 
Civilian education include Associate in Arts, Bachelor of  
 
Science Degree, Bachelor of Business Administration 
 
Concentration in Human Resource Management, and a Master in 
 
Business Administration (MBA)Concentration in Human Resource 
 
Management.  
 
JROTC Education: JROTC Curriculum Management System,  
 
Logistics and Supply Management Course,  
 
Instructor Certification Training Course, 
 
Prevention of Sexual Assault Training United States Army JROTC 
 
Distance Learning Course. 
 
Foreign Languages include Spanish, Dutch, Russia, German, 
 
and Bosnia. 
 
Started working as an Army JRTOC Instructor/Teacher  
 
effective 1 August 2005. My first school was Powhatan High  
 
School. Took a break and started working for the Department  
 
of the Army, Human Resource Command (HRC)as a Branch Manager  
 
for Supply (92 Series). Started back in the JROTC/Teacher  
 
field working for John Marshall High School prior to working  
 
here at Prince George High School effective 1 August 2013.  
 
 
 
 
 

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