ALL CADETS TO THE JROTC CLASSROOM

Connection to previous instruction: We watched an example of the Navy - Marine Corps Team in action by watching a few instructional videos of a Marine Expeditionary Unit with their Navy counterparts conducting rapid response operations ranging from disaster relief to humanitarian operations to defense of our country and allies abroad. As citizens, it is important to know what America's sons and daughters in our armed forces are doing at home and overseas. The elected representatives you select (by voting) make the decision to employ our military to respond to a variety of situations and your taxes fund those operations. You need to be an informed citizen to be an effective citizen. 

(Potential Application to future Civic Service) There are many ways to serve your country and community and not all of these ways are in military or first-responder uniforms. You can volunteer for the Peace Corps, American Red Cross, or form a hometown Community Emergency Response Team (CERT) that helps in the recovery from a natural disaster incident. 

Today's classroom activity is placing each class period in situation where they need to conduct some immediate hasty planning to support a developing situation. In a simulated situation, our high school is providing support to an elementary school where they need a place to safely evacuate to due to a boiler explosion at their school. Cadets are helping to develop a hasty plan (without any formal training) to support receiving, staging, and supporting those students while they are at BMHS until they get picked up by their parents in a few hours. This will be a two day evolution in class. 


GENERAL SITUATION: (Fictional Account for the class practical planning exercise. This did not really happen the event is being simulated.)

At 9 am today, there was a boiler explosion at a nearby elementary school, a custodian, teacher, and student were injured in the blast. The blast started a fire resulting in an evacuation of the school to another location. There are 450 students ranging from Kindergarten to Fifth Grade. There are 50 adults (administrators, teachers, custodians, teachers aides, secretaries).  

SPECIFIC SITUATION

You are a JROTC cadet and heard an announcement for your JROTC class period to report to the JROTC Classroom. Your instructor tells you that 500 elementary school students (K through 5 Grade) are coming to our school because of a fire at their school. They will arrive at staggered intervals which means not all at once and not necessarily in any particular order. Our principal and her school safety team are going to handle this but she requested the cadets support BMHS's efforts to help them at our schools. 

The JROTC instructor designated one student in charge of this class and formed the class into three groups, each focused on three primary tasks.

3 KEY TASKS: Group Leaders write down any questions you have and what supporting tasks (things you need to do) to accomplish your group's major task (Task 1,2, or 3). 

TASK 1: RECEIVE THE STUDENTS & FACULTY: Approximately 500 students will be arriving shortly by buses, where should they go and what do you want them to do?

TASK 2: STAGE THE STUDENTS & FACULTY IN THE BUILDING: Once the 500 students arrive and get off of the buses where do want them to go and what do you want them to do? What route do you want them to go? When do you want them to move there and how?

TASK 3: DEVELOP ACTIVITIES & SUPPORT FOR THIS GROUP (500 persons) IN THE BUILDING: Where is their final destination in the school? What support (kids at different age groups and adults from their school) will they need? What will you have them do while they are waiting for their parents and guardians to pick them up?

Coordinating Instructions: 
1. Designated class leader supervise the group activity to ensure they are focusing on their key planning task. Remember, you get what you inspect not what you expect....

• Make sure your group leaders and groups understand their primary task. 
• Mid-way through the class period, have all of the Group Leaders stop and provide you and the class with an update (In Progress Review: IPR)) on their groups work. This technique (IPR) keeps you and the other groups informed and builds a total group awareness of where the big plan is at instead of each group planning in isolation. 

2. Everyone needs to take notes, but the Group Leaders needs to ensure you have a group copy of the questions you have and the supporting tasks you need to do to accomplish your Major Task (Task 1,2, or 3). I recommend you form a Google Doc and share with the instructor: rfkillackey@gmail.com . 

3. On DAY 2 you will be given two large piece of paper (Page 1) to write the text describing how you will accomplish the the Major Task and (Page 2) draw a graphic which gives a visual description to brief an administrator on how your group will accomplish that task. 

4. Group leaders if you have any questions ask the Class Leader.