March 24 (Tuesday): NJROTC, and The Way Ahead

Today, we are going to talk about our program and the future. Our program is the first US Navy JROTC program in the state of Connecticut. This is a picture of one of our cadets (Sergio) who was the Captain of the BMHS Soccer Team, but now he has moved on to other things. 

As the year approaches the last Marking Period, and our senior's will be preparing to move on after graduation, you the cadets who remain need to prepare for the future and the changes that come with it. I will give you a class brief on NJROTC and The Way Ahead and then talk to a number of you individually. 

Surviving A Car Accident...What Happens When Physics Meets Biology

What to Do If you show Up And Want To Help At a Car Accident


Above are three Media links which talk about surviving a car accident. This is a very likely occurrence for anyone and like any emergency it is invaluable to think about it first.

How Do Accidents Occur?
What Are the Contributing Factors?
What types of Accidents Occur?
Options or Evasive Actions
When Physics meets Biology
What do You do If You show Up at an Accident and Want to Help

The intent of this class is to make you think....

Credibility...building up :credit" in your life

Your have a variety of relationships with others throughout your day and life, and you interact with a wide variety of people in those relationships. 

Definition of Credibility: the quality of being believable or worthy of trust. What reputation have you established based on proven performance and behavior. Are you responsible and do you hold yourself accountable. 

• Family: Son or Daughter, Sister of Brother
• Friends: Acquaintances, Good Friends, Best Friends
• Student: 8 academic periods (including lunch) where you interact with teachers administrators and your peers. 
• Significant Others: Boyfriend or Girlfriend
• Sports / Athletics: Player, Teammate
• Work: Worker

What is your credibility with the people in your life of those listed above? Do they trust and rely upon you because of your reputation and proven performance? 

Surviving a Natural Disaster...How About an Earthquake

We discussed the concept of survival. We analyzed a complex camping trip that turned into the loss of two lives. Much of this may seem hypothetical, meaning how does this pertain to me as a student-cadet in Norwalk, CT. We have snow storms, hurricanes, and storm surge flooding; but a tornado or a earthquake in or near Connecticut...come on. Lets take a look at how you would need to survive an earthquake. 

Survival is not just about getting lost in the woods and getting rescued. Sometimes it is about surviving from a natural disaster.  During a natural disaster the first responders and city services will be overwhelmed and may not be able to help you for 2 or 3 days. You need to learn to prepare and in extreme cases solve your own problems as a person, household, neighborhood, and community. 

Lets see how one city dealt with a severe earthquake....                                                                                                                                                                                                                                                                                                                                                                                 

Let Us Take A Look At Some Personal Stories of Survival

Yesterday, we were introduced to the concept of survival and a brief discussion of some of the key elements of survival. You were formed into groups and developed your own group definition of what survival is. (See the comment section from the previous blog post). 

Orientation to the video and the associated homework: We are going to look at a story of two young men who were stranded in the Canadian wilderness. They had experience being in the woods and a adequate amount of skills and equipment. They were confident in their abilities. Watch this video and I want you to take notes during the video viewing and afterward your homework is to make a comment today or tonight in the blog post comment section. 

Homework Questions to post in the Comment Section of this Blog Post: 

Question 1: What was their plan for their wilderness outing? 

Question 2: Where they properly trained and equipped for this trip?

Question 3: Describe what happened to them which they didn't expect or plan for?

Question 4: What planning and preparation could they have conducted which would have helped them minimize the risk and increase their changes of survival?

This is due tomorrow.

SURVIVAL ... the start of the Third Marking Period

We are starting the third Marking Period of Academic Year 2015. We are going to talk about Survival. The topic of survival is in Unit VI of the book, Introduction to Navy JROTC which is part of the NJROTC curriculum. You should consider Survival as a part of your life skills. 

Enduring Learning Objective for this Survival Module: Each student-cadet develops an understanding of the concept of survival in a variety of situations and conditions so that they can survive themselves or assist others. Additionally, the goal is to develop the concept for prior planning and preparation and survival skill development ensuring their safety, security, and mental well being. 

Classroom Activity: Form into three groups and take about ten minutes to develop a group definition of the concept of survival without looking anything up.   Have one person write down the group definition. Following the group discussion, you will share the group definition with the entire class. The intent of this activity is to generate each person determining their start point on an understanding of what survival means

Here is a 8 minute video about the concepts of survival from an experienced outdoor guide. Like many people with some survival experience he has many opinions, some of them you might agree with and some perhaps not. The goal is you need to be the "eternal student" (vice self proclaimed expert) when it comes to developing your survival capability.   

This short video (3 minute) on the basic components of How to Survive. 

Final Comment: There is a tendency to think of survival in terms of big disasters such as surviving a plane crash or a tornado. But consider the following: 

• What about your family's care breaking down at night in an unknown location? 
• How about visiting your family in another country and you get lost in an urban environment? 
• A simple hike in a national park where you get lost and the weather turns bad? 
• What if there was a terrorist attack and you were separated from your loved ones? Dad is at work, mom is at home with your little sister, and you are away at college. How will you link up? What if there is spotty cell phone coverage and power is down? 
• What if you were on vacation on an enormous lake and the motor broke down and you were miles away from anyone? Everyone is just wearing their bathing suits and there is poor cell phone coverage. Would would you do? 

Chain of Command Group 2015 Group Activity

CARD ACTIVITY

READ THIS FIRST, Then watch the video!!

Chain of Command...? What does that mean and what is its purpose? Is it just a military concept? If so why study this concept if you are not in the military? If it has applications in non-military organizations then perhaps understanding the concept of a "chain of command" has other applications. Let's watch this video and see how you could apply this concept to other activities.... 

What examples would you give on how the concept of a "chain of command" applies to other organizations and activities? In your opinion, what are some of the universal purposes of a chain of command based on the activities and discussion you have had up until this point. 

Let's take a look at the NJROTC chain of command briefed by your fellow students.... Remember, chain of command will be a part of your mid term exam. 

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

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. 

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.

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. 

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?

Let's knock the Rust off and do some drill!!!!

We have had enough talk in class, so let's get out of our desks and conduct some drill. Drill is a great mechanism for accomplishing a number of things:

• Move people from one area to another in an orderly fashion
• Allow everyone to work on self discipline, attention to detail, and bearing.
• Demonstrate technical precision while responding to commands
• Reinforce followership and leadership (Does the leader give the proper commands at the right time and do the followers execute the proper movements at the proper time?)

You will pair off into teams or small groups and start to practice: 

• Position of Attention
• Facing Movements
• Mark Time March and Halt.
• Marching and To the Rear March.
• Column Movements and Flanking Movements
• Squad Drill
• Platoon Drill.

Let us see how this goes...?

NEW SCHOOL YEAR FOR BMHS NJROTC 2014

We started the year off by reacquainting ourselves with what occurred over the summer. Then you analyzed yourself in the form of a cadet autobiography where you were asked about your goals for JROTC, school, and after school. I want you to think about how you set goals and how come sometimes people don't achieve those goals. Lets watch this short video: 

The "why" of your goals is the purpose of the goal. Using what happens if you don't achieve that goal as a good filter for better understanding your goals. 

Classroom Activity: 

• Form into small groups, and discuss what your individual goals for JROTC are this year. 
• Designate someone in the group to take notes.
• Prior to the end of class the note-takers will share group inputs with the class. 
• SMART Goals:
• Specific
• Measurable
• Attainable
• Relevant
• Time Bound

2014 Senior JROTC Final EXAM: Setting Yourself for Next Year College / Work Force

2013 SENIORS NJROTC FINAL EXAM

Failing to Plan is Planning To Fail.

Purpose: The purpose of this final examination for Senior Cadets is to create a financial planning product that will have relevance to your post high school plan for this upcoming fall. You should be able to use what you learn from this examination during the summer as you plan for the fall.

Pre-Exam Preparation: Spend time prior to the exam analyzing your future financial situation in the fall, consider the below expense factors (feel free to add any more you feel are relevant) and develop (synthesize) your financial plan.

Financial Expenses Factors for Fall 2014

• Living Arrangements
• Living at Home
• Rent
• Food
• Make meals / cook
• Eat Out / Fast Food
• School
• Tuition
• Books
• Room and Board
• Transportation
• Car
• Insurance
• Gas
• Bus / Subway
• Pass
• Phone
• Data Plan
• Other Expenses
• Medical
• Dental
• Prescription
• Income Plan:
• How will you earn money?
• How will you pay for these expenses?

Your Final Exam: Based upon your pre-exam preparation above, you are required to conduct two graded tasks (one written task prior to the exam and one verbal task during the exam):

• Pre-Exam Task: Complete a detailed two to three page Fall 2014 Personal Financial Expense Plan which include each category of expenses (Living Arrangements, Food, School, Transportation, Phone, Other: Medical & Dental) and how you plan on paying for these expenses. Turn this plan in during the exam to the SNSI.
• You need to develop a spreadsheet which lists the expenses and your plan to pay those expenses as well.
• Exam Task: Using your Fall 2014 Personal Financial Expense Plan, and associated spreadsheet to brief the SNSI on your personal financial plan for the fall. Ensure you address not only the specific expenses by category but how you plan on paying for each expense based on your required income as you will be assessed based on your ability to articulate your plan.

THE SCHEDULE FOR YOUR FINALS ARE PUBLISHED BY THE SCHOOL.

If you have any questions make sure you contact me AT BOTH rfkillackey@gmail.com and killackeyr@norwalkps.org .

2014 Upperclassmen Final Exam: Using Your Summer To Set Yourself Up for Success Next Year

2014 Upperclassmen JROTC Final Exam

Purpose: The purpose of this final examination for Upperclassmen (9,10,11 graders) Cadets is to create a product that will have relevance to your plans this summer to prepare yourself for next year both professionally and personally. You should be able to use what you learn from this examination during your summer and to help you attain goals in the future.

Cadet Sposato and Chief Pascoe

Pre-Exam Preparation: Spend time prior to the exam analyzing your summer, consider the below factors (feel free to add any more you feel are relevant) and develop (synthesize) your summer plan.

Summer Tasks:

• Work
• How can you earn money this summer?
• Where, Doing What, Hours, Salary
• Volunteer / Community Service
• Where can you perform community service or volunteer?
• Where, When, For Whom
• Exercise and Health
• President’s Physical Fitness Program
• Other Physical Activity of Your Choice
• Relax / Vacation
• Traveling (with family if possible)
• Stay-cation: Day Trips from home
• Professional Development
• College Prep: Generic College Essay
• Check Out Colleges Online (Which Ones)
• College Tour (Local or while on Vacation)
• SAT / ACT Prep (How, Where?)
• Personal Development
• Family Relationships
• Parents and Guardians
• Siblings (Brothers & Sisters)
• Other Relatives
• Friend Relationships
• Reading (What Books?)
• Select two Books You Want To Read This Summer that will assist in your personal or professional development.

Your Final Exam: Using your pre-exam preparation, you are required to conduct two graded tasks (one written task prior to the exam and one verbal task during the exam):

• Pre-Exam Task: Complete a detailed two to three page 2014 Personal Summer Plan and turn it in at the beginning of the class period during the scheduled exam to the SNSI.
• List and explain all of the specific tasks (Work, Volunteer / Community Service, Exercise and Health, Relax/Vacation, Professional, Personal, Reading) you plan to perform.
• Place all of these specific tasks on a calendar. You will use this calendar during the Exam Task.   
• Exam Task: Using your 2014 Personal Summer Plan, and associated calendar brief the SNSI on your personal plan for the summer. Ensure you address not only the summer tasks but specifically how you plan to accomplish them and when by using the calendar.  

THE SCHEDULE FOR YOUR FINALS ARE PUBLISHED BY THE SCHOOL.

If you have any questions make sure you contact me AT BOTH rfkillackey@gmail.com and killackeyr@norwalkps.org .