Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 5: Your Personal Appearance

Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 5: Your Personal Appearance and Uniform

CORE LET 1 Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 5: Your Personal Appearance and Uniform Time: 180 (a) Two 90-minutes blocks with 45-minute Parts 1, 2, 3, and 4 (b) Four 45-minute periods with activities for Days 1, 2, 3, and 4

Competency: Demonstrate proper cadet appearance McRel Standards: LW7. Displays reliability and a basic work ethic, LW8. Operates effectively within organizations Linked Program Outcomes: Maximize potential for success through learning and self-management [self management, study skills, personal success, life skills] Lesson Question: How will proper uniform selection and insignia placement enhance your image and ability to be an outstanding cadet?

Thinking Processes Core Abilities Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) Build your capacity for life-long learning Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) Communicate using verbal, non-verbal, visual, and written techniques Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) Take responsibility for your actions and choices Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) Do your share as a good citizen in your school, Part-Whole - Brace Map* (Alt. = Pie Chart) community, country, and the world Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) Treat self and others with respect Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) Apply critical thinking techniques Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart) * Thinking Map

Multiple Intelligences Bloom’s Taxonomy Authentic Assessment Lesson Objectives Identify components of a JROTC Class A, Class B, Bodily/Kinesthetic Knowledge Observation Checklist and Army Combat Uniform (ACU) JROTC Uniform Visual/Spatial Comprehension Portfolio Evaluate the appropriate occasions for wearing each Logical/Mathematical Application Rubric uniform Identify factors important to personal appearance Verbal/Linguistic Analysis Test and Quizzes Determine guidelines for proper personal Musical/Rhythmical Synthesis Thinking Map® appearance in uniform Naturalist Evaluation Graphic Organizer Describe proper maintenance of uniforms Interpersonal Structured Reflection Notebook Entries Describe the uniform-wearing guidelines Intrapersonal Metacognition Logs Demonstrate placement of uniform awards, insignias and decorations What? Performance So What? Conduct a uniform pre-inspection Project Now What? Prepare for uniform inspection Socratic Dialog Define key words: align, Battle Dress uniforms, bisecting, Class A and B uniforms, chevron, ferrule, E-I-A-G fitted, formal inspections, garrison cap, gigline, hemmed, insignia, nap, nonsubdued, precedence, pre-inspection, shoulder marks, sized, tarnish

Legend:  Indicates item is not used in lesson  Indicates item is used in lesson

Learning Materials: Student Learning Plan, Video Lesson Preview/Setup: #1, Student Text, Exercises #1, #2, #3, #4, #5, #6, Energizer – Cadets participate in activity to remember what the other cadet was wearing. and #7, Answer Keys Exercises #1, #2, and #3, Cadets create Circle Map to help define remembered attire. Visuals #1, #2, and #3, Your Personal Appearance Inquire – Cadets participate in a game that enhances the importance of properly placed And Uniform Assessment Task, Thinking Map® components of a uniform. Cadet teams create Double Bubble Map comparing similarities samples, Graphic Organizer samples and differences of JROTC uniforms to other types of uniforms. Cadets observe properly Supplies: Chart Paper, Markers, Nametags Or appearing and appointed uniforms and check what they know and need to learn about Tape, Mannequins or Hangers, Insignia (Sufficient

Unit 1: Citizenship in Action 1 Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 5: Your Personal Appearance and Uniform

For Uniforms) uniforms using Exercise #1. Resources: Cadet Notebook, LET CM, Computer, Gather – Cadets view Video #1. Cadets reflection on their appearance and consider areas Monitor, Classroom Performance System (CPS), that require improvement and more knowledge. Cadets work in teams to jigsaw content from Overhead Projector, Cadet Portfolio the student text. Cadets teach others about their assigned text portion using a visual tool. McRel Standards: Grade-level benchmarks for the Cadets check their comprehension of material by completing Exercises #5, #6 and #7. McRel Standards can be found in your JROTC Process – Copy and distribute Exercises #2, #3 and #4. Provide Answers Keys for Instructor’s Desk Reference. Exercises #2 and #3. Provide all uniform components for cadets to “dress” mannequins appropriately. Apply – Copy and distribute Exercise 4 and Your Personal Appearance and Uniform Assessment Task. Cadets use Exercise 4 to evaluate others’ uniforms and appearance.

Part 1: 45 minutes

Icebreaker/Energizer: Setup: 1. Prepare to display multimedia items including: Focusing Question(s), Energizer, and Circle Map 2. Assure that cadets have their Cadet Notebook. Direct Cadet Focus: Ask cadets to think about those occasions when they failed to recognize when a close friend or family member changed their appearance. Learning Activity: 1. Display focusing question(s). 2. Divide cadets into pairs. 3. Guide cadets to face each other and silently observe each other’s appearance for 30 seconds. 4. Lead cadets to turn back to back. 5. Instruct cadets to quickly change three things about their individual appearance. Examples: Button up a collar, remove an earring, untie a shoe, turn or take off a ring, put something in a pocket or remove something from a pocket, etc. 6. Instruct cadets to face each other and identify each other’s changes. 7. Select a few cadet pairs and create a Circle Map of what each cadet remembers about what the other had on to see if he or she can identify what is missing. 8. Remind cadets to record responses to reflection questions into their Cadet Notebook. Reflection: Use these questions as tools to focus cadet discussion, reflection, and note taking:  What causes us to not be observant?  What are the costs of not being observant? Total Time: 15 minutes

Phase 1 -- Inquire: Setup: Option 1: 1. Prepare to display multimedia items including: Key Word(s), J-R-O-T-C letter signs, Nametags, T-Chart, Double-Bubble Map, and Exercise #1 2. Provide chart paper and markers.

3. Arrange to have fully dressed mannequins or fully dressed cadets for cadet observations. Option 2: 1. Prepare to display multimedia items including: Visual #1, Visual #2, Visual #3, and Exercise #1 2. Assure that cadets have their Cadet Notebook. Direct Cadet Focus: 1. Guide cadets to preview the information in the Student Learning Plan including the competency, learning objectives, performance standards, core abilities, key words, learning activities and assessment activities. 2. Guide cadets to Student Learning Activities 1 and 2. 3. Ask cadets to:  Think about the last sporting event they attended and how the uniform impacted the appearance of the team as well as the performance of the individual.  Think about how a JROTC Cadet uniform and appearance might impact teamwork, personal success, or leadership. Learning Activity: (addresses Student Learning Activities 1 and 2) Option 1: 1. Display Key Word(s). 2. Designate separate home locations around the room for each team. 3. Assign teams to each home location and provide them with a nametag. Cadet teams select a leader and all cadets adhere the nametag to a location on their clothing. 4. Instruct teams to merge into one large group and leaders quickly and silently find their team members using the nametags to help them. For example, the “J” leaders will look for all nametags with a “J” on it. 5. Guide cadets to discuss whether the leaders found the activity easy or frustrating and why. Create a T- Chart with two column headings EASY and FRUSTRATING. Indicate the reasons for each leader’s choice under each heading. 6. Instruct cadets to exchange their nametag with another cadet. Then instruct all cadets to replace their nametags to an assigned location on their clothing such as their left collarbone area. 7. Re-direct teams to quickly form a large circle. Instruct leaders to find their new teammates referring to the nametags placed on their clothing. 8. Create a new T-Chart similar to the first one with column headings EASY or FRUSTRATING and reasons why. 9. Brief cadets on the importance of proper appearances as a JROTC cadet. Compare the significance of the cadet uniform to other teams who require uniforms. 10. Lead cadet teams of 3-6 to create a Double Bubble Map (or Venn Diagram) with the left key circle titled “Quality of Uniforms” and the right key circle titled “JROTC Uniform”. Fill in the left circle with common uniform qualities identified by each team. Option 2: 1. Instruct cadets to observe the three cadet uniforms. Note: Properly dress mannequins or instruct senior cadets to dress in uniform as a presentation to the class. Reinforce the observation with Visuals #1, #2 and #3. 2. Lead cadets to note the qualities or attributes of the JROTC cadet uniforms and how the attributes compare to other uniforms and add their notes to the Cadet Notebook. 3. Cadets individually complete Exercise #1 to check what they know and don’t know yet about the JROTC uniforms. Cadets check their answers with those provided in the Answer Key. 4. Remind cadets to record responses to the reflection questions into their Cadet Notebook. Self-paced Option: Cadets consider several types of uniforms that various professionals must wear. Cadet brainstorms all the qualities possible as they relate to uniforms. Cadets preview fully dressed and decorated JROTC cadets by either observing them in action or by observing photographs or graphic illustrations of properly dressed cadets within the student text. Cadets check to see how much they do or don’t know about

the JROTC Uniform by completing Exercise 1, using the answer key to check their work. Cadets create a Double Bubble Map comparing and contrasting the qualities of one type of uniform to a JROTC Uniform. Cadets include their Double Bubble Map and responses to the reflection questions into their Cadet Notebook. Reflection: Use these questions as tools to focus cadet discussion, reflection, and note taking:  What gives the uniform its reputation?  What can you say about the person wearing it?  What role do you think uniforms play in an organization? Total Time: 30 minutes Part 2: 45 minutes

Phase 2 -- Gather: Setup: 1. Prepare to display multimedia items including: Bubble Map, Video #1, Exercise #6, Visual #1, Visual #2, Visual #3, Thinking Map® or graphic organizer, Exercise #5, Exercise #7, and Reinforcing Question(s) 2. Provide chart paper and markers. 3. Assure that cadets have student textbook. 4. Assure that cadets have their Cadet Notebook. Direct Cadet Focus: 1. Guide cadets to read student Learning Activities 3 and 4 in the Student Learning Plan. 2. Ask cadets to think about the unique qualities of the JROTC uniform. Learning Activity: (addresses Student Learning Activities 3 and 4) 1. Illustrate in a Bubble Map the qualities a JROTC Cadet exhibits when his or her appearance meets the standards observed in the three uniform presentations in the Inquire Phase. 2. Instruct cadets to view the Video #1: Clean Start. 3. Lead cadets to individually reflect on their appearance as a JROTC cadet by completing Exercise #6. Instruct cadets to share their reflection with a partner and use the Answer Key for Exercise #6 to check their examples. 4. Divide the cadets into three teams and assign the following topics from Lesson 5: Your Personal Appearance and Uniform from Chapter 1 of the student text:  Team A - the JROTC Class A uniform and “Your Personal Appearance”  Team B - the JROTC Class B uniform and “Your Personal Appearance”  Team U - the JROTC Army Combat uniform (ACU) and “Your Personal Appearance” Note: Allow each team to use Visuals #1: Group A - Class A Uniform, Visual #2: Group B - Class B Uniform, and Visual #3: Group U - ACU Uniform or the Cadet Reference from the LET CM to display the various cadet uniforms while presenting the information they will prepare. 5. Instruct teams to jigsaw their topic from the student text, focusing on uniform components, when to wear this particular uniform, and general maintenance of the uniform. 6. Guide cadets to use a visual tool (Thinking Map® or graphic organizer) to illustrate the information they are responsible for. 7. Cadets teach others in the class by presenting their material. Allow time for clarification and feedback.

8. Review for comprehension by presenting Exercises #5 and #7. Present the exercises and answer keys to partners. Note: Exercises #5 and #7 can be used with the clickers. 9. Display reinforcing question(s). Self-paced Option: Cadets read the student text. Cadets create a Tree Map (or T-Chart) noting the components, purpose and maintenance of three classes of JROTC uniforms. Cadets complete Exercise #1: Uniform Matching. Cadets record their responses to the reflection questions, lesson review questions and their Tree Map into their Cadet Notebook. Reflection: Use these questions as tools to focus cadet discussion, reflection, and note taking:  Why are there different classes of uniforms?  What does it take to maintain the uniform?  What aspects of your personal appearance make a real difference? Total Time: 45 minutes Part 3: 45 minutes

Phase 3 -- Process: Setup: 1. Prepare to display multimedia items including: Brace Map, Exercise #4, and Reinforcing Question(s) 2. Set up mannequins or hangars for uniform display. 3. Set out all uniforms pieces, medals, pins, stripes, insignia and awards. 4. Provide chart paper and markers. 5. Assure that cadets have their Cadet Notebook. Direct Cadet Focus: 1. Review with cadets where they are in the learning process. Brainstorm on the board the key concepts and supporting activities introduced during Part 1 of this lesson. 2. Guide cadets to read Student Learning Activities 5 and 6 in the Student Learning Plan. 3. Ask cadets to think about what parts make up the types of uniforms presented and the significance behind them. Learning Activity: (addresses Student Learning Activities 5 and 6) 1. Place female and male uniforms on hangers or mannequins. 2. Place all the needed medals, pins, stripes, and awards in locations around the classroom. 3. Guide cadets into teams of 3-6. Assign each team one of six uniforms: Class A Uniform male and female, Class B Uniform male and female, and a Army Combat Uniform for male and female. 4. Instruct each team to create their “branch” of a Class Brace Map, adding all parts necessary to include on the uniform. Advise the cadets to have the student text or Cadet Reference with them as a reference. 5. Lead each team to display their “branch” of the Brace Map on the board for all to inspect and provide feedback for any revision. 6. Upon completion of the class Brace Map, lead teams to gather their specific dress components, including ribbons, awards, etc. and display the uniform properly. Note: Cadets may use safety pins, straight pins and tape to help adhere any of the items. 7. Guide each team to use Exercise #4 while viewing another team’s uniform display. Instruct teams to provide inspection feedback to each other about their uniform displays. 8. Allow teams enough time to provide feedback on at least two uniforms. 9. Display reinforcing question(s). 10.Remind cadets to record responses to the reflection questions into their Cadet Notebook.

Self-paced Option: Cadets complete Exercise #2 on a Uniform using the Answer Key when complete. Cadets complete Exercise #3. Cadets create a Brace Map of three uniforms – 1 female and two male – showing all related parts of the uniform and where specific insignia, ribbons and awards are placed. Cadets include their Brace Map and answers to the reflection questions into their Cadet Notebook. Reflection: Use these questions as tools to focus cadet discussion, reflection, and note taking:  What are the differences and similarities of the different classes of uniforms?  Why is personal appearance important when wearing uniforms, or even when in civilian clothes?  What are the significant differences between placing insignia on male and female uniforms? Total Time: 45 minutes Part 4: 45 minutes

Phase 4 -- Apply: Setup: 1. Prepare to display multimedia items including: Exercise #4 and Your Personal Appearance and Uniform Assessment Task 2. Each cadet will have his or her own personal uniform for this phase – either on a hangar or if possible dressed for inspection. 3. Distribute Your Personal Appearance and Uniform Assessment Task. Direct Cadet Focus: 1. Guide cadets to read Student Learning Activities 7 and 8 in the student Learning Plan. 2. Ask cadets to think about a situation where you had to create a product that had to be evaluated.  How did they feel while the evaluation was being conducted?  How did they feel when areas were identified for improvement? Learning Activity: (addresses Student Learning Activities 7 and 8) 1. Instruct cadets to individually display or wear their uniform. 2. Distribute enough Exercise #4 so that all cadets can inspect each uniformed cadet. Self-paced option: Cadets complete activity above as instructed. Reflection: Use these questions as tools to focus cadet discussion, reflection, and note taking:  Why are inspections necessary?  What is accomplished when an inspection is done?  How is this relevant to going on a job interview? Assessment: (addresses Student Assessment Activities 1 and 2) Cadets complete Your Personal Appearance and Uniform Assessment Task using the scoring guide to self-assess their work prior to submission for final evaluation. Total Time: 45 minutes Homework: This is a 180-minute lesson. Cadets will need to be given advance warning on the date that they will need to either bring or dress in their assigned uniform for this phase of the lesson.

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 needs. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios. Note on using the Classroom Performance System:

Use the Classroom Performance System (CPS) with cadets to ask questions during lecture, administer tests, quizzes and other class work, grade homework, and/or engage in team activities. Refer to the CPS Training for additional uses of this tool for learning and assessment.

Unit 1: Citizenship in Action 7