|HE.912.B.3.4:||Justify when professional health services or providers may be required.|
|HE.912.B.4.2:||Assess refusal, negotiation, and collaboration skills to enhance health and avoid or reduce health risks.|
|HE.912.B.4.4:||Analyze the validity of ways to ask for and offer assistance to enhance the health of self and others.|
|HE.912.B.6.4:||Formulate an effective long-term personal health plan.|
|HE.912.C.1.1:||Predict how healthy behaviors can affect health status.|
|HE.912.C.1.2:||Interpret the significance of interrelationships in mental/emotional, physical, and social health.|
|HE.912.C.1.3:||Evaluate how environment and personal health are interrelated.|
|HE.912.C.1.4:||Propose strategies to reduce or prevent injuries and health problems.|
|HE.912.C.2.2:||Compare how peers influence healthy and unhealthy behaviors.|
|HE.912.C.2.5:||Evaluate the effect of media on personal and family health.|
|SS.912.A.1.2:||Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.|
|SS.912.A.6.1:||Examine causes, course, and consequences of World War II on the United States and the world.|
|SS.912.A.6.5:||Explain the impact of World War II on domestic government policy.|
|SS.912.CG.1.5:|| Explain how the U.S. Constitution and its amendments uphold the following political principles: checks and balances, consent of the governed, democracy, due process of law, federalism, individual rights, limited government, representative government, republicanism, rule of law and separation of powers.|
|SS.912.CG.2.2:|| Explain the importance of political and civic participation to the success of the United States’ constitutional republic.|
|SS.912.CG.3.2:|| Explain how the U.S. Constitution safeguards and limits individual rights.|
|SS.912.CG.3.6:|| Explain expressed, implied, concurrent and reserved powers in the U.S. Constitution.|
|SS.912.G.1.3:||Employ applicable units of measurement and scale to solve simple locational problems using maps and globes.|
|MA.K12.MTR.1.1:|| Actively participate in effortful learning both individually and collectively. |
Mathematicians who participate in effortful learning both individually and with others:
|MA.K12.MTR.2.1:|| Demonstrate understanding by representing problems in multiple ways. |
Mathematicians who demonstrate understanding by representing problems in multiple ways:
|MA.K12.MTR.3.1:|| Complete tasks with mathematical fluency. |
Mathematicians who complete tasks with mathematical fluency:
|MA.K12.MTR.4.1:|| Engage in discussions that reflect on the mathematical thinking of self and others. |
Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:
|MA.K12.MTR.5.1:|| Use patterns and structure to help understand and connect mathematical concepts. |
Mathematicians who use patterns and structure to help understand and connect mathematical concepts:
|MA.K12.MTR.6.1:|| Assess the reasonableness of solutions. |
Mathematicians who assess the reasonableness of solutions:
|MA.K12.MTR.7.1:|| Apply mathematics to real-world contexts. |
Mathematicians who apply mathematics to real-world contexts:
|PE.912.L.3.2:||Participate in a variety of activities that promote the health-related components of fitness.|
|PE.912.L.3.3:||Identify a variety of activities that promote effective stress management.|
|PE.912.L.3.6:||Identify risks and safety factors that may affect physical activity throughout life.|
|PE.912.L.4.1:||Design a personal fitness program.|
|PE.912.L.4.4:||Use available technology to assess, design and evaluate a personal fitness program.|
|PE.912.L.4.7:||Evaluate how to make changes in an individual wellness plan as lifestyle changes occur.|
|PE.912.R.6.1:||Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.|
|ELA.K12.EE.1.1:|| Cite evidence to explain and justify reasoning.|
|ELA.K12.EE.2.1:|| Read and comprehend grade-level complex texts proficiently.|
|ELA.K12.EE.3.1:|| Make inferences to support comprehension.|
|ELA.K12.EE.4.1:|| Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.|
|ELA.K12.EE.5.1:|| Use the accepted rules governing a specific format to create quality work.|
|ELA.K12.EE.6.1:|| Use appropriate voice and tone when speaking or writing.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
General Course Information and Notes
GENERAL NOTESThe purpose of this course is to enable students to expand on skills taught in Leadership Education and Training 3. This course focuses on creating a positive leadership situation, negotiating, decision making, problem solving, team development, project management, and mentoring. Students will demonstrate leadership potential in an assigned command or staff position within the cadet battalion organizational structure. The course teachers cadets how to use emotional intelligence in leadership situations as well as how to maintain a positive attitude. It provides instruction on etiquette, daily planning, financial planning, and careers. It includes requirements for the practical application of leadership duties. It emphasizes physical fitness through healthy individual and group competition. The interactions between groups of people and how they affect the area's cultural, economic, and political characteristics are discussed. Concepts of democracy and freedom and their influence on local governments are also included.
Teaching from a well-written, grade-level textbook enhances students’ content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:
- Reading assignments from longer text passages as well as shorter ones when text is extremely complex.
- Making close reading and rereading of texts central to lessons.
- Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.
- Requiring students to support answers with evidence from the text.
- Providing extensive text-based research and writing opportunities (claims and evidence).
(Principles of Public Service Program):
04.0 Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives
04.01 Employ leadership skills to accomplish organizational goals and objectives.
04.02 Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.
04.03 Conduct and participate in meetings to accomplish work tasks.
04.04 Employ mentoring skills to inspire and teach others.
04.05 Employ critical thinking skills independently and in teams to solve problems and make decisions.
04.06 Employ critical thinking and interpersonal skills to resolve conflicts.
04.07 Identify and document workplace performance goals and monitor progress toward those goals.
04.08 Conduct technical research to gather information necessary for decision-making.
Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
|Course Number: 1801330||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: JROTC and Military Training > SubSubject: Army Jr ROTC >
|Abbreviated Title: AR LEAD ED/TRAIN 4|
|Number of Credits: One (1) credit|
|Course Type: Elective Course||Course Level: 2|
|Course Status: Course Approved|
|Grade Level(s): 9,10,11,12|
| Junior Reserve Officer Training Corps (JROTC) (Career & Technical)|
| Junior Reserve Officer Training Corps (JROTC) (District-issued Employment Certificate)|