Naval Operations (Falklands Islands Campaign)

A modern example of naval surface warfare (ship versus ship), air and anti-air warfare, submarine warfare, and amphibious operations is the British Falklands Islands campaign. The While some of the footage may appear to look a bit dated it provides great examples of naval operations. 

You will watch this footage on Friday and be prepared for a short quiz on Monday about it. Since it is on the blog, you can always re-watch it. 

Naval Operations Orientation

Based on your class selection of the topic of Naval operations we will discuss.




USS Cole Bombing


Petty Officer's First Person Account



Damage Control Don't Give Up the Ship



CAPT Lippold Leadership in Crisis Part 1


Part 2

Dealing with Authority: Control, Compliance, and Cooperation

How do the concepts of Control, Compliance, and Cooperation apply to drill teams?

What was key to Julius and Gary being successful?
Did they understand each other at first?

Select a Naval Science and a Non-Naval Science Topic You are Interested In

Monday's Class Activity: 
1. Organize Yourself into Three Groups. Group Leaders designated by SNSI.  (See Below)
2. Review the Naval Science Curriculum from the Naval Science Books.
3. Select one Naval Science Topic your group agrees upon and write down why you are interested in that topic.
4. Select one Non-Naval Science Topic (SNSI screened) your group agrees upon and write down why you are interested in that topic. 
5. Group Leaders provide both topics to the SNSI by the end of class on a written paper with your groups names, class period, two topics and why you picked those topics.

Group Leaders:
Period 2: Suarez, Bonilla, Dallas
Period 4: Armas, Walsh, Iraheta
Period 6: Valez, Vacas, Young
Period 7: Stevenson, Rainone, Chacua

2014 Change of Command and Staff

On Wednesday (Uniform Day), we will be conducting a BMHS Navy JROTC Change of Command after school at 1430. 

CO:  Walsh
XO: Vacas
Co Chief: Sanchez

1st PLT Cdr: Veliz
Plt Sgt: Mirabella
2d PLT Cdr: Armas
Plt Sgt: To Be Determined
3rd PLT Cdr: Krogh
Plt Sgt: Stevenson

N1 Admin: Bonilla
N3 Ops: Bou-Chahine
N4 Supply: Suarez
N6 Public Affairs: Iannucci

Subjectivity versus Objectivity: Ferguson Grand Jury Announcement

Here is the Grand Jury Announcement from Ferguson, Missouri.

Ferguson Missouri Shooting Overview

We are using the ongoing situation in Ferguson Missouri as a vignette in which to analyze the difference between subjectivity (opinions, emotions) and objectivity (facts) it is important to break down the major aspects of this situation: 

Alleged Crime --->  Police Response ---> Police Encounter --->

Shooting Incident ---> Public Response to Shooting / Protest --->

Police Response to Public Response / Riot --->

Post Incident Investigation (Local / State / Federal) --->

Public Response to Grand Jury --->

Discussion Considerations: 

• Role of Leaders 
• Family
• Community
• Local / State / Federal

• Role of Media 
• Reporting News or Making News
• Subjective Reporting versus Objective Reporting
• Impact of Social Media
• What Would You Do Differently?
• 
  

Developing an Aptitude for Objectivity...Going from what you feel towards what you know

WORD BANK / CONCEPT BANK:  

OBJECTIVE              OPINION VERSUS FACT       ANALYSIS
RACE                         ROLE OF POLICE                   PROTEST     MEDIA / PRESS        PERCEPTION VERSUS REALITY
RACISM                     ABUSE OF POWER                RIOTING     FAIR and BALANCED REPORTING                      LEADERSHIP
SUBJECTIVE

Definitions:

• Subjective: placing excessive emphasis on one's mood, attitudes, and opinions.  

• Objective: not influenced by personal feelings, interpretations, or prejudice, based on facts, unbiased.

Task: Discuss the meaning of the words and concepts above. 


Food for Thought: This is foundational to start our journey on developing an aptitude for looking at each situation objectively and developing the ability to simultaneously maintain a balance between intellect and emotions.  

CASE STUDY: 

MICHAEL BROWN

FERGUSON, MISSOURI

DARREL WILSON

Task:  Take out your notebook and think about these three words and write what you know about them.  

What Is Your Least Valued Character Trait...?

Each one of you shared your most prominent or valued positive character trait about yourself in the form of a short impromptu speech. Self analysis is a critical skill to develop as an adult in society. You are expected  to regulate your own personal and professional behavior and conduct to be successful in life. There are no guidance counselors or housemasters in the adult world, only bosses, co-workers, authority figures, friends, acquaintances, neighbors, and family.

You may not have the benefit of having a "Julius" in your life to tell you like it is or what you need to hear. You may need to be your own Julius....

Class Assignment: 

1. I will form you into groups and you will discuss what negative character trait bothers you the most (about yourself or others) and discuss why. 

2. Have one person in the group take notes for the group, and when we gather together as a large group you will share your groups feedback. 

What is Your Most Valued Character Trait...?

Character traits are all the aspects of a person’s behavior and attitudes that make up that person’s personality. Everyone has character traits, both good and bad.

Classroom Assignment: Your public speaking assignment is to select the character trait that you value the most and be prepared to tell the class what character trait you selected in a 1 minute 30 second impromptu speech. Within that speech, give an example of how you have demonstrated that character trait as well. 

EBOLA THE HOT ZONE...KEEPING IT REAL...

Today is about perspective. It is easy to talk about the Ebola virus as an academic topic, but watching these short videos help you get more familiar with the challenge of it. In your groups you hypothetically discussed preventing the spread of EBOLA by containing the virus by isolating those who may have the virus and quarantining them away from people who have not been exposed from the virus. Think of how this would be done in our city if the virus spread here. 

First Video: WATCH: EBOLA THE HOT ZONE   (15 minutes)

Then Watch, Second Video: WATCH: 21 Days in Quarantine for Lora Logan  (7 minutes)

Post Video Task from the Class Leader: Lead a short discussion on how watching this may have changed your recommended policies your groups developed now that these videos put a face on the virus.

Discussion Class Leaders:
Period 2: Cadet Sienna
Period 4: Cadet Brendan
Period 6: Cadet Nicole
Period 7: Cadet Mercy

Thursday in class (shortened day) we will finish any of the Ebola presentations of Question & Answer periods during the shortened day. 

PS: REMINDER: All of the sophomore and junior male cadets (list below) selected for the Center For Youth Leadership Workshop in Greenwich on Thursday remember it is early release day, so you will need to come back to BMHS and be in front of the school by 3:30 pm for a 3:45 depart for the workshop (5 pm to 7 pm with pizza). We will talk tomorrow in class. This is merely a heads up. List of committed cadets:Shane K, Tom M, Mechal V, Elias B-C, Robert C, James G, Rene B, Jamerikah G-Y, Kevin M, Helmuth I, Josue A, Louis C, Kevin Marin, Ahmad Y.

WHAT VETERANS DAY MEANS TO YOU AND OUR COUNTRY

Dan Caporale, USMC Vietnam Vet

ABOVE IS A PICTURE OF former Staff Sergeant Dan Caporale, a USMC Veteran who served three tours in Vietnam. He is a recipient of the Silver Star for heroism in combat was wounded and received the Purple Heart as well. He served with the MACV SOG (Special Operations Group). The veterans you see in the next few days served when they were a little older than you and were participating in the defense of our nation. 

TODAY WE WILL WRITE A LETTER IN CLASS THANKING OUR VETERANS AND TELLING THEM WHAT VETERANS DAY MEANS TO YOU AND TO OUR COUNTRY.

Instructions for In class assignment: 

1. Single piece of paper write a letter addressed To A Veteran
2. First paragraph thanking them for their service to their country.
3. Second paragraph telling them what veterans day means to you. 
4. Print your name as your signature. 
5. Turn in your letter to SNSI. 

Remember tomorrow is Veterans Day and uniform Day in order to attend you need to bring your permission slip in and be in uniform and conduct yourself accordingly. 

The Mayor Needs Some Help...?

The Ebola Virus has become an issue internationally and within the United States. (This is a simulated scenario for this class) The Mayor is determining what his City's policy on Ebola prevention should be. More specifically, what should the city's concept of prevention and quarantine be? What other preventative measures should the city take? More specifically, if someone comes to Norwalk from one of the countries affected by Ebola how should Norwalk handle that? What should its policy on quarantine and Ebola prevention be? (Below are three short videos to give you some background on the Ebola virus, symptoms, and prevention to get you started on your knowledge build. Note: clicking on the hyperlink on the word quarantine will give you a basic understanding of that concept.) 

Classroom Task: We will form into three groups and develop Ebola prevention policy recommendations for the Mayor. Everyone takes notes on the group work and discussion. 

Group Leaders: 
Period 2: Rene, Tom. Sienna, and citizen Rep: Angelique.
Period 4: Brendan, Johanna, Christian, and citizen Rep: Jen and Josue.
Period 6: Nicole, Christian, Elias, and citizen Rep: Brian.
Period 7: Allan, Steven, Anthony, and citizen Rep: Tatiana.

Group Task A (Thursday): 

• Step 1:Determine what are the key questions your group needs to answer before you can determine what policy recommendations to make? 
• Step 2: Find the answers to your own questions and then prepare a rough draft press statement. Below your Team Leaders are given a link to a Google Doc on which to put your statement. 
• Step 3: Everyone in your group review the scanned articles on Ebola as it relates to public reaction and the guidelines some states are taking. 

Group Task B (Nov 3. Monday - Thursday): The Group Leader's will be tasked with placing input on a class Google document for this module. 

Team Leaders Click on the below hyperlinks to put your City Press statement on the document. 

Period 2 Link to Google Doc:  

Period 4 Link to Google Doc:  

Period 6 Link to Google Doc: 

Period 7 Link to Google Doc:

Group Task C: (Nov 7, Friday):  As per the directions on the scanned document (for group statement) coupled with all of the group collaboration (discussion, videos. scanned articles, self research) you have done has prepared each group to present their simulated Mayor's press statement and participate in the community Town Hall meeting on Friday.

Sequence: A Group presents their statement and the other groups ask questions in response to the simulated mayoral statement.

Then the next group presents and we follow this sequence

Group 1 Presentation: Groups 2 & 3 role play as citizens and designated citizen Rep will takes notes and prepare to ask questions during the Q&A period. 

Group 2 Presentation: Groups 1 & 3 role play as citizens and designated citizen Rep.

Group 3 Presentation: Groups 2 & 1 role play as citizens and designated citizen Rep.

Assessment: Individual Assessments of Group and Group Members. 

ENDSTATE of this EBOLA MODULE:

• Learn more about the Ebola virus (causes, prevention, and intervention)
• Consider the role of government in maintaining the collective health at the local, state, and federal level. 
• Consider the issues associated with enforcement of a quarantine if the government deems it necessary. 
• What are some of the considerations of the government in determining to isolate or quarantine its citizens. 

Uniform Inspection (Appearance, Bearing, and Knowledge)

Today is Wednesday and we will have our weekly uniform inspection. You will be inspected in three areas: appearance, bearing, and knowledge. Uniform inspection is a test. This test (inspection) will be conducted by the Senior Naval Science Instructor. This week, we conducted station training (knowledge, bearing, and drill) and had a quiz on cadet knowledge and a squad unit leader drill evaluation all to prepare you for the inspection. Good Luck?

Lets Assess What You Know and Can Do?

Cadets you will be assessed today to determine your cadet knowledge and proficiency in leading squad drill. The assessment is two parts: a short quiz and a squad unit leader drill proficiency. The quiz consists of five questions about JROTC uniform and five questions about the first five general orders to the sentry. The drill evaluation is a basic squad drill card similar to the station training you recently did. A designated drill peer leader will evaluate your proficiency in leading a squad in drill. The assessment will be a combined score of the two assessment events. 

Good Luck, lets see what you know and can do?

Who Are The People Who Have Had An Impact on Your Life...?

Today's public speaking assignment is self-reflective to determine the impact others have had on your lives. The focus will vary slightly for first year cadets versus upperclassmen cadets with the below questions. 

NS-1: What person has had the biggest impact on your life?

NS-2,3,4: Who is the best leader you ever experienced and why? 

Take five minutes and write down some talking points reflecting  your answer to the appropriate above question.

Each student will be required to present their response to the class in the form of a short (1-2 min) impromptu speech. 

Uniform Accountability and Prep Day for Drill, Appearance, and Knowledge

Today is a modified uniform day due to a change in the school schedule yesterday. Today we will set up three working stations:

• Station 1: Squad Drill Evaluation Prep: Review each cadet being the squad unit leader for squad drill. 
• Station 2: General Orders To Sentry Review: Review individually and collectively the first five General Orders to the Sentry. 
• Station 3: Uniform Accessories Update: Cadets will notify the Supply Rep of the uniform items or accessories they are missing to include updating their ribbons. the Supply Rep will keep a detailed record and turn it into the SNSI. 

The Class Drill Peer Leaders from the previous day will be the station leaders. Cadets will be at each station for approximately 15 minutes. 

Class Drill Competition

Today's Classroom Activity: Today in class we will be conducting unarmed (without a drill rifle) and armed (with a drill rifle) drill competition called IKO (Individual Knock Out). 

Description: IKO is a form of drill related "simon says" where a drill commander gives command and the classmates in formation have to perform the drill  movement promptly and accurately. Any mistake results in that cadet being dismissed from the small formation until only one person is left (the winner). Reverse IKO is the exact opposite resulting in a cadet who performs the drill movement properly being dismissed from the formation leaving the cadets in the formation who need the work on drill. Reverse IKO is also an instructional tactic to use if cadet intentionally make mistakes to not participate. 

Who is in charge: We will have the designated class leader coordinate with the NSI (Chief) to draw rifles to include in the IKO / Reverse IKO, since the SNSI is absent today. Class Leaders, you can rotate drill commanders for IKO but start out with class leaders for the event.

Class Leaders for this Event:
Period 2; Sienna
Period 4: Trevor
Period 6: Nicole
Period 7:  Mercy

Time for the Oscars...Upperclassmen Brief to a First Year Cadet

While we have a few presentations remaining, once completed we will be selecting one group to provide a presentation to a First Year cadet class period (periods 1,5,8). 

We will select one group per upperclassmen class period: periods 2,4,6, and 7.

Period 2 Winner: Shane & Erby
Period 4 Winner: Johanna & Jen
Period 6 Winner: Nicole & Jen 
Period 7 Winner: Mercy & AJ

Honorable Mentions: Ahmad & Christian, 

Class Task: We will have that winning group place their presentation on a Power Point presentation. The PPT template is already loaded in the Upperclassmen Working Folder on the Desktop. There are six slides: Cover, Intro, Slide 1,2,3; Conclusion. 

Once the brief is loaded, the winning group leaders can modify their brief with input from the class and will then rehearse it with the class taking notes and critiquing their performance.  

Contest: Best Advice for First Year Cadets

There is a saying from a former German General named Bismarck which is "Only a fool learns from their mistakes, I will learn from the mistakes of others."  While we all certainly makes mistakes and hopefully learn from them, the intent of Bismarck's quote is to learn from others experience any time you can. This can help you avoid negative experiences or minimize them, and increase performance or accomplishments which is positive. Sometimes others offer advice and sometimes you ask for it. 

Classroom Activity: You will form into two cadet groups and you will develop a five minute verbal presentation centered on the following intent "What advice can I give a First Year Cadet?" This group task will last 5 minutes. You will present this in a future class. Use your imagination on making the best presentation. The best presentation will win the contest and give their presentation to a First Year Cadet class in the near future.  

Class Schedule:
Tuesday: Brainstorm, Outline, & Prep
Wednesday: Uniform Day and Inspection (remaining time can be used for collaboration.)
Thursday: Refine Presentation & Give it in Class.
Friday: Finish any remaining teams presentations if necessary

Your designated teams are listed below in the Comments section of the blog by class period. 

Good Luck. 

More Drill...Right Shoulder and Left Shoulder Arms

Based on your recommendation to increase armed drill (with drill rifles) in class and our unit's desire to participate in armed drill for the upcoming Bethel Drill Competition in November, we will conduct armed drill in class today. 

Lets take a look at a video about the manual of arms: 

We will go through the manual of arms "by-the-numbers" (with the unit commander utilizing a verbal number) count for each step of a particular manual of arms. 

The foundational basis for all drill is the proper position of attention. Pay attention, ask questions, and put forth your best effort. We may have some cadets work one-on-one so remain flexible and keep a positive attitude. Everyone learns differently, so be patient with yourself and with each other. 

The benefits of drill are developing attention to detail, technical proficiency in drill, followership and leadership, and teamwork. 

Debate Teams by Class Periods and the Debate Template

This is the organization of each Debate Team per class period and the Debate Template for assigning Team Members. Refer to the previous blog posting for the overview of this module. 

Period 2:

Team US Intervention:
Shane (Team Leader)
Sianna (Asst. Tm Ldr)
Jake, Mechail, Davis S., Luis, Elijah

Team No US Intervention: 
Rene (Team Leader)
Guillermo (Asst. Tm Leader)
Angelique, Luz, Thomas, Jesus, Erby

Period 4:
Team US Intervention:
Johanna (Team Leader)
Christian (Asst. Tm Ldr)
Roshad, Josue, Trevor, Sam, Nico, Justin

Team No US Intervention:
Brendan (Team Leader)
Preet (Asst. Tm Ldr)
Jahmerikah, Helmuth, Kevin, Louis, Jennifer

Team Media Analysis: 
Sergio (Team Leader) 
Dylan (Review Team US Intervention), 
Alfred and Joseph (Review Team No US Intervention)


Period 6: 
Team US Intervention:
Nicole (Team Leader)
Michele (Asst. Tm Ldr)
Elias, Christian, Damaris, Patrick, Michael, David

Team No US Intervention:
Dillon (Team Leader)
Jennifer (Asst. Tm Ldr)
Amahd, Damian, Tyron, Brayan, Steven, Devon

Team Media Analysis: 
Joseph (Team Leader)
Natasha (Review Team US Intervention)
Arian (Review Team No US Intervention)


Period 7:  

Team US Intervention:
Thomas (Team Leader)
Mercy (Asst. Tm Leader)
James, Joseph, Robert, Peter, Anthony, Julian

Team No US Intervention:
Plinio (Team Leader)
Steven, Carlos, Christofer, Reid, Fatima, Deven

Team Media Analysis: 
Allen (Review Team US Intervention)
Tatiana (Review Team No US Intervention)

ORGANIZATION OF THE DEBATE: Used to assign tasks to individual team members and ensure all component tasks for the debate are assigned. 

OPENING STATEMENT: (2 mins) 

MAIN POINT 1: (1 min) 

MAIN POINT 2: (1 min) 

MAIN POINT 3: (1 min)

REBUTTAL FOR ADVERSARY MAIN PT 1: (1 min) 

REBUTTAL FOR ADVERSARY MAIN PT 2: (1 min)

REBUTTAL FOR ADVERSARY MAIN PT 3: (1 min)

CLOSING STATEMENT: (2 mins)

SEQUENCE OF THE DEBATE: 

1. We will flip a coin to determine which team goes first.

2. Team One will give their Opening Statement (2 mins), to then 

be followed by their Main Points One (1 min), Two (1 min), and 

Three (1 min). 

3. While Team One is providing their Main Points, 

Team Two Team Members Assigned for Rebuttals will analyze 

their adversary's respective Main Point and develop a rebuttal 

response (1 min in length) to it. 

4. Then Team Two will give their Opening Statement (2 mins), to 

then be followed by their Main Points One (1 min), Two (1 min), 

and Three (1 min). 

5. While Team Two is providing their Main Points, 

Team One Team Members Assigned for Rebuttals will analyze 

their adversary's respective Main Point and develop a rebuttal 

response (1 min in length) to it. 

6. Team One will offer their Rebuttal 1,2, and 3 statements. 

7. Team Two will offer their Rebuttal 1,2, and 3 statements. 

8. Team One Closing Statement.

9. Team Two Closing Statement.

10. If applicable, Team Media Analysis will provide feedback. 

Scoring: Students will be scored based upon their ability to meet 

their time goals and the quality of the content of their public 

speaking responses. Meeting the time goal is a function of their 

preparation and rehearsing their part of the debate. The most 

challenging time constraint will be the student's assigned the 

rebuttals which need to be developed in a shorter amount of time. I 

will modify by scoring due to the rigor of this task accordingly.  

Debate: US Re-engage Military Against ISIS versus Let Middle East Countries Deal With It

This week our public speaking assignment will be about the debate behind whether or not the United States should militarily re-engage against an Islamic extremist group, ISIS / ISIL (Islamic State in Iraq and Syria / Islamic State in Iraq and the Levant). From the perspective of large conventional forces, the United States is now out of Iraq and Afghanistan with the exception of US military advisers training their military.  Some say that in order for Islamic Extremists to be successful they need Western infidels to remain in the Middle East as motivation for recruiting young Muslims to continue to fight against the West. Despite the immorality of the act, but was the beheading of the Western reporters a dramatic ploy to draw the US forces back into fighting in the Middle East? What do you think?  

Perspective on Why the US Should Not Get Directly Involved: 

ISIS is not the US's Fight

War on ISIS will backfire on West


Perspective on Why the US Should Get Directly Involved: 

Classroom Activity: The class will be divided into 2 groups assigned by the teacher. One group will debate for US intervention against ISIS and the other group will debate against US intervention. You will conduct your research today, complete your homework (see below) and you will form and prepare debating groups on Tuesday and then debate in class on Wednesday.  

Homework: Your homework tonight (Monday) is to read the two articles and watch the two videos to prepare for the debate. Tonight, you will add a comment and include your first name and the class period you are in with your homework comment. In your comment (short response) on the blog, tell me whether you agree or disagree with US's intervention in the Middle East against ISIS and why. 

ISIS...ISIL...AL QAEDA...ISLAMIC EXTREMISM or Just Countering Extremist Violent Organizations...?

ISIS: Islamic State of Iraq & Syria.   ISIL: Islamic State in the Levant.

Here is a discussion on Why Global Jihad and the Spread of Islamic Extremism will not be successful.

What is the Islamic State of Iraq and Syria (ISIS) or termed differently Islamic State of Iraq and the Levant (ISIL)? Let us watch a short video to gain perspective:

This is a 9 minute video call Inside Isis and the Islamic Caliphate.

This is a 2 minute video about the Western world's use of social media to counter ISIS social media efforts and recruiting. 

Fighting Back Against ISIS: Kurdish Peshmerga fighters in Northern Iraq. (9 min video) 

Drill with Drill Rifles

One of the suggestions for improving cadet involvement in our Navy JROTC program is to conduct more rifle drill in class. The above short 5 minute video is a Navy JROTC unit conducting a portion of an Armed Drill routine. We will be conducting platoon unarmed and armed drill as a class period this year based on the cadet suggestion. In the past we focused on the after school drill teams while conducting drill during class periods but not with as much emphasis, we will change our focus. What that means to your class period is each individual cadet needs to focus and put more effort into drill than perhaps they did in the past. Your class period's ability to conduct both unarmed and armed drill is a SMART (Specific, Measurable, Attainable, Relevant, Time Bound) NJROTC goal for each of you. Our goal will be to conduct the platoon drill card for the Bethel Drill Meet by the end of the first Marking Period. 

Class Activity: You will draw drill rifles and a class leader will be designated to go through the basics of individual armed drill. 

Basics: 
Fall In.
Position of Attention.
Dress Right Dress.
Right, Left, and About Face.
Parade Rest and Rest.
Port Arms.
Mark Time March.
Forward March
To The Rear March.

Overview of Manual of Arms: :

• Do's and Don'ts of carrying a Drill rifle
• Professionalism, Maturity, and Safety
• Order Arms
• Port Arms
• Right Shoulder / Left Shoulder Arms
• Present Arms

Individual Areas of Focus When Performing Armed Drill:
Rifle positioning: placement of the hands, distance of rifle from your body, elbow placement, etc.

FOCUS and MAKE an EFFORT TO IMPROVE. 

Your Feedback on Improving Cadet Involvement in our JROTC Program

EACH CLASS PERIOD WILL REVIEW THESE RECOMMENDATIONS AND PICK THE TOP THREE RECOMMENDATIONS AND DEVELOP A SPECIFIC PLAN ON HOW TO MAKE THEM HAPPEN. 

CLASS LEADER FOR PERIODS:

2:  Cadet Suarez

4:  Cadet Walsh

6:  Cadet Vacas

7:  Cadet Stevenson

READ:  BASED UPON WATCHING "REMEMBER THE TITANS" AND YOUR ANALYSIS OF THE TECHNIQUES USED TO BRING THIS TEAM TOGETHER, YOU DEVELOPED THE FOLLOWING RECOMMENDATIONS:

• COMPETITIONS BETWEEN CLASS PERIODS
• MONTHLY PFT & COMMUNITY SERVICE COMPETITIONS
• POST WINNER
• WIN A SWEATSHIRT
• PARTICIPATION BY-NAME ROSTER OF ALL CADETS 
• PROMOTIONS & AWARDS IN THE AUDITORIUM MONTHLY
• UNIT READ BOARD
• PARENT MEETING
• MONTHLY PARENT NEWS LETTER
• UPDATE OF UNIT ACCOMPLISHMENTS
• EMAIL NOTIFICATIONS TO PARENTS
• GET TO KNOW THE PLATOON COMMANDERS BETTER
• CLASS LEADER BRIEF EVENTS AND ACTIVITIES
• AFTER SCHOOL EVENTS NEED TO BE BETTER ADVERTISED AND ORGANIZED BY CADET COMMAND ELEMENT.
• A TOP GUN CALENDAR NEEDS TO BE PUBLISHED
• POWER-POINT BRIEF OF OTHER JROTC ACTIVITIES
• COMMUNITY SERVICE, DRILL COMPETITION, FLAG CEREMONIES
• HOW THE UNIT WORKS: STAFF MEETINGS, ETC
• INTRODUCE THE CHAIN OF COMMAND
• REFORM THE PLATOONS
• ROTATE THEM AFTER A MARKING PERIOD
• DRILL:
• RE-INSTITUTE ARMED DRILL. 
• HAVE A DRILL EXHIBITION.
• CONDUCT RIFLE DRILL / DRILL IN CLASS.
• HOW TO PREPARE YOUR UNIFORM FOR UNIFORM DAY (MALE /FEMALE UNIFORM DAY PREP)
• SOCIAL ICE BREAKER  & COMPETITIVE GAMES AFTER SCHOOL
• ASSIGN EVERYONE TO BE AN OIC  /ASST. OIC FOR A COMMUNITY SERVICE EVENT
• MORE THOROUGH BRIEFING OF HOW TO GO TO BLT OR LA/ST. ALSO, HOW YOU GET A RIBBON.
• TEACH NAVAL FLAG SIGNALING
• HAVE INVOLVED CADETS TALK TO NON-INVOLVED CADETS ONE-ON-ONE
• CLASSES ABOUT ALL OF THE ARMED FORCES AND FEDERAL LAW ENFORCEMENT AGENCIES.
• TOP GUN: BASKETBALL 3 x 3, WIFFLEBALL. 

You Saw Coach Boone and the Titans Do It - How Can You Increase Cadet Involvement

We watched Remember The Titans from the perspective of observing two separate groups that were not committed to work together and were not involved with each others transformation. 

Link to Previous Activities: You were required to take notes as you observed the film on techniques or procedures the leaders and followers used to influence and shape the two group's transformation into one group. 

Organization: We will form into the same groups as yesterday and develop a group list to accomplish the following task:

Task: Provide a Group List of Specific Ideas on how to improve Cadet involvement in the NJROTC program. 

• Be specific: for example if a student suggests more challenging activities that is too vague. Provide some specific challenges you feel cadets would want to be involved in. 

Product turned in: Group Leaders will provide a group list of your suggestions to the NSI at the end of the class. 

Purpose for Activity: As we start the new school year, I want to harvest your ideas to incorporate into the program this year. 

Follow Up Commentary on "PEP TALK FOR SEPTEMBER" Article

THE PAST IS THE PAST

ARE YOU READY FOR A NEW OR IMPROVED YOU?

PEOPLE CAN CHANGE DRAMATICALLY IN A FEW MONTHS AND SUDDENLY GROW UP


YOU MAY BE BORED IN SCHOOL OCCASIONALLY

LEARNING IS NOT ALWAYS FUN, ... (NEITHER IS RUNNING LAPS, GOING TO WORK EVERYDAY, PAYING BILLS & TAXES, TAKING CARE OF SICK FAMILY, etc.)

YOU MAY NOT GIVE 100% EVERYDAY, BUT IF YOU WANT TO GET SOMETHING SIGNIFICANT OUT OF SCHOOL, YOU ARE GOING TO HAVE TO WORK HARD.

DON'T CONFUSE WORK (JUST TURNING THE PAGE...) WITH HARD WORK (TRYING TO TRULY COMPREHEND WHAT THE CLASS ACTIVITY OR HOMEWORK IS AT).

HARD WORK HURTS. ASK ANYBODY WHO WORKS HARD.

IF WORKING HARD IS NEW TO YOU, DON'T EXPECT IMMEDIATE RESULTS, BUT YOU WILL GET BETTER AT WHATEVER YOU ARE WORKING AT.

DON'T EXPECT TO EXCEL JUST BECAUSE YOU WORK HARD.

ASK FOR HELP IF YOU NEED IT. IT MAY MAKE ALL OF THE DIFFERENCE.

C= ACCEPTABLE   A= OUTSTANDING  D & F = UNACCEPTABLE RESULTS
DO YOUR GRADES REFLECT YOUR WORK ETHIC?
DO YOUR GRADES REFLECT WHO YOU ARE?

DO YOUR HOMEWORK, IT MAKES YOU SMARTER.

TREAT OTHERS WITH RESPECT AND HUMAN DECENCY.

SCHOOL AND WORK SITUATIONS ARE NOT A DEMOCRACY. THERE IS A BOSS, AND YOUR BOSS HAS A BOSS.

YOU MAY OFTEN COMPLAIN THAT YOU DON'T NEED TO KNOW WHAT YOU ARE LEARNING. HOW DO YOU KNOW IF YOU NEED TO LEARN IT OR NOT.

NEXT TIME YOU DON'T WANT TO LEARN SOMETHING, SOMEONE WILL ALWAYS AGREE WITH YOU NOT LEARNING.

KNOWLEDGE IS POWER

YOU ARE GOING TO BE IN CHARGE SOON, HOW MUCH POWER WILL YOU HAVE

Group Read of Pep Talk for September

You will be formed into small groups and you will read Peter Berger's PEP TALK FOR SEPTEMBER. 

You will perform a group reading and then your group will provide a review of what you agree and don't agree with the article. 

Lastly, what was my motivation for giving you this assignment. 

Lets Talk About Commitment and Being Involved as a Cadet

This is a picture of Jackie Calzada who is now a Sergeant in the United States Marine Corps. She was a member of our NJROTC program and after graduating she committed to her country by joining the military. Other cadets who graduated committed to getting a college education, civil service, and foreign service. 

Let's talk about the words: involvement and commitment.

INVOLVEMENT:(VERB) to include as a necessary circumstance, condition, or consequence;imply; entail, to engage or employ. 

COMMITMENT: 
(NOUN) the act of pledging, engaging,obligation, and involvement. 

As you watch the film Remember The Titans, thinks about how the followers choose to commit to leave their group and get involved in the process of joining a new group. 

Think of how the leaders (coaches and team captains) get others to commit and get involved in forming a new team just like we are trying to improve our NJROTC team.   

Remember The Titans...with a Twist

We have watched Remember The Titans in the past, this year we will view it from a different symbolic viewpoint. One of the major themes in this movie is the racial divide between this community and the school. The time period of the film is when this Virginia community was participating in desegregation by merging two schools originally attended by two separate racial groups. I want you to substitute the issue of racism for the issue of commitment and involvement in the NJROTC program. Each group in the film will now symbolize cadets who are committed and involved in the program in contrast to cadets who are not committed and involved in the program. How did the coaches bring these two groups together? How can you as a cadet leader influence and lead  un-involved or committed cadets to get involved and become committed to JROTC. What can we learn from this film and the example of the leaders (coaches, team captains, etc.)?