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ISBN 10: 0-558-03688-0 ISBN 13: 978-0-558-03688-1

Introduction As a JROTC cadet you are embarking on one of the most interesting and valuable educational experiences of your high school career. In JROTC you will be given the chance to participate in your education and will learn to be a better citizen. The program provides you with tools and skills you can use to succeed in high school, but far more importantly, these tools and skills will be useful for the remainder of your life. You will learn to: - Appreciate the ethical values that underlie good citizenship. Citizenship, taught through a study of history and government, demonstrates the importance of commitment and strengthens your character and resolve as you grow. You will learn to make ethical decisions based on core values. - Develop leadership potential and learn to live and work cooperatively with others. Teamwork and leadership, within teams and groups, are essential to the smooth operation of any organization. You will learn leadership to increase your skills, not only to lead but to also to work as a member of a team. Service, drills, challenges, and other competitions make learning teamwork and leadership challenging and fun. - Think logically and communicate effectively both orally and in writing. You will learn important skills in writing, reading, and test taking that will allow you to excel in your classes outside JROTC. You will learn basic problem solving, financial planning, and conflict resolution life skills that will help you live in the modern world. - Appreciate the importance of physical fitness in maintaining good health. Fitness, wellness, and good nutrition are necessary to perform as a citizen and a leader. JROTC will teach you what needs to be done to become fit and to maintain that fitness. Instruction will be provided on how your brain functions, how you can maximize your learning and effectiveness, and how to avoid pitfalls such as substance abuse. - Understand ways to resist negative peer pressure and support others. It is one thing to know how to make better choices for yourself and another to teach others to do the same. Through service learning you will be able to help others to develop the positive strategies you have learned that will enhance their quality of life. - Develop mental management abilities. You will be able to assess your skills and learn to make more logical, positive decisions and choices. You will learn how to set goals and develop an action plan that will help you to achieve those goals. As you become a better citizen, a better leader, and a better team member, your self-esteem will fly. Your Can Do attitude will show beyond JROTC. - Become familiar with military history as it relates to Americas culture and with the history, purpose, and structure of the military services. Learn not only about important events in our history, but also about their effect on our society. Discover the role the military services play in supporting the nation. - Understand the importance of high school graduation for a successful future. Develop the means and motivation to graduate from high school and to pursue a meaningful life. - Learn about college and other advanced educational and employment opportunities and develop the skills necessary to work effectively as a member of a team. You will learn about the many varied opportunities that are available to you upon graduation. The foundation and competency skills required to work effectively are ingrained throughout the curriculum.

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Table of Contents
(Note: Some units/lessons did not have material for inclusion in the Cadet Reference.)

Unit 1: Citizenship in Action................................................................................................................. 4

Chapter 1: Foundations of Army JROTC and Getting Involved ................................................................4 Lesson 3: Moving Up in Army JROTC Rank and Structure............................................................... 4 Lesson 4: The Signs of Success................................................................................................................... 6 Lesson 5: Your Personal Appearance and Uniform ................................................................................ 7 Lesson 6: The Stars and Stripes................................................................................................................. 9 Lesson 7: Proudly We Sing The National Anthem .............................................................................. 11 Lesson 8: American Military Traditions, Customs, and Courtesies..................................................... 12 Lesson 9: Basic Command and Staff Principles ..................................................................................... 12 Chapter 2: Service to the Nation ...................................................................................................................13 Lesson 1: The Department of Defense..................................................................................................... 13

Unit 2: Leadership Theory and Application ..................................................................................... 14

Chapter 1: Being a Leader.............................................................................................................................14 Lesson 3: Leadership from the Inside Out.............................................................................................. 14 Lesson 4: Principles and Leadership....................................................................................................... 14 Chapter 2: Leadership Skills .........................................................................................................................15 Lesson 4: Stationary Movements ............................................................................................................. 15 Lesson 5: Steps and Marching ................................................................................................................. 16 Lesson 6: Squad Drill................................................................................................................................ 17 Chapter 4: Leadership Strategies..................................................................................................................19 Lesson 2: Performance Indicators ........................................................................................................... 19 Lesson 4: Decision Making and Problem Solving .................................................................................. 19 Chapter 5: Leading Others ............................................................................................................................20 Lesson 1: Platoon Drill.............................................................................................................................. 20 Lesson 3: Company Formations and Movement.................................................................................... 21 Lesson 4: Forming, Inspection, and Dismissing the Battalion .............................................................. 23

Unit 3: Foundations for Success ......................................................................................................... 25

Chapter 1: Know Yourself Socrates ..........................................................................................................25 Lesson 1: Self-Awareness ......................................................................................................................... 25 Chapter 2: Learning to Learn .......................................................................................................................26 Lesson 1: Brain Structure and Function................................................................................................. 26 Lesson 2: Left-Brain/Right-Brain............................................................................................................ 26 Chapter 5: Conflict Resolution......................................................................................................................27 Lesson 1: Causes of Conflict..................................................................................................................... 27 Chapter 8: Making a Difference with Service Learning .............................................................................31 Lesson 1: Orientation to Service Learning ............................................................................................. 31 Lesson 2: Plan and Train for Your Exploratory Project....................................................................... 31 Chapter 9: Career Planning ..........................................................................................................................32 Lesson 2: Career Development Portfolio ................................................................................................ 32 Chapter 10: Planning Skills and Social Responsibility ...............................................................................33 Lesson 1: Making the Right Choices ....................................................................................................... 33 Lesson 4: Cadet Etiquette Guide ............................................................................................................. 33
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Chapter 12: Teaching Skills...........................................................................................................................34 Lesson 5: Thinking Maps and Graphic Organizers............................................................................ 34

Unit 4: Wellness, Fitness, and First Aid............................................................................................. 37

Chapter 1: Achieving a Healthy Lifestyle ....................................................................................................37 Lesson 1: Choosing the Right Exercise Program for You ..................................................................... 37 Lesson 2: Cadet Challenge ....................................................................................................................... 38 Lesson 3: You Are What You Eat............................................................................................................ 50 Lesson 4: Nutrition Nourishing Your Body ......................................................................................... 51 Lesson 6: Controlling Fat ......................................................................................................................... 52

Unit 6: Citizenship in American History and Government ............................................................. 55

Chapter 1: You the People The Citizenship Skills....................................................................................55 Lesson 1: The Preamble............................................................................................................................ 55 Chapter 3: Creating the Constitution ...........................................................................................................55 Lesson 1: Articles of Confederation 1781 ............................................................................................... 55

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The Junior ROTC Cadet Creed

I am an Army Junior ROTC Cadet. I will always conduct myself to bring credit to my family, country, school and the Corps of Cadets. I am loyal and patriotic. I am the future of the United States of America. I do not lie, cheat or steal and will always be accountable for my actions and deeds. I will always practice good citizenship and patriotism. I will work hard to improve my mind and strengthen my body. I will seek the mantel of leadership and stand prepared to uphold the Constitution and the American way of life. May God grant me the strength to always live by this creed.

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Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 3: Moving Up in Army JROTC Rank and Structure

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Battalion Organization
Battalion Commander

Battalion Executive Officer

Battalion Command Sergeant Major

Color Guard

S-1 Adjutant Assistants

S-2 Information/ Security Assistants

S-3 Operations Assistants

S-4 Logistics Assistants

S-5 Special Projects Assistants

A Company

B Company

Other Companies

1st Platoon

2nd Platoon

1st Platoon

2nd Platoon

Squad

Squad

Squad

Squad

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Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 4: The Signs of Success

Motivating young people to be better citizens

Ribbons and Awards

Order of Precedence
Medal of Heroism Superior Cadet Distinguished Cadet N-1-1 Academic Excellence N-1-2 Academic Achievement N-1-3 Perfect Attendance N-1-4 Student Government N-1-5

LET Service N-1-6

Optional by SAI N-1-7

Optional by SAI N-1-8

Optional by SAI N-1-9

Optional by SAI N-1-10

DAI/SAI Instructor Leadership N-3-1

Personal Appearance N-3-2

Proficiency N-3-3

Drill Team N-3-4

Orienteering N-3-5

Color Guard N-3-6

Rifle Team N-3-7

Adventure Training N-3-8

Commendation N-3-9

Good Conduct N-3-10

JCLC N-3-11

Optional by SAI N-3-12

Optional by SAI N-3-13

Optional by SAI N-3-14

Optional by SAI N-3-15

Varsity Athletics N-2-1

JROTC Physical Fitness Award N-2-2

JROTC Athletics N-2-3

Optional by SAI N-2-4

Optional by SAI N-2-5

Parade N-4-1

Recruiting N-4-2

Optional by SAI N-4-3

Optional by SAI N-4-4

Optional by SAI N-4-5

Service Learning N-4-6

Excellent Staff Performance N-4-7

Badges and Devices

Shoulder Cords
Color/Honor Guard White Drill Activities Red Marksmanship Tan Raider Challenge Black National Honor Society Gold

Uniform Insignias
Lamp Gold Lamp Silver Lamp Bronze

Unit Merit Devices

Honor Unit w/ Distinction Honor Unit Merit Unit Academic Achievement Wreath 2nd - red pad 3rd - silver pad 4th - gold pad

Shoulder Sleeve Patches

Junior Reserve Officers Training Corps (JROTC)

National Defense Cadet Corps (NDCC)

Cadet Challenge Awards

Awarded to cadets who achieve 85% or higher per event

Collar/Hat Insignias

Marksmanship Badges
Expert

Arc Pins

Awarded to cadets who achieve 50% or higher per event

Sharpshooter

Marksman

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

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Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 6: The Stars and Stripes DISPLAY OF THE FLAG

PLEDGE OF ALLEGIANCE

I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all.

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How to fold the Flag

Step 1

To properly fold the Flag, begin by holding it waist-high with another person so that its surface is parallel to the ground.

Step 2

Fold the lower half of the stripe section lengthwise over the field of stars, holding the bottom and top edges securely.

Step 3

Fold the flag again lengthwise with the blue field on the outside.

Step 4

Make a triangular fold by bringing the striped corner of the folded edge to meet the open (top) edge of the flag.

Step 5

Turn the outer (end) point inward, parallel to the open edge, to form a second triangle.

Step 6

The triangular folding is continued until the entire length of the flag is folded in this manner.

Step 7

When the flag is completely folded, only a triangular blue field of stars should be visible.

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Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 7: Proudly We Sing The National Anthem

The Star-Spangled Banner O say, can you see, by the dawns early light, What so proudly we hailed at the twilights last gleaming, Whose broad stripes and bright stars, through the perilous fight, Oer the ramparts we watched were so gallantly streaming? And the rockets red glare, the bombs bursting in air Gave proof through the night that our flag was still there, O say, does that Star-Spangled Banner yet wave Oer the land of the free and the home of the brave? On the shore dimly seen through the mist of the deep, Where the foes haughty host in dread silence reposes, What is that which the breeze, oer the towering steep As it fitfully blows, half conceals, half discloses? Now it catches the gleam of the mornings first beam, In full glory reflected now shines on the stream; Til the Star-Spangled Banner--O long may it wave Oer the land of the free and the home of the brave. O thus be it ever when free men shall stand Between their loved homes and the wars desolation; Blest with victory and peace, may the heaven rescued land Praise the Power that has made and preserved us a nation. Then conquer we must, when our cause it is just, And this be our motto, In God is our trust; And the Star-Spangled Banner in triumph shall wave Oer the land of the free and the home of the brave.

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Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 8: American Military Traditions, Customs, and Courtesies

Title All general officers Colonels and Lieutenant Colonels Majors Captains Lieutenants Chaplains Cadets Officer Candidates Warrant Officers Sergeant Major First Sergeants All other Sergeants Corporals All specialists Privates and privates first class

How to Address General Colonel Major Captain Lieutenant Chaplain

Mister, Miss or Cadet Candidate Mister or Miss Sergeant Major

First Sergeant Sergeant Corporal Specialist Private

Unit 1: Citizenship in Action Chapter 1: Foundations of Army JROTC and Getting Involved Lesson 9: Basic Command and Staff Principles
BATTALION COMMANDER

BATTALION EXECUTIVE OFFICER

BATTALION COMMAND SERGEANT MAJOR

S-1

S-2

S-3

S-4

S-5

COMPANY A COMMANDER

COMPANY B COMMANDER

COMPANY C COMMANDER

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Unit 1: Citizenship in Action Chapter 2: Service to the Nation Lesson 1: The Department of Defense CHAIN OF COMMAND

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Unit 2: Leadership Theory and Application Chapter 1: Being a Leader Lesson 3: Leadership from the Inside Out

Army Values

L OYALTY - to bear true faith and allegiance to the U.S. Constitution...your peers D UTY - to fulfill your obligations R ESPECT - to treat people as they should be treated S ELFLESS SERVICE - to put the welfare of the nation...before your own H ONOR - to live up to all values I NTEGRITY- to do what is right, legally and morally P ERSONAL COURAGE - to face fear, danger, or adversity

Unit 2: Leadership Theory and Application Chapter 1: Being a Leader Lesson 4: Principles and Leadership

The 11 Principles of Leadership 1. Know yourself and seek self-improvement. 2. Be technically and tactically proficient. 3. Know your subordinates and look out for their welfare. 4. Keep your subordinates informed. 5. Set the example. 6. Insure the task is understood, supervised, and accomplished. 7. Train your subordinates as a team. 8. Make sound and timely decisions. 9. Develop a sense of responsibility among your subordinates. 10. Employ your command in accordance with its capabilities. 11. Seek responsibility and take responsibility for your actions.

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Unit 2: Leadership Theory and Application Chapter 2: Leadership Skills Lesson 4: Stationary Movements Position of Attention:

Parade Rest:

Facing Right or Left:

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About Face:

(Refer to FM 22-5, dtd 1986, for all executions of drill or stationary movements.)

Unit 2: Leadership Theory and Application Chapter 2: Leadership Skills Lesson 5: Steps and Marching 30-inch Step:

15-inch Step:

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Unit 2: Leadership Theory and Application Chapter 2: Leadership Skills Lesson 6: Squad Drill Squad Formations

Normal Intervals:

Close Intervals:

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Changing Direction:
COLUMN LEFT MARCH

PIVOT COLUMN RIGHT

MARCH

PIVOT

Column of Twos:

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Unit 2: Leadership Theory and Application Chapter 4: Leadership Strategies Lesson 2: Performance Indicators

Unit 2: Leadership Theory and Application Chapter 4: Leadership Strategies Lesson 4: Decision Making and Problem Solving

SAMPLE PROBLEM-SOLVING MODEL Step 1: Understanding the Problem

Review the issue again. Write down what you know. Look for key phrases. Find the important information. Tell it in your own words. Tell what you are trying to find.

Guess (or conjecture) and test. Make an organized drawing or sketch. Work backwards start with the consequence. Role-play become an active player. Solve a simpler matter try simulations. Use estimation.

Step 3: Looking Back: Checking the Answer

Step 2: Selecting Strategies

Make a model involve the senses. Make an organized list or table. Look for a pattern find relationships.

Does the answer make sense? Is it reasonable? Can the issue be generalized? Is there a pattern? Are there other similar situations?

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THE DECISION MAKING PROCESS

The Problem: Connie's work/drill conflict

Option 1
Work/miss drill Positive Consequences +

Option 2
Find someone to cover work/attend drill Positive Consequences +

Option 3
Drill first/work later Positive Consequences +

Negative Consequences -

Negative Consequences -

Negative Consequences -

Do I Need More Information?

My Decision

Unit 2: Leadership Theory and Application Chapter 5: Leading Others Lesson 1: Platoon Drill Platoon Formations:

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Counter Column March:

Unit 2: Leadership Theory and Application Chapter 5: Leading Others Lesson 3: Company Formations and Movement
Key to Company Formation Graphics
COMPANY COMMANDER FIRST SERGEANT

COMPANY XO

PLATOON SERGEANT

PLATOON LEADER

SQUAD LEADER

Company Formations:
TWO 15-INCH STEPS

1 STEP 12 STEPS

6 STEPS 5 STEPS

3 STEPS 1 ARM'S LENGTH PLUS 6 INCHES

2 STEPS

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Company in Columns with Platoon in Columns:

6 STEPS

3 STEPS

5 STEPS 12 STEPS

1 STEP

1 STEP 2 STEPS

Forming a Company Mass:

6 STEPS

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Company in Column with Platoons in Line:

12 STEPS

PLATOON

12 STEPS

PLATOON

PLATOON

PLATOON

Unit 2: Leadership Theory and Application Chapter 5: Leading Others Lesson 4: Forming, Inspection, and Dismissing the Battalion
Key to Battalion Graphics
Battalion Commander/ Commander-of-Troops Company Commander Color Guard

Color Bearer

Command Sergeant Major

Guidon Bearer

Battalion in Line with Companies in Line or Mass:

24 STEPS WITH COMPANIES IN LINE 18 STEPS WITH COMPANIES IN MASS

12 STEPS IN LINE 6 STEPS IN MASS

COMPANY

COMPANY

COMPANY

COMPANY

6 STEPS

12 STEPS

6 STEPS

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Battalion in Column with Companies in Column or Mass:

12 STEPS 6 STEPS
COMPANY

12 STEPS 6 STEPS
COMPANY

6 STEPS 6 STEPS 6 STEPS

COMPANY

12 STEPS 6 STEPS

COMPANY

Battalion in Mass Formations:

2 STEPS

4 STEPS 1 STEP 18 STEPS

6 STEPS

COMPANY

COMPANY COMPANY COMPANY

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Unit 3: Foundations for Success Chapter 1: Know Yourself - Socrates Lesson 1: Self-Awareness WINNING COLORS

Builder Behaviors (brown, decide) Builder Vocabulary: Always Leading People Power Responsible Duty Results Tradition Money Prepared I Give Directions Do It My Way I Like To Get Things Done Now Hot Buttons: Down-to-earth and traditional

Planner Behaviors (green, think) Planner Vocabulary: Changing and Improving Analyzing Being My Best Dreaming Caring Invention Planning Inner Life Exactness Seeks the Future Freedom of Thought Hot Buttons: Freedom to think, dream, create

Adventurer Behaviors (red, act) Adventurer Vocabulary: Excitement Test The Limits Risk Act and Perform Fun Action Fast Machines Freedom Challenge Do It Now! Hot Buttons: A life of fun, action and freedom

Relater Behaviors (blue, feel) Relater Vocabulary: We Are The World Friendly Romantic I See Everything Hugs Are Special Giving Teamwork Groups Wanting People to Like Me Lets Get Along With Each Other Hot Buttons: Friendly, caring, feeling people

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Unit 3: Foundations for Success Chapter 2: Learning to Learn Lesson 1: Brain Structure and Function

Triune Brain
The Neocortex is responsible for thinking and speaking. When activated by positive emotions, whole-brain activation can take place allowing high-level learning. The Limbic System is responsible for group interaction and emotions. It monitors fear, threat, intimidation, and put-downs and codes incoming information with positive or negative emotions. The Brain Stem, also known as the Reptilian Brain, Reactive Complex and R-complex, governs primitive needs such as a sense of safety and survival. When the Limbic System detects fear, threats, intimidation, or put-downs, the R-complex takes over and downshifting occurs preventing high-level learning.

Neocortex (thinking) Limbic System (emotions) Brain Stem (instincts)

Brain Structure and Function

Sensory Cortex (feeling) Motor Cortex (moving) Frontal Lobe (problem solving) Temporal Lobe (hearing) Reticular Formation (rousal) Parietal Lobe (touching)

Occipital Lobe (seeing) Cerebellum (balancing) Brain Stem (pathway to body)

Unit 3: Foundations for Success Chapter 2: Learning to Learn Lesson 2: Left-Brain/Right-Brain

Sequential Thinking Sees Details Insight Imagination Face Recognition Spatial Orientation

The Left/Right Brain hemisphere theory of Roger Sperry, suggests there are "two modes of thinking, verbal and nonverbal represented rather separately in left and right hemispheres" of the human brain. The left hemisphere tends to be verbal and analytic, while the right is nonverbal and global.

Logical: Cause & Effect Language Functions/ Grammar Rules

Uses Facts

Drama

Speaks Well

Metaphor/Poetry

Good With Numbers

Music

Word Puzzles

Meditation/Prayer

Analyzes Names Things

Rap/Rhyme Art/Colors

LEFT-BRAIN/RIGHT-BRAIN FUNCTIONS
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Unit 3: Foundations for Success Chapter 5: Conflict Resolution Lesson 1: Causes of Conflict

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Unit 3: Foundations for Success Chapter 8: Making a Difference with Service Learning Lesson 1: Orientation to Service Learning

Orientation and Training + Meaningful Service + Structured Reflection

SERVICE LEARNING
Unit 3: Foundations for Success Chapter 8: Making a Difference with Service Learning Lesson 2: Plan and Train for Your Exploratory Project

SERVICE LEARNING STEPS 1. Complete a pre-assessment of skill level using the Personal Skills Map from the JROTC Success Profiler. 2. Determine a school, community, or national need you can fill relating to class curriculum. 3. Brainstorm and select a meaningful service project that meets proposed guidelines. 4. Start learning log to record new knowledge, thoughts and feelings throughout all phases. 5. Plan and organize details of the service activity and discuss expectations. 6. Participate in a meaningful service activity that meets the service learning guidelines (Form 219-R). 7. Discuss and reflect on what you experienced (observation). 8. Discuss and reflect on what you gained from the experience (analysis). 9. Discuss and reflect on what you can do with the new information (integration). 10. Complete a project summary report, a final group evaluation form to judge teamwork, etc 11. Brief the experience to community members, administration, classmates, etc. 12. Complete a post-assessment using the personal skills map and related analysis to determine plan of action.

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Unit 3: Foundations for Success Chapter 9: Career Planning Lesson 2: Career Development Portfolio

Sample Resume

Norma L. Cadet
394 N. Anywhere St. Any Town, FL 24509 123.456.7890 cadet@anytown.com

OBJECTIVE
To obtain a Graphic Designer position in the print/web industry utilizing creative and artistic talents.

EDUCATION
Sandy Beach High School, Cape Coral, FL Graduated in May 2002 with emphasis in art and business. Courses included: Computers, Typing, JROTC, Marketing, Public Speaking Honors Student, GPA: 3.5 on a 4.0 scale

EXPERIENCE
2000-2002 PRINT WORKS STATIONARY Sales Representative Sold custom-printed stationary and print products. Organized computerized filing system to keep client base. Illustrated design ideas and custom logos for clientele. Designed web site for company and created a corporate image. Edited marketing video for company to send to corporate clients. Any Town, FL Any Town, FL

1998-2000 GOLF & BEACH RESORT Lifeguard & Gift Shop Sales Completed Lifeguard Training and received certifications in CPR and First Aid. Worked cash register in the resort gift shop.

SKILLS
Windows systems Illustration HTML Macintosh systems Color Management JavaScript Video Editing Animation 3-D Modeling

ACTIVITIES/SERVICE
National Honors Society Recycling Club Army JROTC Junior Achievement Swim Team Student Council

References available upon request.

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Unit 3: Foundations for Success Chapter 10: Planning Skills and Social Responsibility Lesson 1: Making the Right Choices

The F-I-N-D-S Decision-Making Model 1. Figure out the problem. 2. Identify possible solutions. 3. Name the pros and cons of each choice. 4. Decide which is the best choice and then act on it.
5. Scrutinize the decision.

Unit 3: Foundations for Success Chapter 10: Planning Skills and Social Responsibility Lesson 4: Cadet Etiquette Guide

Proper Place Setting

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Unit 3: Foundations for Success Chapter 12: Teaching Skills Lesson 5: Thinking Maps and Graphic Organizers

Thinking Maps

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Graphic Organizers

Double T-Chart

T-Chart Poor Nutrition Problem Solution Eating junk Education food

Looks-Sounds-Feels

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Pie Chart

Fishbone

Matrix

Analogy/Simile Chart

Sequence (Also known as Bridging Snapshots)

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Unit 4: Wellness, Fitness, and First Aid Chapter 1: Achieving a Healthy Lifestyle Lesson 1: Choosing the Right Exercise Program for You
Exercise 2: Exercise Program and Schedule Directions: Look at the sample Weekly Physical Fitness Training Schedule in your text. Use it as a suggestion for how you might build your own program. Start your daily exercise program on Monday. Enter the dates in the Date column next to the appropriate day of the week. For each day, list the exercises/activities you plan to do in the appropriate block/cell of the table. On the day you do each exercise/activity, record the number of minutes you participated in that type of exercise/activity. Days of Week Date Warm-up/Stretching (slow walking, mild stretching or calisthenics lasting 5 7 minutes) Conditioning Exercises to include Strength Training (generally lasting 20 minutes) Aerobic Conditioning Activities (jogging, brisk walking, rollerblading, dancing, bicycling, & swimming) Cool-down/ Stretching (slow walking, simple calisthenics, mild stretching lasting 46 minutes) Total Minutes warm-up Total Minutes conditioning exercises Total Minutes aerobic conditioning Total Minutes for cool-down

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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Unit 4: Wellness, Fitness, and First Aid Chapter 1: Achieving a Healthy Lifestyle Lesson 2: Cadet Challenge Exercise 1: Keeping Track of Your Progress on The Cadet Challenge

Directions: At least five times prior to the date set by your instructor for the Cadet Challenge, complete the exercises that make up the Cadet Challenge. Try to achieve the 85th percentile standards listed in this unit. Record the dates you complete the exercises and your scores on the chart on the bottom of the page.
Since you are practicing these events on your own, the following guidelines will help: For the one-mile run/walk and shuttle run, try to run on a track -- many already have distances marked. If not, choose a location where you will be able to measure and mark these distances. Make sure the running surface is smooth and that there is little pedestrian, bicycle, or automobile traffic, so you will not be slowed down or distracted. Have a friend or family member time you in the one-mile run/walk, shuttle run, and curl-ups; and have them hold your feet and legs for the curl-ups and v-sit reach. If you do not have blocks for the shuttle run, use any light, small items that you can grip easily that are approximately 2" x 2" x 4". For the v-sit reach, use any straight line on the floor as your baseline (i.e., where carpet ends and tile begins, or place a piece of tape on the floor). Place a yardstick perpendicular to this line with 0" at the baseline. Make sure you place the heels of your feet on either side of where the yardstick meets the baseline, and measure the number of inches you stretch past the baseline with the yardstick. List personal goals for each event.

Detach and turn in Exercise 1: Keeping Track of Your Progress on The Cadet Challenge SCHOOL STUDENTS NAME AGE ____ WEIGHT ______

Scores
DATE CURLUPS* PULLUPS* V-SIT REACH * ONE- MILE RUN/WALK SHUTTLE RUN

1 2 3 4 5
* Remember, you can use the Flexed-Arm Hang, or Right Angle Push-ups, as an alternative to Pull-ups (but only for the National Physical Fitness Award). You can also substitute Sit and Reach for the V-Sit Reach, as well as, Partial Curl-ups for Curl-ups.

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Cadet Challenge 1. Curl-ups: Conduct this event on a flat, clean surface, preferably with a mat. Start cadets in a lying position on their backs with their knees up so their feet are flat on the floor and about 12 inches from their buttocks. Cadets should have their arms crossed with their hands placed on opposite shoulders and their elbows held close to the chest throughout the exercise. The feet are to be held by a partner at the instep. At the command "ready, go," cadets raise the trunks of their bodies, curling up to touch the elbows to the thighs. They must then lower their backs so that their shoulder blades touch the floor/mat. This constitutes one repetition of a curl-up. During each repetition, bouncing off the floor/mat is not allowed and the fingers must touch the shoulders at all times. Cadets must try to complete as many curl-ups as possible in 60 seconds. 2. Partial Curl-ups: This event should be used as an alternative to curl-ups. Have cadet lie on cushioned, clean surface with knees flexed and feet about 12 inches from buttocks. Do not hold or anchor the feet. Arms are extended forward with fingers resting on the legs and pointing toward the knees. The cadet's partner is behind the head with hands cupped under the cadet's head. The cadet being tested curls up slowly sliding the fingers up the legs until the fingertips touch the knees, then back down until the head touches the partner's hands. The curl-ups are done to a metronome (or audio tape, clapping, drums) with one complete curl-up every three seconds, and are continued until the cadet can do no more in rhythm (has not done the last three in rhythm) or has reached the target number for the test. 3. Pull-ups: Conduct this event using a horizontal bar approximately one and one-half inches in diameter. A doorway bar or a piece of pipe can serve the purpose. The bar should be high enough so that cadets can hang with their arms fully extended and their feet free of the floor/ground. Have cadets assume the hanging position on the bar using either an overhand grasp (palms facing away from body) or underhand grip (palms facing toward body). Cadets begin the exercise by first raising their body until the chin is over the bar without touching it. To complete one repetition, the body must be lowered to the full-hang starting position. During each repetition, the body must not swing, legs must not kick or bend, and the pull must not be jerky. Cadets are scored on the number of pull-ups they can correctly execute. There is no time limit on this event. For cadets who cannot accomplish one-pull-up, have them do the flexed-arm hang (below) as an alternative event. 4. Flexed-arm Hang: This event should be used when a cadet cannot execute one pull-up. (This event is only for the National Physical Fitness Award). Using a horizontal bar as in the pull-ups, have cadets climb a ladder until their chin is above the bar. They begin the exercise by grasping the bar with their hands, shoulder width apart -- using either an overhand grasp (palms facing away from body) or underhand grip (palms facing toward body. At the command "ready, go," the cadets step off the ladder. Simultaneously, an assistant instructor will remove the ladder and prevent any forward swinging of the legs. The cadet's chin should be level above the bar. Kicking and other body movements are not permitted while the cadets are on the bar. Start the stopwatch on the command "go" and stop it when the cadet's chin rests on the bar, the chin tilts backward to keep it above the bar, or the chin falls below the level of the bar. Scoring is to the nearest second 5. Right Angle Push-ups: The cadet lies face down on the mat in push-up position with hands under shoulders, fingers straight, and legs straight, parallel, and slightly apart, with the toes supporting the feet. The cadet straightens the arms, keeping the back and knees straight, then lowers the body until there is a 90-degree angle at the elbows, with the upper arms parallel to the floor. A partner holds her / his hand at the point of the 90-degree angle so that the cadet being tested goes down only until her / his shoulder touches the partner's hand, then back up. The push-ups are done to a metronome (or audio tape, clapping, drums) with one complete push-up every three seconds, and are continued until the cadet can do no more in rhythm (has not done the last three in rhythm) or has reached the target number for the PPFA. 6. V-sit Reach: Conduct this event on a flat, clean floor. Use a yardstick and adhesive tape to make a baseline that is two feet long. Make a measuring line perpendicular to the midpoint of the baseline extending two feet out from either side of the baseline. Place one-inch and half-inch marks along the measuring line with "0" where the baseline and measuring line intersect. Have cadets remove their shoes and sit on the floor with the soles of their feet placed immediately behind the baseline. The measuring line should be between their heels, which should be 8 to 12 inches apart. Cadets must clasp their thumbs so that their hands are together, palms down, and place them on the floor between their legs. While their legs are held flat on the floor by a partner (or partners), cadets performing the exercise keep the soles of their feet perpendicular to the floor (feet flexed) and slowly reach forward along the measuring line as far as possible keeping the fingers in contact with the floor. Cadets receive three practice tries for the v-sit reach. On the fourth extension, cadets must hold their farthest reach for three seconds. Scores are recorded where fingertips touch the floor to the nearest halfinch. Scores beyond the baseline are recorded as plus scores, whereas those behind the baseline are recorded as minus scores.
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7. Sit and Reach: A specially constructed box with a measuring scale marked in centimeters, with 23 centimeters at the level of the feet. Cadet removes shoes and sits on floor with knees fully extended, feet shoulder-width apart and soles of the feet held flat against the end of the box. With hands on top of each other, palms down, and legs held flat, cadet reaches along the measuring line as far as possible. After three practice reaches, the fourth reach is held while the distance is recorded. Participants are most flexible after a warm-up run. Best results may occur immediately after performing the endurance run. Legs must remain straight, soles of feet against box and fingertips of both hands should reach evenly along measuring line. Scores are recorded to the nearest centimeter.

8. One-Mile Run/Walk: Conduct this event on a flat area that has a known measured distance of one mile with a designated start and finish line. Give cadets a lightweight numbered device to carry or wear in any manner that will not slow them down while running. (Note: Use of the numbered device makes it possible to have many cadets run at one time by having them pair off before the start of the event, then having one cadet from each pair run while the other cadets keep track of the number of laps their partners complete as well as listening for their times as they cross the finish line.) Start cadets at the standing position. At the command "ready, go," start the cadets running the one-mile distance. Although walking is permitted, encourage cadets to cover the distance in the shortest time possible. Scoring should be to the nearest second. 9. Shuttle Run: Conduct this event on an area that has two parallel lines 30 feet apart. The width of a regulation volleyball court can serve as a suitable area. Start cadets at the standing position. At the command "ready, go," have the cadets run to the opposite line, pick up one block, run back to the starting line, and place the block behind the line. Cadets then run back and pick up the second block, which they carry across the line. Two runs are allowed for this event with the better of the runs recorded. Scoring should be to the nearest tenth of a second.

Awards for Completing the Cadet Challenge

a. Cadets that successfully complete all events will receive a participation certificate signed by the Bde Cdr or a designated representative. b. The Presidents Physical Fitness Award recognizes students who achieve an outstanding level of physical fitness. Students who score at or above the 85th percentile on all events are eligible for this award. Awards may be requested by accessing the Presidents Challenge web site at http://www.presidentschallenge.org/educators/program_details.aspx. c. The JROTC Physical Fitness Ribbon (N-2-2) will be presented to cadets who receive the 85th percentile rating or better in each of the five events of the Cadet Challenge program. d. The National Physical Fitness Award recognizes students who demonstrate a basic, yet challenging level of physical fitness. Students who score above 50% percentile on all five events are eligible for this award. e. The JROTC Athletics Ribbon (N-2-3) will be presented to cadets who receive the 50th percentile rating or better in each of the five events of the Cadet Challenge program. f. The top five male and five female cadets in each unit will receive individual medals

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JROTC Cadet Reference

CURL-UP FOR BOYS

Percentile Scores Based on Age/Test in No. of Curl-ups in 60 seconds

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 6 53 40 37 33 31 28 26 25 24 23 22 21 20 19 17 16 14 13 10 7 0 7 56 42 38 36 34 33 31 31 30 29 28 26 25 24 22 21 20 18 15 12 1 8 58 47 42 40 38 37 36 35 34 32 31 30 29 28 26 25 23 20 18 14 0 9 60 48 44 41 40 38 37 35 34 33 32 31 30 29 27 26 24 22 20 16 1 10 64 51 48 45 43 41 40 40 38 36 35 34 33 32 30 30 28 25 23 19 4 11 68 51 49 47 45 43 42 40 39 38 37 36 35 34 32 31 29 27 25 20 0 12 67 57 53 50 48 47 45 44 43 42 40 39 38 37 35 34 32 30 27 25 7 13 76 59 55 53 51 50 48 46 45 43 42 41 40 39 38 36 34 32 30 26 0 14 79 62 58 56 54 52 51 49 48 47 45 44 42 41 40 39 37 35 33 28 0 15 81 62 59 57 55 53 51 50 49 47 45 44 43 41 40 38 36 35 32 29 0 16 77 62 58 56 53 51 50 48 48 46 45 44 42 40 40 38 37 35 31 27 6 17+ 73 61 57 55 53 51 50 48 46 45 44 43 41 40 40 37 36 35 32 27 1

CURL-UP FOR GIRLS

Percentile Scores Based on Age/Test in No. of Curl-ups in 60 seconds

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 6 55 36 33 32 31 30 28 27 25 24 23 21 20 20 19 17 16 14 11 7 0 7 55 42 36 34 32 31 30 29 27 26 25 24 23 22 21 20 19 17 15 10 0 8 59 43 40 38 36 35 33 31 30 30 29 28 27 25 24 23 22 20 18 12 0 9 62 45 41 39 38 36 35 34 32 31 30 30 29 27 26 25 23 20 19 13 0 10 61 45 42 40 38 37 35 34 32 31 30 30 29 27 26 25 23 20 19 13 0 11 67 48 44 42 40 39 37 35 35 33 32 31 30 29 28 27 25 24 20 16 2 12 62 50 47 45 43 41 40 39 38 36 35 34 32 31 30 29 27 25 23 20 0 13 72 52 50 46 44 42 42 40 40 38 37 36 35 33 31 30 28 26 23 19 0 14 72 53 49 47 45 43 42 41 40 39 37 36 35 34 32 31 30 28 25 20 0 15 74 55 51 48 46 44 41 40 39 37 36 35 34 32 31 30 28 26 23 20 0 16 77 53 49 45 43 41 40 38 37 36 35 34 33 32 30 30 27 25 23 19 0 17+ 67 53 47 44 41 40 38 37 36 35 34 33 31 30 30 28 25 25 22 19 0
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PARTIAL CURL-UP FOR BOYS

Percentile Scores Based on Age/Test in No. of Curl-ups every 3 sec.

AGE PERCENTILE
95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5

6 27 23 22 20 18 15 14 12 11 10 9 9 8 8 7 7 6 5 4

7 30 27 24 23 21 20 17 16 15 13 12 12 11 10 9 9 8 7 5

8 36 31 30 27 26 25 22 20 17 17 16 15 14 13 12 11 10 9 7

9 48 41 37 33 30 27 26 23 22 20 19 18 16 15 14 14 11 11 10

10 47 38 35 35 30 29 28 27 25 24 21 20 19 19 16 14 12 10 7

11 58 49 43 40 37 35 30 29 27 26 23 22 21 21 18 18 17 13 8

12 100 100 64 58 54 48 42 36 34 32 31 31 29 27 26 24 22 18 11

13 79 60 59 55 51 48 45 42 40 39 37 35 31 31 30 30 28 21 16

14 85 77 62 58 54 52 50 48 43 40 39 33 31 30 30 28 24 24 21

15 100 100 75 70 67 60 51 50 47 45 42 40 36 32 30 29 26 22 20

16 100 79 73 61 50 48 45 40 38 37 36 34 33 30 29 28 24 23 16

17+ 96 82 66 63 58 50 50 47 44 42 41 39 33 31 30 28 25 24 19

PARTIAL CURL-UP FOR GIRLS

Percentile Scores Based on Age/Test in No. of Curl-ups every 3 sec.

AGE PERCENTILE
95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 6 27 23 22 20 18 15 14 12 11 10 9 9 8 8 7 7 6 5 4 7 60 27 24 23 21 20 17 16 15 13 12 12 11 10 9 9 8 7 5 8 36 31 30 27 26 25 22 20 17 17 16 15 14 13 12 11 10 9 7 9 48 41 37 33 30 27 26 23 22 20 19 18 16 15 14 14 11 11 10 10 50 36 33 29 28 27 26 25 25 24 24 21 20 19 18 17 17 12 10 11 54 44 43 40 39 37 34 32 30 27 25 24 23 21 20 18 18 18 14 12 66 56 50 49 43 40 39 34 32 30 29 26 25 24 22 21 19 16 4 13 92 63 59 52 50 46 45 41 40 40 38 36 36 32 29 27 22 20 16 14 73 51 48 44 41 40 37 33 31 30 30 28 26 25 22 21 20 16 10 15 49 45 38 37 35 35 30 30 28 26 25 25 22 22 20 19 15 13 10 16 63 50 49 41 35 32 29 27 26 26 24 23 21 20 20 19 16 15 11 17+ 70 60 58 50 49 48 44 42 40 40 35 33 30 30 30 28 26 24 11

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PULL-UPS FOR BOYS

Percentile Scores Based on Age/Test Scores in Number of Pull-ups
AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 6 11 5 3 2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 14 6 5 4 4 3 2 2 2 1 1 1 1 0 0 0 0 0 0 0 0 8 15 8 6 5 4 4 3 3 2 2 1 1 1 0 0 0 0 0 0 0 0 9 21 8 6 5 5 4 4 3 3 2 2 1 1 1 0 0 0 0 0 0 0 10 22 9 7 6 5 4 4 3 3 2 2 2 1 1 1 0 0 0 0 0 0 11 25 10 7 6 5 4 4 3 3 2 2 1 1 1 0 0 0 0 0 0 0 12 21 10 8 7 6 5 5 4 3 3 2 2 1 1 1 0 0 0 0 0 0 13 20 11 9 7 7 6 5 5 4 4 3 2 2 1 1 1 0 0 0 0 0 14 23 13 11 10 9 8 7 6 6 5 5 4 4 3 3 2 1 1 0 0 0 15 29 14 12 11 10 10 9 8 7 7 6 5 5 4 4 3 2 2 1 0 0 16 26 15 12 11 10 10 9 8 8 7 7 7 6 5 5 4 4 3 2 0 0 17+ 26 17 15 13 12 11 10 10 10 9 8 7 7 6 5 5 4 3 2 1 0

PULL-UPS FOR GIRLS

Percentile Scores Based on Age/Test Scores in Number of Pull-ups
AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 6 8 4 3 2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 7 8 4 3 2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 8 14 5 3 2 2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 9 11 4 3 2 2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 10 9 5 3 3 2 2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 11 24 5 3 3 2 2 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 12 22 5 3 2 2 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 13 18 5 2 2 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 14 24 4 3 2 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 15 14 3 2 2 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 16 10 4 2 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 17+ 21 4 2 1 1 1 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0

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FLEXED-ARM HANG FOR BOYS

Percentile Scores Based on Age/Test Scores in Seconds

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 6 55 23 16 14 12 10 9 9 8 7 6 5 5 4 3 2 2 1 1 0 0 7 95 60 23 20 17 15 13 11 10 9 8 7 6 5 4 4 3 2 1 0 0 8 63 34 28 23 18 17 15 14 12 11 10 9 8 6 5 4 3 2 1 0 0 9 101 40 28 24 20 18 16 14 12 11 10 8 8 7 5 5 3 3 2 0 0 10 120 48 38 31 25 22 20 17 15 14 12 10 8 7 6 5 3 2 1 0 0 11 101 52 37 31 26 22 19 17 15 13 11 10 9 7 6 5 4 3 1 0 0 12 111 47 36 30 25 21 19 16 15 13 12 10 9 8 6 5 4 2 1 0 0 13 127 48 37 33 29 25 22 20 18 16 14 12 10 9 8 6 5 4 2 0 0 14 117 68 61 47 40 35 31 28 25 22 20 17 15 13 11 10 8 5 3 1 0 15 130 79 62 58 49 44 40 37 35 33 30 28 25 22 20 18 14 10 8 3 0 16 125 71 61 51 46 42 39 36 33 30 28 25 22 20 18 15 12 10 7 3 0 17+ 116 64 56 49 45 41 39 37 35 33 30 29 26 23 20 17 15 11 8 5 0

FLEXED-ARM HANG FOR GIRLS

Percentile Scores Based on Age/Test Scores in Seconds

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0
44

6 55 22 15 13 11 10 9 8 6 6 5 5 4 3 3 2 1 1 0 0 0

7 72 29 21 17 14 12 11 9 8 7 6 5 5 5 4 3 2 1 0 0 0

8 97 26 21 17 15 13 11 10 10 9 8 7 6 5 4 3 3 1 0 0 0

9 78 35 23 20 16 14 12 11 10 9 8 7 6 5 4 3 2 1 0 0 0

10 152 38 29 22 19 16 14 12 11 9 8 7 6 5 4 3 2 1 0 0 0

11 150 33 25 20 16 14 13 11 9 8 7 6 5 4 4 3 2 1 0 0 0

12 99 37 27 21 16 14 13 11 10 8 7 6 5 4 3 2 1 1 0 0 0

13 68 35 28 21 19 16 14 12 10 9 8 6 5 5 4 3 1 1 0 0 0

14 100 38 31 25 21 18 16 13 11 10 9 7 6 5 4 3 2 1 0 0 0

15 125 41 34 28 23 18 15 12 10 9 7 6 5 4 4 3 2 1 1 0 0

16 131 40 30 24 21 18 16 13 10 9 7 6 5 4 3 2 2 1 0 0 0

17+ 127 37 29 24 20 18 15 12 11 10 7 6 5 5 4 3 3 1 1 0 0

JROTC Cadet Reference

RIGHT ANGLE PUSH-UPS FOR BOYS

Percentile Scores Based on Age/Test Scores in # of Push-ups every 3 sec.

AGE PERCENTILE
95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 6 12 11 9 9 7 7 7 7 7 7 5 5 5 4 4 3 2 2 0 7 19 17 14 13 12 11 10 9 8 8 8 7 6 5 5 4 3 3 2 8 21 19 17 15 14 13 12 11 10 9 9 8 8 7 7 6 6 4 2 9 22 20 18 17 17 15 15 13 12 12 11 10 9 8 8 7 5 5 3 10 30 25 22 21 20 18 18 16 14 14 13 12 12 11 11 10 8 7 4 11 31 30 27 26 24 23 20 19 16 15 15 14 12 10 10 8 5 3 1 12 42 34 31 30 28 25 24 20 20 18 17 15 15 13 12 10 9 7 4 13 51 41 39 35 35 31 30 28 26 24 21 20 20 16 16 12 11 9 4 14 47 41 40 37 32 30 28 25 24 24 22 21 20 18 18 15 13 11 7 15 50 44 42 40 37 35 34 32 31 30 30 27 25 25 24 21 20 18 15 16 59 46 44 41 40 36 34 32 30 30 29 28 25 25 25 23 22 20 15 17+ 60 56 53 50 46 44 43 41 40 37 35 34 30 30 27 25 23 21 20

RIGHT ANGLE PUSH-UPS FOR GIRLS

Percentile Scores Based on Age/Test Scores in # of Push-ups every 3 sec.

AGE PERCENTILE
95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5

6 12 11 9 9 7 7 7 6 6 6 5 5 5 4 4 3 2 2 0

7 19 17 14 13 12 11 10 9 8 8 8 7 6 5 5 4 3 3 2

8 21 19 17 15 14 13 12 11 10 9 9 8 8 7 7 6 6 4 2

9 22 20 18 17 17 15 15 13 12 12 11 10 9 8 8 7 5 5 3

10 21 21 20 19 19 17 17 14 14 13 11 10 10 9 8 8 7 4 1

11 30 20 19 18 17 17 16 15 12 11 9 8 8 7 7 6 4 2 1

12 25 21 20 20 17 15 12 11 10 10 10 8 7 2 5 3 2 1 1

13 25 22 21 17 17 15 14 13 12 11 10 10 8 7 6 5 4 3 2

14 25 21 20 19 15 12 11 10 10 10 9 8 5 5 5 5 3 2 1

15 34 23 20 20 20 18 18 16 15 15 15 13 11 11 11 10 7 5 2

16 32 26 24 22 20 19 16 15 13 12 12 12 11 10 8 52 4 3 1

17+ 29 28 25 22 20 19 18 17 16 16 15 15 14 12 11 9 7 5 2

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V-SIT REACH FOR BOYS

Percentile Scores Based on Age/Test Scores in Inches

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0

6 7.0 5.0 4.0 3.5 3.0 2.0 2.0 1.5 1.0 1.0 1.0 0.5 0.0 0.0 0.0 -1.0 -1.5 -2.0 -3.0 -4.5 -10.0

7 9.0 5.0 4.0 3.5 3.0 2.0 2.0 2.0 1.5 1.0 1.0 0.5 0.0 0.0 -0.5 -1.0 -1.0 -2.0 -3.0 -4.0 -9.0

8 7.0 4.0 3.5 3.0 2.5 2.0 2.0 1.0 1.0 1.0 0.5 0.0 0.0 -1.0 -1.0 -1.5 -2.0 -3.0 -3.0 -4.0 -10.0

9 13.0 5.0 4.0 3.0 3.0 2.0 2.0 1.5 1.0 1.0 1.0 0.0 0.0 -0.5 -1.0 -1.5 -2.0 -2.5 -3.0 -5.0 -13.0

10 14.5 7.0 5.0 4.0 3.0 3.0 2.0 2.0 1.5 1.0 1.0 0.5 0.0 0.0 0.0 -1.0 -2.0 -2.5 -3.5 -5.0 -12.0

11 14.5 6.5 5.0 4.0 4.0 3.0 2.5 2.0 2.0 1.0 1.0 1.0 0.0 0.0 -1.0 -1.0 -2.0 -3.0 -3.5 -5.0 -10.0

12 13.5 5.5 5.0 4.0 3.0 3.0 2.0 2.0 1.5 1.0 1.0 0.0 0.0 -0.5 -1.0 -2.0 -2.0 -3.0 -4.5 -6.0 -12.0

13 11.0 5.0 4.0 3.5 3.0 2.5 2.0 1.5 1.0 1.0 0.5 0.0 0.0 -1.0 -1.0 -2.0 -2.5 -3.0 -4.0 -6.0 -12.5

14 12.0 6.5 5.0 4.5 4.0 3.5 3.0 2.5 2.0 2.0 1.0 1.0 1.0 0.0 0.0 -1.0 -2.0 -2.0 -4.0 -5.0 -12.0

15 12.0 7.0 6.0 5.0 5.0 4.0 4.0 3.0 3.0 2.5 2.0 2.0 1.0 1.0 0.0 0.0 -1.0 -2.0 -3.0 -5.0 -10.0

16 13.0 8.0 7.0 6.0 5.5 5.0 4.5 4.0 3.5 3.0 3.0 2.0 2.0 1.5 1.0 0.5 0.0 -1.0 -3.0 -4.0 -12.0

17+ 12.5 8.5 8.0 7.0 6.0 5.5 5.0 4.5 4.0 3.5 3.0 3.0 2.0 1.5 1.0 1.0 0.0 -1.0 -2.0 -4.0 -10.0

V-SIT REACH FOR GIRLS

Percentile Scores Based on Age/Test Scores in Inches

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 6 9.5 7.0 6.0 5.5 5.0 5.0 4.0 3.5 3.0 3.0 2.5 2.0 1.5 1.0 1.0 1.0 0.0 0.0 -1.0 -2.5 -9.0 7 9.0 6.5 5.5 5.0 4.5 4.0 4.0 3.0 3.0 3.0 2.0 2.0 2.0 1.5 1.0 1.0 0.0 0.0 -1.0 -3.0 -9.0 8 12.0 6.0 5.0 4.5 4.0 4.0 3.5 3.0 3.0 2.5 2.0 2.0 1.5 1.0 1.0 0.5 0.0 0.0 -1.0 -2.5 -6.0 9 14.0 8.0 6.0 5.5 5.0 4.0 4.0 3.5 3.0 3.0 2.0 2.0 2.0 1.0 1.0 0.0 0.0 -0.5 -1.0 -3.0 -11.0 10 13.0 8.0 7.0 6.0 5.0 5.0 4.0 4.0 3.0 3.0 3.0 2.5 2.0 2.0 1.0 1.0 0.5 0.0 -1.0 -2.5 -17.0 11 15.0 10.0 8.0 6.5 6.0 5.0 5.0 4.5 4.0 4.0 3.0 3.0 2.5 2.0 1.5 1.0 1.0 0.0 -0.5 -3.0 -11.0 12 14.5 9.0 8.0 7.0 6.0 6.0 5.0 5.0 4.5 4.0 3.5 3.0 3.0 2.5 2.0 2.0 1.0 0.5 0.0 -2.5 -11.0 13 14.5 9.0 8.0 7.0 6.0 6.0 5.0 5.0 4.5 4.0 3.5 3.0 3.0 2.5 2.0 2.0 1.0 0.5 0.0 -2.5 -11.0 14 14.0 10.0 8.5 8.0 7.0 6.5 6.0 6.0 5.0 5.0 4.5 4.0 4.0 3.5 3.0 2.5 2.0 1.0 0.0 -1.5 -10.0 15 15.0 10.0 9.0 8.0 7.5 7.0 6.5 6.0 6.0 5.0 5.0 4.5 4.0 3.5 3.0 2.0 2.0 1.0 0.5 -1.0 -10.0 16 15.0 10.5 9.5 9.0 8.0 8.0 7.0 7.0 6.0 6.0 5.5 5.0 1.5 4.0 4.0 3.0 2.5 2.0 1.0 -0.5 -6.0 17+ 15.0 10.5 96.0 8.0 7.5 7.0 6.0 6.0 5.5 5.0 4.5 4.0 4.0 3.5 3.0 2.5 2.0 1.5 1.0 -1.0 -12.0

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SIT AND REACH FOR BOYS

Percentile Scores Based on Age/Test Scores in Centimeters

AGE PERCENTILE
99 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 15 10 5

5 36 32 31 30 29 29 28 27 26 26 25 25 24 23 23 22 21 19 17

6 37 34 32 31 30 29 28 28 27 26 26 25 24 24 23 22 20 18 16

7 38 33 31 30 29 28 27 27 26 25 25 24 24 23 22 22 19 18 16

8 38 34 32 31 30 29 28 27 27 26 25 25 24 23 23 22 20 18 16

9 37 34 32 31 30 29 28 28 27 26 25 25 24 23 22 22 20 18 16

10 37 33 31 30 29 28 28 27 26 26 25 24 23 22 21 20 18 17 12

11 39 34 32 31 30 29 28 27 26 26 25 24 23 23 22 21 18 16 12

12 52 35 32 31 30 29 29 28 27 27 26 25 24 23 22 21 18 16 13

13 41 36 34 33 32 30 29 28 27 27 26 25 24 23 22 20 18 15 12

14 43 39 37 36 34 33 31 30 30 29 28 27 26 25 24 23 21 18 15

15 47 41 39 37 36 34 33 32 32 31 30 29 28 27 26 24 22 19 13

16 45 42 40 38 37 36 35 34 32 31 30 29 28 27 26 25 21 18 11

17+ 48 45 43 41 40 40 38 37 36 35 34 33 32 31 30 28 25 23 15

SIT AND REACH FOR GIRLS

Percentile Scores Based on Age/Test Scores in Centimeters

AGE PERCENTILE
99 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 5 37 34 32 31 31 30 29 28 28 27 27 26 25 25 24 23 23 22 20 18 6 38 34 33 32 31 30 29 29 28 27 27 26 25 25 24 23 22 22 20 18 7 37 34 33 32 31 31 30 29 29 28 27 27 26 26 25 24 23 22 20 16 8 39 36 34 33 32 31 30 30 29 28 28 27 26 25 24 23 22 21 19 17 9 39 35 34 33 32 31 30 30 29 28 28 27 26 25 24 23 22 21 20 17 10 41 35 34 33 32 31 30 29 29 28 28 27 27 26 25 24 22 21 19 16 11 41 37 36 34 33 32 31 30 30 29 29 28 27 26 25 24 23 22 20 16 12 46 40 38 36 35 34 33 32 32 31 30 29 28 27 26 25 23 22 20 15 13 49 43 40 38 37 36 35 33 32 31 31 30 29 27 26 24 23 22 20 17 14 49 44 42 40 39 38 36 36 35 34 33 32 31 30 29 28 26 24 23 18 15 49 46 44 43 42 41 40 39 37 37 36 34 33 32 32 31 30 28 25 19 16 48 46 43 42 41 39 38 37 36 35 34 33 33 32 31 30 28 26 23 14 17+ 47 44 43 42 41 40 40 39 37 36 35 34 33 33 32 31 29 28 26 22

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ONE-MILE RUN/WALK FOR BOYS

Percentile Scores Based on Age/Test Scores in Minutes and Seconds

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0

6 6:18 8:54 9:41 10:15 10:32 10:53 11:17 11:41 12:00 12:20 12:36 13:00 13:39 14:11 14:48 15:12 15:34 16:30 17:25 18:12 22:05

7 7:41 8:31 5:56 9:22 9:43 10:02 10:20 10:34 10:55 11:19 11:40 11:56 12:17 12:50 13:23 13:49 14:16 15:00 16:12 17:43 21:20

8 6:30 8:00 8:28 8:48 9:00 9:23 9:38 9:56 10:15 10:39 11:05 11:27 11:55 12:08 12:30 12:54 13:23 14:10 14:57 16:08 22:40

9 6:50 7:48 8:14 8:31 8:47 9:04 9:12 9:30 9:47 10:07 10:30 10:46 11:03 11:20 11:44 12:08 12:33 12:59 13:52 15:01 19:40

10 6:24 7:10 7:39 7:57 8:08 8:19 8:37 8:59 9:11 9:29 9:48 10:10 10:32 10:58 11:14 11:40 12:15 13:07 13:50 14:47 23:00

11 6:29 6:56 7:17 7:32 7:45 8:00 8:14 8:27 8:45 9:01 9:20 9:46 10:07 10:25 10:54 11:25 12:00 12:29 13:08 14:35 23:32

12 6:03 6:43 6:57 7:11 7:25 7:41 7:56 8:05 8:14 8:25 8:40 8:58 9:11 9:40 10:00 10:22 10:52 11:30 12:11 13:14 23:05

13 5:40 6:25 6:39 6:50 7:00 7:11 7:20 7:29 7:41 7:55 8:06 8:17 8:35 8:54 9:10 9:23 10:02 10:39 11:43 12:11 18:10

14 4:30 6:01 6:13 6:26 6:33 6:45 6:59 7:09 7:19 7:29 7:44 7:59 8:13 8:30 8:48 9:10 9:35 10:18 11:22 12:11 18:10

15 4:42 5:50 6:07 6:20 6:29 6:38 6:48 6:57 7:06 7:16 7:30 7:39 7:52 8:08 8:29 8:49 9:05 9:34 10:10 11:25 21:44

16 4:49 5:40 5:56 6:08 6:18 6:25 6:33 6:44 6:50 6:58 7:10 7:20 7:35 7:53 8:09 8:37 8:56 9:22 10:17 11:49 20:15

17+ 4:46 5:35 5:57 6:06 6:14 6:23 6:32 6:40 6:50 6:57 7:04 7:14 7:24 7:35 7:52 8:06 8:25 8:56 9:23 10:15 16:49

ONE MILE RUN-WALK FOR GIRLS

Percentile Scores Based on Age/Test Scores in Minutes and Seconds

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0
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6 8:36 10:06 10:29 11:20 11:37 12:00 12:12 12:20 12:31 12:45 13:12 13:56 14:14 14:45 15:09 15:27 16:10 16:45 17:36 19:00 21:40

7 8:04 9:30 10:05 10:36 10:55 11:17 11:25 11:45 12:20 12:39 12:56 13:21 13:44 14:04 14:32 14:55 15:12 16:00 16:35 17:27 22:19

8 8:00 9:10 9:45 10:02 10:20 10:55 11:20 11:38 11:53 12:10 12:30 12:46 13:07 13:31 13:56 14:21 14:53 15:19 15:45 16:55 20:40

9 6:11 8:21 9:07 9:30 10:03 10:22 10:45 10:58 11:13 11:32 11:52 12:13 12:24 12:48 13:19 13:44 14:07 14:57 15:40 16:58 24:00

10 6:26 8:07 8:49 9:19 9:38 10:08 10:19 10:42 10:52 11:00 11:22 11:40 11:58 12:08 12:30 13:00 13:29 14:00 14:30 15:43 24:00

11 7:07 8:06 8:40 9:02 9:22 9:44 10:04 10:24 10:42 11:00 11:17 11:36 12:00 12:21 12:42 13:09 13:44 14:16 14:44 16:07 21:02

12 6:22 7:35 8:00 8:23 8:53 9:15 9:36 10:05 10:26 10:44 11:05 11:23 11:47 12:01 12:24 12:46 13:35 14:12 14:39 16:00 24:54

13 5:42 7:21 7:49 8:13 8:29 8:49 9:09 9:30 9:50 10:07 10:23 10:57 11:20 11:40 12:00 12:29 13:01 14:10 14:49 16:10 20:45

14 5:00 7:20 7:43 7:59 8:20 8:36 8:50 9:09 9:27 9:51 10:03 10:25 10:51 11:10 11:36 11:52 12:18 12:56 14:10 15:44 20:04

15 5:51 7:25 7:52 8:08 8:24 8:40 8:55 9:09 9:23 9:37 9:58 10:18 10:40 11:00 11:20 11:48 12:19 13:33 14:13 15:17 24:07

16 5:58 7:26 7:55 8:23 8:39 8:50 9:11 9:25 9:48 10:09 10:31 10:58 11:15 11:44 12:08 12:42 13:23 14:16 16:03 18:00 21:00

17+ 6:20 7:22 7:58 8:15 8:34 8:52 9:15 9:33 9:51 10:08 10:22 10:48 11:05 11:20 12:00 12:11 12:40 13:03 14:01 15:14 28:50

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SHUTTLE RUN FOR BOYS

Percentile Scores Based on Age/Test Scores in Seconds and Tenths

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 6 11.0 11.7 12.0 12.1 12.3 12.4 12.5 12.8 13.0 13.1 13.3 13.5 13.7 13.8 14.0 14.3 14.5 14.8 15.2 16.0 19.5 7 8.3 10.8 11.2 11.5 11.7 12.0 12.2 12.4 12.5 12.7 12.8 13.0 13.2 13.3 13.5 13.8 14.0 14.5 14.9 15.4 25.0 8 8.0 10.4 10.9 11.1 11.2 11.4 11.5 11.0 11.9 12.0 12.2 12.3 12.5 12.7 13.0 13.3 13.6 13.8 14.2 15.0 18.0 9 8.1 10.4 10.6 10.9 11.0 11.1 11.3 11.5 11.6 11.8 11.9 12.0 12.2 12.5 12.8 13.0 13.3 13.6 14.1 14.5 18.8 10 7.4 9.8 10.0 10.3 10.5 10.7 10.8 11.0 11.2 11.3 11.5 11.6 11.8 12.0 12.2 12.4 12.7 13.1 13.6 14.5 16.9 11 7.0 9.5 9.9 10.0 10.2 10.4 10.5 10.6 10.8 11.0 11.1 11.2 11.4 11.5 11.7 12.0 12.2 12.6 13.0 13.5 16.8 12 7.5 934.0 936.0 9.8 9.9 10.0 10.1 10.3 10.4 10.5 10.6 10.7 10.8 11.0 11.1 11.2 11.4 11.6 12.0 12.4 16.1 13 8.0 9.0 9.3 9.5 9.6 9.8 9.9 10.0 10.1 10.1 10.2 10.3 10.4 10.6 10.7 10.8 11.0 11.1 11.4 12.0 16.4 14 6.6 8.8 9.0 9.1 9.3 9.4 9.5 9.6 9.7 9.8 9.9 10.0 10.1 10.2 10.3 10.5 10.7 11.0 11.3 12.0 19.9 15 6.3 8.5 8.8 9.0 9.1 9.2 9.3 9.4 9.5 9.5 9.7 9.8 9.9 10.0 10.1 10.2 10.4 10.7 11.0 11.8 19.8 16 6.5 8.4 8.6 8.7 8.9 8.9 9.0 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 10.0 10.1 10.3 10.6 11.1 23.0 17+ 6.9 8.5 8.6 8.7 8.9 8.9 9.0 9.1 9.2 9.3 9.4 9.5 9.6 9.6 9.8 9.9 10.1 10.3 10.6 11.1 23.0

SHUTTLE RUN FOR GIRLS

Percentile Scores Based on Age/Test Scores in Seconds and Tenths

AGE PERCENTILE
100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0

6 9.1 12.0 12.2 12.4 12.7 13.0 13.0 13.3 13.4 13.6 13.8 14.0 14.1 14.5 14.7 14.8 15.0 15.3 15.5 16.1 19.8

7 9.5 11.5 11.9 12.1 12.3 12.6 12.6 12.8 13.0 13.1 13.2 13.5 13.6 13.9 14.0 14.3 14.5 14.9 15.4 16.4 29.1

8 8.3 11.2 11.5 11.8 12.0 12.1 12.2 12.4 12.6 12.8 12.9 13.0 13.3 13.5 13.7 13.9 14.3 14.8 15.2 16.2 20.5

9 8.3 10.4 10.8 11.1 11.3 11.5 11.7 11.9 12.1 12.2 12.5 12.7 12.9 13.0 13.2 13.4 13.7 14.0 14.6 15.6 20.5

10 7.2 10.1 10.6 10.8 11.1 11.3 11.4 11.6 11.8 11.9 12.1 12.2 12.4 12.6 12.8 13.1 13.3 13.7 14.2 15.0 17.8

11 7.1 10.0 10.3 10.5 10.6 10.8 11.0 11.1 11.2 11.4 11.5 11.7 11.9 12.1 12.2 12.5 12.8 13.0 13.4 14.0 20.6

12 7.7 10.0 10.2 10.4 10.5 10.7 10.8 10.9 11.0 11.2 11.3 11.4 11.5 11.7 11.9 12.1 12.3 12.5 12.9 13.4 16.1

13 9.0 9.8 10.0 10.2 10.4 10.5 10.6 10.8 10.9 11.0 11.1 11.2 11.4 11.5 11.6 11.8 12.0 12.4 12.8 13.4 19.8

14 8.0 9.6 9.9 10.1 10.3 10.5 10.6 10.8 10.9 11.0 11.2 11.3 11.4 11.6 11.7 11.9 12.1 12.5 12.9 14.0 21.4

15 8.3 9.5 9.8 10.0 10.1 10.3 10.4 10.6 10.7 10.8 11.0 11.1 11.2 11.4 11.5 11.7 11.9 12.2 12.6 13.2 16.6

16 6.4 9.6 10.0 10.1 10.2 10.4 10.5 10.6 10.7 10.8 10.9 11.0 11.2 11.4 11.5 11.7 11.9 12.2 12.6 13.2 15.4

17+ 7.6 9.5 9.9 10.0 10.2 10.3 10.4 10.6 10.7 10.9 11.0 11.1 11.2 11.3 11.5 11.7 11.9 12.1 12.7 13.2 19.8
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Unit 4: Wellness, Fitness, and First Aid Chapter 1: Achieving a Healthy Lifestyle Lesson 3: You Are What You Eat
Exercise 1: Week Food Log Directions: Record the food groups of the various items you eat each day. Also record the food group, the number of servings, and the number of calories for each food item.

1. Day / Meal

2. Food Item

3. Food Group

4. # of Servings

5. Calories

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Unit 4: Wellness, Fitness, and First Aid Chapter 1: Achieving a Healthy Lifestyle Lesson 4: Nutrition Nourishing Your Body

TYPES OF NUTRIENTS CARBOHYDRATES FATS PROTEINS FOODSTUFFS = PROVIDE ENERGY FOR BODILY PROCESSES

VITAMINS MINERALS

DO NOT PROVIDE ENERGY, BUT HELP RELEASE ENERGY FROM FOOSTUFFS AND REGULATE BODILY PROCESSES

WATER

THE MOST IMPORTANT NUTRIENT REQUIRED FOR HUMAN TISSUES TO LIVE

Food Pyramid

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Unit 4: Wellness, Fitness, and First Aid Chapter 1: Achieving a Healthy Lifestyle Lesson 6: Controlling Fat Exercise 2: Estimating Your Body Fat Content Directions: Use the method created by Jack H. Willmore, an exercise physiologist at the University of Texas at Austin, to measure your body fat. Your fat content is acceptable, good, athletic, or needs help. Finally, write out the required information in the space provided: 1. What are your height and hip measurements (ladies) OR your weight and waist measurements (guys). 2. According to the graph, what is your percentage of fat? According to the chart, is your fat percentage acceptable, good, athletic, or in need of help? Choose a diet plan you think you can manage to maintain, increase or decrease your percentage of body fat. 3. What, if anything, will you do differently the next time you sit down for a meal or snack?

The plans listed below are lifetime guidelines for healthy eating. The two plans that best enhance healthy eating are # 2 and # 3.

Ratings of Body Fat Percentages by Age and Gender Males ages 18 to 30:

Plan # 1 (Average American Diet) Fat Saturated Fat Protein Carbohydrates 37 42% 12 15% 10 15% 40 45%

Plan # 3 (The Lifetime Eating Plan) Fat Saturated Fat Protein Carbohydrates 10% Low 10 15% 75 - 80% Athletes Good Acceptable Possibly needs help (Obese/Overfat) 6 - 10% 11 - 14% 15 - 17% 18% and over

Plan # 2 (The New American Diet) Fat Saturated Fat Protein Carbohydrates 20% 6% 10 15% 60 65%

Plan # 4 (U.S. Dietary Guidelines) Fat Saturated Fat Protein Carbohydrates 30% 10% 10% 60%

Females ages 18 to 30: Athletes Good Acceptable Possibly needs help (Obese/Overfat) 10 - 15% 16 - 19%

20 - 24%
25% and over

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For the Ladies In the space provided, please write the following:

1. 2. 3.

Write your height and hip measurement. Write your percentage of fat and if your fat percentage is acceptable, good, athletic, or needs help. Write the diet plan you chose to follow. What, if anything, will you do differently the next time you sit down for a meal or snack?

Please include reasons for why you will behave/act differently the next time you sit down for a meal or decide to have a snack. The reasons must directly relate to what you have learned about controlling fat in your diet. Also, please include your choices of food for meal and snacks, i.e., what you might choose to eat or not to eat. Finally, please also address whether or not you will begin to take/continue to take vitamins and minerals and how much water you plan to drink on a daily basis.

Directions: Ladies, measure the circumference of your hips at the widest point, and plot that measurement and your height on the following chart. Then, using a straight edge, draw a line connecting the two plots. Your body fat percentage is where the line crosses the percent fat column. Refer to the appropriate section of the chart Ratings of Body Fat Percentages to see if your fat content is acceptable, good, athletic, or needs help.

If you need more room to write, please use the back of this sheet.

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For the Gentlemen In the space provided, please write the following:

1. Write your weight and waist measurement. 2. Write your percentage of fat and if your fat percentage is acceptable, good, athletic, or needs help. Write the diet plan you chose to follow. 3. What, if anything, will you do differently the next time you sit down for a meal or snack?

Please include reasons for why you will behave/act differently the next time you sit down for a meal or decide to have a snack. The reasons must directly relate to what you have learned about controlling fat in your diet. Also, please include your choices of food for meal and snacks, i.e., what you might choose to eat or not to eat. Finally, please also address whether or not you will begin to take/continue to take vitamins and minerals and how much water you plan to drink on a daily basis.

JROTC Cadet Reference

Directions: Guys, measure the circumference of your waist at the exact level of the belly button, making sure to keep the tape perfectly horizontal. Plot that measurement and your weight on the chart at the left. Then, using a straight edge, draw a line connecting the two plots. Your body fat percentage is where the line crosses the percent fat column. Refer to the appropriate section of the chart Ratings of Body Fat Percentages to see if your fat content is acceptable, good, athletic, or needs help.

If you need more room to write, please use the back of this sheet.

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Unit 6: Citizenship in American History and Government Chapter 1: You the People The Citizenship Skills Lesson 1: The Preamble

The Preamble to the United States Constitution We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
Unit 6: Citizenship and American History and Government Chapter 3: Creating the Constitution Lesson 1: Articles of Confederation 1781

The Declaration of Independence WHEN in the Course of human Events, it becomes necessary for one People to dissolve the Political Bands which have connected them with another, and to assume among the Powers of the Earth, the separate and equal Station to which the Laws of Nature and of Nature's God entitle them, a decent Respect to the Opinions of Mankind requires that they should declare the causes which impel them to the Separation. WE hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness -That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient Causes; and accordingly all Experience hath shewn, that Mankind are more disposed to suffer, while Evils are sufferable, than to right themselves by abolishing the Forms to which they are accustomed. But when a long Train of Abuses and Usurpations, pursuing invariably the same Object, evinces a Design to reduce them under absolute Despotism, it is their Right, it is their Duty, to throw off such Government, and to provide new Guards for their future Security. Such has been the patient Sufferance of these Colonies; and such is now the Necessity which constrains them to alter their former Systems of Government. The History of the present King of Great- Britain is a History of repeated Injuries and Usurpations, all having in direct Object the Establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid World. HE has refused his Assent to Laws, the most wholesome and necessary for the public Good. HE has forbidden his Governors to pass Laws of immediate and pressing Importance, unless suspended in their Operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. HE has refused to pass other Laws for the Accommodation of large Districts of People, unless those People would relinquish the Right of Representation in the Legislature, a Right inestimable to them, and formidable to Tyrants only.
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HE has called together Legislative Bodies at Places unusual, uncomfortable, and distant from the Depository of their public Records, for the sole Purpose of fatiguing them into Compliance with his Measures. HE has dissolved Representative Houses repeatedly, for opposing with manly Firmness his Invasions on the Rights of the People. HE has refused for a long Time, after such Dissolutions, to cause others to be elected; whereby the Legislative Powers, incapable of the Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the Dangers of Invasion from without, and the Convulsions within. HE has endeavoured to prevent the Population of these States; for that Purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their Migrations hither, and raising the Conditions of new Appropriations of Lands. HE has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary Powers. HE has made Judges dependent on his Will alone, for the Tenure of their Offices, and the Amount and Payment of their Salaries. HE has erected a Multitude of new Offices, and sent hither Swarms of Officers to harrass our People, and eat out their Substance. HE has kept among us, in Times of Peace, Standing Armies, without the consent of our Legislatures. HE has affected to render the Military independent of and superior to the Civil Power. HE has combined with others to subject us to a Jurisdiction foreign to our Constitution, and unacknowledged by our Laws; giving his Assent to their Acts of pretended Legislation: FOR quartering large Bodies of Armed Troops among us; FOR protecting them, by a mock Trial, from Punishment for any Murders which they should commit on the Inhabitants of these States: FOR cutting off our Trade with all Parts of the World: FOR imposing Taxes on us without our Consent: FOR depriving us, in many Cases, of the Benefits of Trial by Jury: FOR transporting us beyond Seas to be tried for pretended Offences: FOR abolishing the free System of English Laws in a neighbouring Province, establishing therein an arbitrary Government, and enlarging its Boundaries, so as to render it at once an Example and fit Instrument for introducing the same absolute Rules into these Colonies:

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FOR taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments: FOR suspending our own Legislatures, and declaring themselves invested with Power to legislate for us in all Cases whatsoever. HE has abdicated Government here, by declaring us out of his Protection and waging War against us. HE has plundered our Seas, ravaged our Coasts, burnt our Towns, and destroyed the Lives of our People. HE is, at this Time, transporting large Armies of foreign Mercenaries to compleat the Works of Death, Desolation, and Tyranny, already begun with circumstances of Cruelty and Perfidy, scarcely paralleled in the most barbarous Ages, and totally unworthy the Head of a civilized Nation. HE has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the Executioners of their Friends and Brethren, or to fall themselves by their Hands. HE has excited domestic Insurrections amongst us, and has endeavoured to bring on the Inhabitants of our Frontiers, the merciless Indian Savages, whose known Rule of Warfare, is an undistinguished Destruction, of all Ages, Sexes and Conditions. IN every stage of these Oppressions we have Petitioned for Redress in the most humble Terms: Our repeated Petitions have been answered only by repeated Injury. A Prince, whose Character is thus marked by every act which may define a Tyrant, is unfit to be the Ruler of a free People. NOR have we been wanting in Attentions to our British Brethren. We have warned them from Time to Time of Attempts by their Legislature to extend an unwarrantable Jurisdiction over us. We have reminded them of the Circumstances of our Emigration and Settlement here. We have appealed to their native Justice and Magnanimity, and we have conjured them by the Ties of our common Kindred to disavow these Usurpations, which, would inevitably interrupt our Connections and Correspondence. They too have been deaf to the Voice of Justice and of Consanguinity. We must, therefore, acquiesce in the Necessity, which denounces our Separation, and hold them, as we hold the rest of Mankind, Enemies in War, in Peace, Friends. WE, therefore, the Representatives of the UNITED STATES OF AMERICA, in GENERAL CONGRESS, Assembled, appealing to the Supreme Judge of the World for the Rectitude of our Intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly Publish and Declare, That these United Colonies are, and of Right ought to be, FREE AND INDEPENDENT STATES; that they are absolved from all Allegiance to the British Crown, and that all political Connection between them and the State of Great-Britain, is and ought to be totally dissolved; and that as FREE AND INDEPENDENT STATES, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which INDEPENDENT STATES may of right do. And for the support of this Declaration, with a firm Reliance on the Protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor.
John Hancock. GEORGIA, Button Gwinnett, Lyman Hall, Geo. Walton. NORTH-CAROLINA, Wm. Hooper, Joseph Hewes, John Penn. SOUTH-CAROLINA, Edward Rutledge, Thos Heyward, junr., Thomas Lynch, junr., Arthur Middleton. MARYLAND, Samuel Chase, Wm. Paca, Thos. Stone, Charles Carroll, of Carrollton.
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VIRGINIA, George Wythe, Richard Henry Lee, Ths. Jefferson, Benja. Harrison, Thos. Nelson, jr., Francis Lightfoot Lee, Carter Braxton. PENNSYLVANIA, Robt. Morris, Benjamin Rush, Benja. Franklin, John Morton, Geo. Clymer, Jas. Smith, Geo. Taylor, James Wilson, Geo. Ross. DELAWARE, Caesar Rodney, Geo. Read. NEW-YORK, Wm. Floyd, Phil. Livingston, Frank Lewis, Lewis Morris. NEW-JERSEY, Richd. Stockton, Jno. Witherspoon, Fras. Hopkinson, John Hart, Abra. Clark. NEW-HAMPSHIRE, Josiah Bartlett, Wm. Whipple, Matthew Thornton. MASSACHUSETTS-BAY, Saml. Adams, John Adams, Robt. Treat Paine, Elbridge Gerry. RHODE-ISLAND AND PROVIDENCE, C. Step. Hopkins, William Ellery. CONNECTICUT, Roger Sherman, Saml. Huntington, Wm. Williams, Oliver Wolcott. IN CONGRESS, JANUARY 18, 1777.

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