IV

Mid Continent Research for Education and Learning

(McREL) Standards and Benchmarks for:



Leadership Education I: Citizenship, Character, and Air Force Tradition

and



Leadership Education IV: Principles of Management









1

Table of Contents

Title Page

A Guide to the Matrix Format …………………………………………………………………………………………… 3



Behavioral Studies……………………………………………………………………………………………………….. 4



Civics………………………………………………………………………………………………………...................... 11



Health…………………………………………………………………………………………………………………….. 47



Language Arts……………………………………………………………………………………………………………. 55



Life Skills………………………………………………………………………………………………………………… 72

Life Work……………………………………………………………………………………………………….... 72

Self-Regulation…………………………………………………………………………………………………… 79

Thinking and Reasoning………………………………………………………………………………………….. 85

Working with Others……………………………………………………………………………………………… 92



Physical Education………………………………………………………………………………………………………... 97









2

A Guide to the Matrix Format



A matrix has been developed to note where and when the texts cover the standards and benchmarks. This four-column matrix is presented as

follows:



STANDARDS AND BENCHMARKS CURRICULUM REFERENCE ADDITIONAL SUPPORT COMMENTS





The Standards and Benchmarks Column listed the McREL standards and benchmarks as they appear in the MCREL WebPages.



The Curriculum Reference Column notes the key occurrences in the texts (the major textbooks assigned in each area, but also student

workbooks and instructor guides, when applicable) when the standard/benchmarks are discussed and/or covered. With each occurrence, the

specific page numbers are listed after the abbreviated title of the book in which this occurrence was found.



The Additional Support Column lists all additional textual support references used to develop this benchmark This column only list other

references that are listed as being explicitly stated in the document.



Finally, the Comments Column, allows the curriculum reviewers to note any points they want other researchers to note.



When an area in the matrix is shown with the letters N/A, this refers to Not Applicable in this particular section. Either a curriculum reference

could not be found in the texts used in the curriculum, or an additional supporting reference could not be found which had been explicitly stated in

another document, or the curriculum reviewer did not have any additional comments to make about this area of the study.









3

BEHAVIORAL STUDIES: STUDY OVERVIEW





The specific texts reviewed for this report included the following: Leadership Education I: Citizenship, Character, and Air Force Tradition

and Leadership Education IV: Principles of Management. The first text, Leadership Education I: Citizenship, Character, and Air Force

Tradition, provides a history of the Air Force’s Junior ROTC program as well as a detailed description of the organization’s structure,

rules, and regulations. This text also addresses personal behavior and responsibility, health and fitness, and citizenship in the United

States. The text, Leadership Education IV: Principles of Management, provides a detailed analysis of management principles and

techniques aimed at training students to be good leaders either in the Air Force or in civilian life. These texts, which represent only a

portion of the curriculum for the AFJROTC program, were reviewed to determine their compliance with the Mid-continent Research for

Education and Learning (McREL) content standards for the grades 9-12 curriculum, available online at:

http://www.mcrel.org/standards-benchmarks/. The detailed results of that curriculum review follow.









4

STANDARDS AND BENCHMARKS FOR BEHAVIORAL STUDIES



STANDARDS AND BENCHMARKS CURRICULUM REFERENCE ADDITIONAL SUPPORT COMMENTS



Standard 1. Understands that group and

cultural influences contribute to human

development, identity, and behavior

1. Understands that cultural beliefs strongly LEI, Unit 1, Chapter 1, Lesson 3 Project 2061: Benchmarks for Response to the cultural

influence the values and behavior of the Science Literacy, p. 156 beliefs implied, but not

people who grow up in the culture, often explicitly covered

without their being fully aware of it, and that

people have different responses to these

influences

2. Understands that punishment for LEI, Unit 1, Chapter 1, Lesson 5 Project 2061: Benchmarks for “Unacceptable social

"unacceptable" social behavior depends Science Literacy, p. 156 behavior” discussed

partly on beliefs about the purposes of without extensive

punishment and about its effectiveness coverage of theory or

(which is difficult to test scientifically views on punishment.

because circumstances vary greatly and

because legal and ethical barriers interfere)

3. Understands that social distinctions are a Project 2061: Benchmarks for Text focus is almost

part of every culture, but they take many Science Literacy, p. 156 exclusively on U.S.

different forms (e.g., rigid classes based culture

solely on parentage, gradations based on the

acquisition of skill, wealth, and/or education)

4. Understands that people often take Project 2061: Benchmarks for Vague references

differences (e.g., in speech, dress, behavior, Science Literacy, p. 156

physical features) to be signs of social class

5. Understands that the difficulty of moving Project 2061: Benchmarks for Discussion of moving

from one social class to another varies greatly Science Literacy, p. 156 between classes in U.S.,

with time, place, and economic but not about specific

circumstances difficulties









5

6. Understands that heredity, culture, and LEI, Unit 1, Chapter 1, Lesson 5 Project 2061: Benchmarks for Discussion of relative

personal experience interact in shaping Science Literacy, p. 156 importance of the

human behavior, and that the relative various influences is not

importance of these influences is not clear in explicitly covered

most circumstances

7. Understands that family, gender, ethnicity, LEI, Unit 1, Chapter 1, Lesson 5 NCSS: Curriculum Standards Implied throughout the

nationality, institutional affiliations, for Social Studies, p. 37 texts listed; reviewed

socioeconomic status, and other group and texts focus on attitudes

cultural influences contribute to the shaping and personality, rather

of a person's identity than on behavior and

identity



Standard 2: Understands various

meanings of social group, general

implications of group membership, and

different ways that groups function

1. Understands that while a group may act, LE I, Unit 1, Chapter 1, Lesson 5 Project 2061: Benchmarks for Implied but not

hold beliefs, and/or present itself as a Science Literacy, p. 160 explicitly stated in the

cohesive whole, individual members may text

hold widely varying beliefs, so the behavior

of a group may not be predictable from an

understanding of each of its members

2. Understands that social organizations may LEI, Unit 1, Chapter 1, Lesson 5 Project 2061: Benchmarks for Only reference found:

serve business, political, or social purposes Science Literacy, p. 160 USAF excluding women

beyond those for which they officially exist, from flying combat

including unstated ones such as excluding missions

certain categories of people from activities

3. Understands how the diverse elements that LEI, Unit 1, Chapter 1, Lesson 5 NCSS: Curriculum Standards Only reference presented

contribute to the development and for Social Studies, p. 33 in historical context –

transmission of culture (e.g., language, does not adequately

literature, the arts, traditions, beliefs, values, address benchmark

behavior patterns) function as an integrated

whole









6

4. Understands that groups have patterns for LEI, Unit 1, Chapter 1, Lesson 5, and NCSS: Curriculum Standards Vague references; Gang

preserving and transmitting culture even as Unit 2, Chapter 2, Lesson 5 for Social Studies, p. 33 identification behavior

they adapt to environmental and/or social

change

5. Understands that social groups may have LEI, Unit 1, Chapter 1, Lesson 5 NCSS: Curriculum Standards N/A

patterns of behavior, values, beliefs, and for Social Studies, p. 33

attitudes that can help or hinder cross-cultural

understanding



Standard 3: Understands that interactions

among learning, inheritance, and physical

development affect human behavior

1. Understands that differences in the LEI, Unit 1, Chapter 1, Lesson 5 Project 2061: Benchmarks for Implied reference: focus

behavior of individuals arise from the Science Literacy, p. 142 on personality

interaction of heredity and experience development rather than

behavior

2. Understands that even instinctive behavior N/A Project 2061: Benchmarks for N/A

may not develop well if a person is exposed Science Literacy, p. 142

to abnormal conditions

3. Understands that expectations, moods, and N/A Project 2061: Benchmarks for N/A

prior experiences of human beings can affect Science Literacy, p. 142

how they interpret new perceptions or ideas

4. Understands that people might ignore N/A Project 2061: Benchmarks for No extensive discussion

evidence that challenges their beliefs and Science Literacy, p. 142 of confirmation bias

more readily accept evidence that supports appeared in the reviewed

them texts

5. Understands that the context in which N/A N/A N/A

something is learned may limit the contexts

in which the learning can be used

6. Knows that human thinking involves the N/A N/A N/A

interaction of ideas, and ideas about ideas

7. Knows that people can produce many N/A N/A N/A

associations internally without receiving









7

information from their senses



Standard 4: Understands conflict,

cooperation, and interdependence among

individuals, groups, and institutions

1. Understands that conflict between people LEIV, pp.73, 78 Project 2061: Benchmarks for Coverage of group

or groups may arise from competition over Science Literacy, p. 173 dynamics

ideas, resources, power, and/or status

2. Understands that social change, or the N/A N/A N/A

prospect of it, promotes conflict because

social, economic, and political changes

usually benefit some groups more than others

(which is also true of the status quo)

3. Understands that conflicts are especially N/A Project 2061: Benchmarks for Benchmark covered

difficult to resolve in situations in which Science Literacy, p. 173 briefly in the context of

there are few choices and little room for group conflict

compromise

4. Understands that some informal ways of N/A N/A N/A

responding to conflict (e.g., pamphlets,

demonstrations, cartoons) may reduce

tensions and lead to compromise but may be

inflammatory and make agreement more

difficult to reach

5. Understands that conflict within a group N/A N/A N/A

may be reduced by conflict between it and

other groups

6. Understands that inter-group conflict does N/A N/A N/A

not necessarily end when one segment of

society gets a decision in its favor because

the "losers" then may work even harder to

reverse, modify, or circumvent the change

7. Understands that even when the majority N/A N/A N/A

of people in a society agree on a social









8

decision, the minority who disagree must be

protected from oppression, just as the

majority may need protection against unfair

retaliation from the minority

8. Understands how various institutions (e.g., N/A N/A N/A

social, religious, political) develop and

change over time (i.e., what is taught in

school and school policies toward student

behavior have changed over the years in

response to family and community

pressures), and how they further both

continuity and change in societies

9. Understands how changes in social and N/A N/A N/A

political institutions (e.g., church, school,

political party) both reflect and affect

individuals' career choices, values, and

significant actions

10. Understands that the decisions of one LEI, Unit 1, Chapter 1, Lesson 5 Project 2061: Benchmarks for N/A

generation both provide and limit the range Science Literacy, p. 163

of possibilities open to the next generation

11. Understands that mass media, migrations, N/A N/A N/A

and conquest affect social change by

exposing one culture to another, and that

extensive borrowing among cultures has led

to the virtual disappearance of some cultures

but only modest change in others









9

BEHAVIORAL STUDIES: STUDY CONCLUSIONS







This report compared the evaluated the extent to which the Air Force JROTC curriculum is in compliance with the Mid-continent

Research for Education and Learning (McREL) content standards for the grades 9-12 curriculum. The following general comments focus

on that analysis as well as a critique of the McREL standards.



Analysis of McREL Standards and Benchmarks: In the opinion of this reviewer, several benchmarks do not reflect the standards as well

as they might. More specifically, the standards, although very general, are not exhausted by the subsequent benchmarks listed. The

benchmarks could be revised or expanded, and certainly clarified, to reflect more accurately the standards listed for Behavioral Studies.

If, for example, the AFJROTC curriculum had been reviewed based on the standards and not the benchmarks, it would likely have fared

better in the analysis matrix presented above. In summary, both the level of specificity and the degree of complexity of several

benchmarks were detrimental to the results of the curriculum analysis presented in this report.









10

CIVICS: STUDY OVERVIEW





The following textbooks were examined for this report:



1) Leadership Education I: This textbook offers a history of ROTC, the military chain of command, military uniforms and

insignia, and military protocol. It also includes brief overviews of various governmental systems and structures,

including totalitarianism, socialism/Communism, and democracy. Covered within discussion of this last topic are

definitions of the three branches of American government, a short introduction to the American Constitution, and

material on the rights and responsibilities of citizenship.

2) Leadership Education IV: This textbook discusses principles of management. It includes definitions and histories of the

discipline, as well as sections on conflict management, negotiation, and mentoring.









11

STANDARDS AND BENCHMARKS FOR CIVICS



LEI=Life Education I LEIV=Life Education IV



STANDARDS AND BENCHMARKS CURRICULUM REFERENCE ADDITIONAL SUPPORT COMMENTS

I. What is Government and What

Should it Do?

Standard 1: Understands ideas about civic

life, politics, and government

1.1 Understands how politics enables a group LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definitions

of people with varying opinions and/or LEIV, pp. 26-28, 67 Civics and Government, p. 90 Theories of management

interests to reach collective decisions, can be applied to

influence decisions, and accomplish goals government and civil

that they could not reach as individuals (e.g., society

managing the distribution of resources,

allocating benefits and burdens, managing

conflicts)

1.2 Knows formal institutions that have the LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definitions

authority to make and implement binding LEIV, pp. 97-109 Civics and Government, p. 90

decisions (e.g., tribal councils, courts,

monarchies, democratic legislatures)

1.3 Understands the nature of political LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Definition of team

authority (e.g., characteristics such as LEIV, pp. 97-109 Civics and Government, p. 90; dynamics can be applied

legitimacy, stability, limitations) Quigley, Civitas, p. 95 to civil society

1.4 Understands the sources of political LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

authority (e.g., consent of the governed, Civics and Government, p. 90;

birth, knowledge) and its functions (e.g., Quigley, Civitas, p. 95

create and enforce laws) LE IV, NA

1.5 Understands why politics is found LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Describes

wherever people gather as a group (e.g., it Civics and Government, p. 90 responsibilities of voting

enables groups to reach collective, binding LEIV, pp. 50-52

decisions that can be enforced)

1.6 Understands major arguments for the LEI, Unit 4, Chatper 6, Lesson 2 CCE: National Standards for Definitions of









12

necessity of politics and government (e.g., LEIV, pp. 43-67 Civics and Government, p. 90 management can be

people cannot fulfill their potential without applied to government

politics and government, people would be

insecure or endangered without government,

people working collectively can accomplish

goals and solve problems they could not

achieve alone)

1.7 Understands some of the major LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

competing ideas about the purposes of LEIV, pp. 43-67 Civics and Government, p. 90-

politics and government (e.g., achieving a 91

religious vision, glorifying the state,

enhancing economic prosperity, providing

for a nation's security), and knows examples

of past and present governments that serve

these purposes

1.8 Understands how the purposes served by LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

a government affect relationships between LEIV, pp. 43-67 Civics and Government, p. 91

the individual and government and between

government and society as a whole (e.g., the

purpose of promoting a religious vision of

what society should be like may require a

government to restrict individual thought and

actions, and place strict controls on the

whole of the society)

Standard 2: Understands the essential

characteristics of limited and unlimited

governments



2.1 Understands what "civil society" is and LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Defines individuality

how it provides opportunities for individuals Civics and Government, p. 93 and “followership”; can

to associate for social, cultural, religious, be applied to

economic, and political purposes (e.g., membership in political

family, friendships, membership in coalitions









13

organizations, participation in unions and

business enterprises) LEIV, NA

2.2 Understands how civil society allows for LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

individuals or groups to influence Civics and Government, p. 93

government in ways other than voting and

elections LEIV, NA

2.3 Understands how the individual, social, LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definitions

and economic relationships that make up Civics and Government, p. 93;

civil society have been used to maintain National Standards for Civics

limited government LEIV, NA and Government, p. 45

2.4 Understands how relationships between LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

government and civil society in Civics and Government, p. 93

constitutional democracies differ from those

in authoritarian and totalitarian regimes LEIV, NA

2.5 Knows essential political freedoms (e.g., LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Defines difference

freedom of religion, speech) and economic Civics and Government, p. 93 between rights and

freedoms (e.g., freedom to enter into responsibilities

contracts, to choose one's own employment), Discusses career choices

and understands competing ideas about the

relationships between the two (e.g., that

political freedom is more important than

economic freedom, that political and

economic freedom are inseparable) LEIV, NA

2.6 Understands how political and economic LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

freedoms serve to limit governmental power LEIV, NA Civics and Government, p. 94

Standard 3: Understands the sources, N/A

purposes, and functions of law, and the

importance of the rule of law for the

protection of individual rights and the

common good

3.1 Knows alternative ideas about the LEI, Unit 4, Chapter 6, Lesson 4 CCE: National Standards for N/A

sources of law (e.g., custom, Supreme Being, Civics and Government, p. 92;

sovereigns, legislatures) and different National Standards for









14

varieties of law (e.g., divine law, natural law, Business Education, p. 22;

common law, statute law, international law) LEIV, NA Quigley, Civitas, p. 335-39

3.2 Knows alternative ideas about the LEI, Unit 4, Chapter 6, CCE: National Standards for Offers basic definitions

purposes and functions of law (e.g., Lessons 2 & 4 Civics and Government, p. 92;

regulating relationships among people and Quigley, Civitas, p. 330-31

between people and their government;

providing order, predictability, security, and

established procedures for the management

of conflict; regulating social and economic

relationships in civil society)

LEIV, NA



Standard 4: Understands the concept of a N/A

constitution, the various purposes that

constitutions serve, and the conditions

that contribute to the establishment and

maintenance of constitutional government

4.1 Distinguishes between governments Unit 4, Chapter 6, Lesson 3 N/A N/A

with a constitution and constitutional

(limited) government LEIV, N/A

4.2 Understands how constitutions set forth LEI, Unit 4, Chapter 6, CCE: National Standards for Defines separation of

the structure of government, give the Lessons 3 and 4 Civics and Government, p. 95; powers in U.S.

government power, and establish the National Standards for government

relationship between the people and their Business Education, p. 22;

government Quigley, Civitas, p. 169

LEIV, NA

4.3 Understands how constitutions may limit LEI, Unit 4, Chapter 6, Lesson 3 CCE: National Standards for N/A

government's power in order to protect Civics and Government, p. 95;

individual rights and promote the common Quigley, Civitas, p. 169

good LEIV, NA

4.4 Understands how constitutions, in the LEI, Unit 4, Chapter 6, Lesson 3 N/A N/A

past as well as in the present, have been

disregarded or used to promote the interests









15

of a particular group, class, faction, or a

government (e.g., slavery, exclusion of

women from the body politic, prohibition of

competing political parties) LEIV, NA

4.5 Understands how constitutions can be LE I, Unit 4, Chapter 6, Lesson 3 N/A N/A

vehicles for change and for resolving social

issues (e.g., use of the Fourteenth

Amendment to the United States

Constitution in the civil rights movement of

the 1950s and 1960s; establishment of the LEIV, NA

Japanese Constitution after World War II,

which provided women the right to vote)

4.6 Understands how constitutions may be LEI, Unit 4, Chapter 6, Lesson 3 N/A N/A

used to preserve core values and principles

of a political system or society (e.g.,

prohibition of religious tests for public

office, protection of private property by the

United States Constitution) LEIV, N/A

4.7 Knows the social, economic, and LEI, Unit 4, Chapter 6, Lesson 3 N/A N/A

political conditions that foster constitutional

government LEIV, N/A

4.8 Understands reasons why some nations N/A N/A N/A

have been successful in establishing

constitutional government (e.g., post-World

War II Germany, Japan) whereas others have

not (e.g., Nigeria, Kenya, Argentina under

Peron)

4.9 Knows responsibilities individual LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Defines basic

citizens and people serving in government Civics and Government, p. 95 responsibilities

should assume to insure the preservation and

improvement of constitutional government

Standard 5: Understands the major

characteristics of systems of shared









16

powers and of parliamentary systems

5.1 Understands the major characteristics of LEI, Unit 4, Chapter 6, CCE: National Standards for N/A

systems of shared powers (e.g., in the United Lessons 3 and 6 Civics and Government, p. 97;

States and Brazil the executive, legislative, NAEP: National Civics

and judicial branches each have primary Consensus Project, p. 49;

responsibility for certain functions and share Quigley, Civitas, p. 15

some of the powers and functions of the

other branches) LEIV, NA

5.2 Understands the major characteristics of LEI, Unit 4, Chapter 6, Lesson 6 N/A N/A

parliamentary systems (e.g., in the United

Kingdom and Israel authority is held by

Parliament and the party or parties that form

the majority select the prime minister) LEIV, NA

5.3 Understands the relative advantages and LEI, Unit 4, Chapter 6, Lesson 6 CCE: National Standards for N/A

disadvantages of the various ways power is Civics and Government, p. 97;

distributed, shared, and limited in systems of NAEP: National Civics

shared powers and parliamentary systems Consensus Project, p. 49

(e.g., in terms of effectiveness, prevention of

the abuse of power, responsiveness to

popular will, stability, ability to serve the

purposes of constitutional government) LEIV, NA

Standard 6: Understands the advantages

and disadvantages of federal, confederal,

and unitary systems of government

6.1 Understands how power is distributed, LEI, NA CCE: National Standards for Definition of leadership

shared, and limited in confederal, federal, LEIV, pp. 2-26 Civics and Government, p. 98 styles can be applied to

and unitary systems of government (e.g., in civil society

terms of effectiveness, prevention of the

abuse of power, responsiveness to popular

will, stability)

6.2 Knows the advantages and disadvantages LEI, NA CCE: National Standards for N/A

of confederal, federal, and unitary systems in LEIV, pp. 2-26 Civics and Government, p. 98;

fulfilling the purposes of constitutional NAEP: National Civics









17

government Consensus Project, p. 49

Standard 7: Understands alternative

forms of representation and how they

serve the purposes of constitutional

government

7.1 Understands the major arguments for and LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definitions

against representative government as Civics and Government, p. 98

distinguished from direct popular rule

7.2 Knows common bases upon which N/A N/A N/A

representation is or has been established

(e.g., geographic areas; citizenship; social

class or caste; age, sex, or property; religion,

race, and ethnicity)

7.3 Understands differing bases of electoral LEI, Unit 4, Chapter 6 N/A N/A

systems (e.g., winner-take-all systems, Lessons 3 and 5

proportional systems) LEIV, N/A

7.4 Understands differing theories of N/A

representation (e.g., obligation of a

representative to promote the interests of a

particular constituency vs. obligation to

promote the interests of the society as a

whole)

II. What are the Basic Values and

Principals of American Democracy

Standard 8: Understands the central ideas

of American constitutional government

and how this form of government has

shaped the character of American society

8.1 Knows major historical events that led to LE I, Unit 4, Chapter 6, N/A N/A

the creation of limited government in the Lessons 3 & 4

United States (e.g., Magna Carta (1215),

common law, and the Bill of Rights (1689)

in England; colonial experience, Declaration









18

of Independence (1776), Articles of

Confederation (1781), state constitutions and

charters, United States Constitution (1787),

Bill of Rights (1791) in the United States) LEIV, NA

8.2 Knows how the creation of American LEI, Unit 4, Chapter 6, CCE: National Standards for Offers basic definitions

constitutional government was influenced by Lessons 2 & 3 Civics and Government, p. 99

the central ideas of the natural rights

philosophy (e.g., all persons have the right to

life, liberty, property, and the pursuit of

happiness; the major purpose of government

is to protect those rights) LEIV, NA

8.3 Knows the major ideas about republican LEI, Unit 4, Chapter 6, Lesson 2 N/A N/A

government that influenced the development

of the United States Constitution (e.g., the

concept of representative government, the

importance of civic virtue or concern for the

common good) LEIV, NA

8.4 Understands the concept of popular LEI, Unit 4, Chapter 6, Lesson 2 N/A N/A

sovereignty as a central idea of American

constitutional government (e.g., the people

as the ultimate source of the power to create,

alter, or abolish governments) LEIV, NA

8.5 Understands the necessity for a written LE I, Unit 4, Chapter 6, N/A N/A

Constitution to set forth the organization of Lessons 3 & 5

government and to grant and distribute its

powers (e.g., among different branches of the

national government, between the national

government and the states, between the

people and the government) LEIV, NA

8.6 Understands how various provisions of LE I, Unit 4, Chapter 6, Lesson 3 N/A N/A

the Constitution and principles of the

constitutional system help to insure an

effective government that will not exceed its









19

limits

8.7 Understands how the design of the LEI, Unit4, Chapter 6, Lesson 3 N/A N/A

institutions of government and the federal

system works to channel and limit

governmental power in order to serve the

purposes of American constitutional

government LEIV, NA

8.8 Understands how the belief in limited LEI, Unit 4, Chapter 6, Lesson 3 N/A N/A

government and the values and principles of

the Constitution have influenced American

society (e.g., the Constitution has

encouraged Americans to engage in

commercial and other productive activities) LEIV, NA

8.9 Knows ways in which Americans have LEI, Unit 4, Chapter 6, Lesson 3 N/A N/A

attempted to make the values and principles

of the Constitution a reality LEIV, N/A

8.10 Knows how the distinctive LEI, Unit 4, Chapter 6, Lesson 6 N/A N/A

characteristics of American society are

similar to and different from the LEIV, N/A

characteristics of other societies

Standard 9: Understands the importance

of Americans sharing and supporting

certain values, beliefs, and principles of

American constitutional democracy

9.1 Understands how the institutions of LEI, Unit 4, Chapter 6, CCE: National Standards for Offers basic definitions

government reflect fundamental values and Lessons 2 & 6 Civics and Government, p. Definition of

principles (e.g., justice, equality, the 108; Quigley, Civitas, pp. 380 “followership” can be

common good, popular sovereignty, checks LEIV, pp. 35-43 applied to civil society

and balances)

9.2 Understands the interdependence among LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Definition of group

certain values and principles (e.g., individual Civics and Government, p. 108 participation can be

liberty and diversity) LEIV, pp. 35-43 applied to civil society

9.3 Understands the significance of LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Definition of









20

fundamental values and principles for the Civics and Government, p. management principles

individual and society LEIV, pp. 35-43 108; Quigley, Civitas, pp. 380 can be applied to civil

society

Standard 10: Understands the roles of

voluntarism and organized groups in

American social and political life

10.1 Knows how the Puritan ethic LEI, Unit 4, Chapter 6, Lesson 2 N/A N/A

encouraged American voluntarism LEIV, N/A

10.2 Knows how voluntary associations and LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Defines civil value of

other organized groups have been involved Civics and Government, p. 102 higher education

in functions usually associated with

government (e.g., social welfare, education) LEIV, N/A

10.3 Knows the extent of voluntarism in NA CCE: National Standards for N/A

American society compared to other Civics and Government, p. 102

countries

10.4 Understands the relationship between NA N/A N/A

American voluntarism and Americans' ideas

about limited government

10.5 Understands issues that arise regarding NA CCE: National Standards for N/A

what responsibilities belong to individuals Civics and Government, p.

and groups and the private sector, what 102; Quigley, Civitas, pp. 16-

responsibilities belong to the government, 17

and how these responsibilities should be

shared by the private sector and the

government

10.6 Knows the historical and contemporary LEI, Unit 4, Chapter 6, Lesson 2 N/A N/A

role of various organized groups in local,

state, and national politics (e.g., unions;

professional organizations; religious,

charitable, service, and civic groups) LEIV, N/A

Standard 11: Understands the role of

diversity in American life and the

importance of shared values, political









21

beliefs, and civic beliefs in an increasingly

diverse American society

11.1 Knows how the racial, religious, LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

socioeconomic, regional, ethnic, and Civics and Government, p.

linguistic diversity of American society has 103; Quigley, Civitas, pp. 25-

influenced American politics through time LEIV, NA 27

11.2 Knows different viewpoints regarding LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

the role and value of diversity in American Civics and Government, p.

life LEIV, pp. 67-85 103; Quigley, Civitas, pp. 25-

27

11.3 Knows examples of conflicts stemming LEIV, pp. 67-85 CCE: National Standards for

from diversity, and understands how some Civics and Government, p.

conflicts have been managed and why some 103; Quigley, Civitas, pp. 27-

of them have not yet been successfully 231

resolved

11.4 Knows why constitutional values and LEI, NA CCE: National Standards for Offers basic definitions

principles must be adhered to when LEIV, pp. 67-85 Civics and Government, p. 103

managing conflicts over diversity

11.5 Knows beliefs that are common to NA CCE: National Standards for N/A

American political culture (e.g., belief in Civics and Government, p.

equality of opportunity; mistrust of power, as 104; Quigley, Civitas, pp. 131

well as high expectations of what elected

officials and government should do; the need

to admit to faults or shortcomings in the

society; the belief that social, economic, or

political problems can be alleviated through

collective effort)

11.6 Knows how shared ideas and values of N/A N/A N/A

American political culture are reflected in

various sources and documents (e.g., the Bill

of Rights, The Federalist and Anti-federalist

writings, Woodrow Wilson's "Fourteen

Points," Martin Luther King, Jr.'s "Letter









22

from the Birmingham Jail," landmark

decisions of the Supreme Court of the United

States)

Standard 12: Understands the

relationships among liberalism,

republicanism, and American

constitutional democracy

12.1 Understands that the central idea of NA CCE: National Standards for N/A

liberalism is the belief that the individual has Civics and Government, p.

rights that exist independently of government 106; Quigley, Civitas, pp. 12

and that ought to be protected by and against

government

12.2 Knows the general history of liberalism N/A N/A N/A

(e.g., ideas of liberalism that emerged in the

seventeenth century and developed during

the eighteenth-century Enlightenment;

relationship between liberalism and the

Protestant Reformation and the rise of

market economies and free enterprise)

12.3 Knows the difference between the use N/A N/A N/A

of the term "liberal" in referring to the

American form of government and the use of

the terms "liberal" and "conservative" in

referring to positions on the spectrum of

American politics

12.4 Understands that the term "democracy" LEI, Unit 4, Chapter 6, CCE: National Standards for Offers basic definitions

is derived from the Greek word for "rule by Lessons 3, 4, & 6 Civics and Government, p. 106

the people," and that the central focus of

democracy is the idea that the people are the

source of authority for government

12.5 Knows the difference between the use N/A N/A N/A

of the term "democratic" to refer to the

American form of government and the use of









23

the term to refer to the Democratic Party in

the United States

12.6 Understands how the basic premises of N/A N/A N/A

liberalism and democracy are joined in the

Declaration of Independence, where they are

stated as "self-evident Truths" (e.g., "all men

are created equal," authority is derived from

consent of the governed, people have the

right to alter or abolish government when it

fails to fulfill its purposes)

12.7 Understands that a "republic" is a state LEI, Unit 4, Chapter 6, N/A N/A

in which the citizenry as a whole is Lessons 3 & 6

considered sovereign but which is governed

by elected representatives rather than directly

by the people as in direct democracy LEIV, NA

12.8 Knows the major ideas of republicanism N/A N/A N/A

(e.g., government of a republic seeks the

public or common good rather than the good

of a particular group or class of society;

"civic virtue" of citizens is essential, in

which citizens put the public or common

good above their private interests)

12.9 Knows how ideas of classical LEI, Unit 4, Chapter 6, Lesson 3 N/A N/A

republicanism are reflected in the United

States Constitution (e.g., the guarantee to the

states of a "republican form of government"

in Article IV, Section 4; provisions for the

election of representatives to the Congress in

Article I, Section 2 and the Seventeenth

Amendment) LEIV, N/A

12.10 Knows how the use of the term N/A N/A N/A

"republican" to refer to the American form of

government differs from the use of the term









24

to refer to the Republican Party in the United

States

12.11 Understands reasons why classical N/A N/A N/A

republicanism and liberalism are potentially

in conflict (e.g., on the primary purpose of

government as the promotion of the public

good or as the promotion of the protection of

individual rights)

12.12 Knows various viewpoints regarding LEI, Unit 4, Chapter 6, Lesson 6 CCE: National Standards for Offers basic definitions

the importance of civic virtue for American Civics and Government, p.

democracy today 107; Quigley, Civitas, pp. 12

LEIV, NA

Standard 13: Understands the character

of American political and social conflict

and factors that tend to prevent or lower

its intensity

13.1 Understands issues that involve LEI, NA CCE: National Standards for N/A

conflicts among fundamental values and Civics and Government, p.

principles such as the conflict between LEIV, pp. 96-112 108; NAEP: National Civics

liberty and authority Consensus Project, p. 48;

Quigley, Civitas, pp. 416-419

13.2 Knows why people may agree on values LEI, NA CCE: National Standards for Discussion of group

or principles in the abstract but disagree Civics and Government, p. 109 dynamics can be applied

when they are applied to specific issues such LEIV, pp. 67-85 to civil society

as the right to life and capital punishment

Discussion of conflict

management can be

applied to civil society

13.3 Knows how the rights of organized N/A N/A N/A

labor and the role of government in

regulating business have created political

conflict

13.4 Knows how the concept of a loyal N/A N/A N/A









25

opposition and recourse to the legal system

to manage conflicts have helped to lessen the

divisiveness of political conflict in the

United States

13.5 Knows how universal public education NA CCE: National Standards for Defines value of higher

and the existence of a popular culture that Civics and Government, p. education

crosses class boundaries have tended to 104; NAEP: National Civics

reduce the intensity of political conflict (e.g., Consensus Project, p. 48

by creating common ground among diverse

groups)

Standard 14: Understands issues

concerning the disparities between ideals

and reality in American political and

social life

14.1 Understands the importance of N/A N/A N/A

established ideals in political life and why

Americans should insist that current

practices constantly be compared with these

ideals

14.2 Knows discrepancies between N/A N/A N/A

American ideals and the realities of

American social and political life (e.g., the

ideal of equal opportunity and the reality of

unfair discrimination)

14.3 Knows historical and contemporary LEI, Unit 4, Chapter 6, Lesson 4 CCE: National Standards for Offers basic definition

efforts to reduce discrepancies between Civics and Government, p.

ideals and reality in American public life 109; NAEP: National Civics

(e.g., union movements, government Consensus Project, p. 49

programs such as Head Start, civil rights

legislation and enforcement)

III. How Does the Government

Established by the Constitution Embody

the Purposes, Values, and Principles of









26

American Democracy?

Standard 15: Understands how the United

States Constitution grants and distributes

power and responsibilities to national and

state government and how it seeks to

prevent the abuse of power

15. 1 Understands how the overall design LEI, Unit 4, Chapter 6, Lesson 4 CCE: National Standards for Offers basic definition

and specific features of the Constitution Civics and Government, p. 110

prevent the abuse of power by aggregating LEIV, NA

power at the national, state, and local levels

to allow government to be responsive;

dispersing power among different levels of

government to protect individual rights,

promote the common good, and encourage

citizen participation; and using a system of

checks and balances (e.g., separated

institutions with shared powers, provisions

for veto and impeachment, federalism,

judicial review, the Bill of Rights)

15.2 Knows why the framers adopted a Unit 4, Chapter 6, Lesson 5 N/A N/A

federal system in which power and

responsibility are divided and shared LEIV, NA

between a national government and state

governments

15.3 Understands ways in which federalism N/A N/A N/A

is designed to protect individual rights to

life, liberty, and property and how it has at

times made it possible for states to deny the

rights of certain groups, (e.g. states' rights

and slavery, denial of suffrage to women and

minority groups)

15.4 Understands both the historical and LEI, Unit 4, Chapter 6, CCE: National Standards for Offers basic discussion

contemporary roles of national and state Lessons 3, 4, & 5 Civics and Government, p. 111









27

governments in the federal system and the

importance of the Tenth Amendment LEIV, NA

15.5 Understands the purposes, organization, LEI, Unit 4, Chapter 6, CCE: National Standards for N/A

and functions of the legislative, executive, Lessons 5 & 6 Civics and Government, p.

and judicial branches and the independent 112; National Standards for

regulatory agencies (e.g., agencies such as Business Education, p. 22;

the Federal Reserve, Food and Drug LEIV, NA Quigley, Civitas, p. 380

Administration, Federal Communications

Commission)





15.6 Understands the extent to which each LEI, Unit 4, Chapter 6, CCE: National Standards for Offers basic discussion

branch of the government reflects the Lessons 3, 5, & 6 Civics and Government, p. 112

people's sovereignty (e.g., Congress

legislates on behalf of the people, the

president represents the nation as a whole,

the Supreme Court interprets the

Constitution on behalf of the people)

15.7 Understands how specific features and LEI, Unit 4, Chapter 6, CCE: National Standards for Offers basic definitions

the overall design of the Constitution results Lessons 3 & 5 Civics and Government, p. 112

in tensions among the three branches (e.g.,

the power of the purse, the power of

impeachment, advice and consent, veto

power, judicial review), and comprehends

the argument that the tensions resulting from

separation of powers, checks and balances,

and judicial review tend to slow down the

process of making and enforcing laws, thus

insuring better outcomes

15.8 Knows current issues concerning N/A N/A N/A

representation (e.g., term limitations,

legislative districting, geographical and

group representation)









28

15.9 Understands how and why beliefs about N/A N/A N/A

the purposes and functions of the national

government have changed over time

Standard 16: Understands the major

responsibilities of the national government

for domestic and foreign policy, and

understands how government is financed

through taxation

16.1 Understands how specific foreign LEI, Unit 4, Chapter 6, Lesson 2 N/A N/A

policies such as national security and trade

policy affect the everyday lives of American LEIV, NA

citizens and their communities

16.2 Understands competing arguments N/A N/A N/A

concerning the role of government in major

areas of domestic and foreign policy (e.g.,

health care, education, child care, regulation

of business and industry, foreign aid,

intervention abroad)

16.3 Understands the tensions that results N/A N/A N/A

from citizens' desire for government services

and benefits and their unwillingness to pay

taxes for them

16.4 Knows the history of taxation in the NA CCE: National Standards for Discusses

United States Civics and Government, p. 113 responsibilities of

paying taxes

16.5 Understands the equity of various kinds LEI Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

of taxes Civics and Government, p.

113; National Standards for

LEIV, NA Business Education, p. 73

Standard 17: Understands issues

concerning the relationship between state

and local governments and the national

government and issues pertaining to









29

representation at all three levels of

government

17.1 Knows the limits the United States LEI, Unit 4, Chapter 6, Lesson 4 CCE: National Standards for Offers basic discussion

Constitution places on the powers of the Civics and Government, p. 114

states (e.g., prohibitions against impairing LEIV, NA

interstate commerce, restrictions imposed by

the Fourteenth Amendment and the Bill of

Rights through the process of incorporation)

and the limits the Constitution places on the

powers of the national government over state

governments (e.g., the national government

cannot abolish a state, the Tenth Amendment

to the Constitution reserves certain powers to

the states)



17.2 Understands that the two kinds of N/A N/A N/A

power most commonly associated with state

governments are reserved powers, which are

powers not delegated to the national

government or prohibited to states by the

United States Constitution (e.g., legislation

regarding public safety, marriage, and

divorce; education; the conduct of elections;

chartering regional and local governments;

licensing drivers, businesses, and

professions) and concurrent powers, which

are powers jointly held with the national

government (e.g., legislating taxation,

regulating trade and industry, borrowing

money, maintaining courts, protecting the

environment)

17.3 Understands criteria for evaluating how N/A N/A N/A

the relationship between state and local









30

governments and the national government

has changed over time

17.4 Understands criteria for evaluating the N/A N/A N/A

argument that state and local governments

provide significant opportunities for

experimentation and innovation

17.5 Understands criteria for evaluating the N/A N/A N/A

relationship between his/her state and local

governments

17.6 Understands how the policies of state N/A N/A N/A

and local governments provide citizens with

ways to monitor and influence the actions of

members of government and hold them

responsible for their actions (e.g.,

requirements of fair and public notice of

meetings, meetings of government agencies

must be open to the public, public trials,

provision of opportunities for citizens to be

heard)

Standard 18: Understands the role and

importance of law in the American

constitutional system and issues regarding

the judicial protection of individual rights

18.1 Understands how the rule of law makes LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic discussion

possible a system of ordered liberty that Civics and Government, p.

protects the basic rights of citizens 116; Quigley, Civitas, p. 15,

379

18.2 Knows historical and contemporary N/A N/A N/A

practices that illustrate the central place of

the rule of law (e.g., submitting bills to legal

counsel to insure congressional compliance

with constitutional limitations, higher court

review of lower court compliance with the









31

law, executive branch compliance with laws

enacted by Congress)

18.3 Knows historical and contemporary N/A N/A N/A

events and practices that illustrate the

absence or breakdown of the rule of law

(e.g., events such as vigilantism in the early

West, Ku Klux Klan attacks, urban riots,

corruption in government and business,

police corruption, organized crime; practices

such as illegal searches and seizures, bribery,

interfering with the right to vote, perjury)

18.4 Knows historical and contemporary LEI, Unit 4, Chapter 6, Lesson 2 N/A N/A

illustrations of the idea of equal protection of

the laws for all persons (e.g., the Fourteenth LEIV, NA

Amendment, Americans with Disabilities

Act, equal opportunity legislation)

18.5 Understands how the individual's rights N/A N/A N/A

to life, liberty, and property are protected by

the trial and appellate levels of the judicial

process and by the principal varieties of law

(e.g., constitutional, criminal, and civil law)

18.6 Understands the effects of Americans N/A CCE: National Standards for Discussion of group

relying on the legal system to solve social, Civics and Government, p. 116 dynamics can be applied

economic, and political problems rather than to civil society

using other means, such as private

negotiations, mediation, and participation in

the political process

18.7 Understands the importance of an N/A N/A N/A

independent judiciary in a constitutional

democracy

18.8 Knows historical and contemporary N/A N/A N/A

instances in which judicial protections have

not been extended to all persons and









32

instances in which judicial protections have

been extended to those deprived of them in

the past

18.9 Understands why due process rights in N/A N/A N/A

administrative and legislative procedures are

essential for protecting individual rights and

maintaining limited government

18.10 Knows how state and federal courts' N/A N/A N/A

power of judicial reflects the American idea

of constitutional government (i.e., limited

government) and understands the merits of

arguments for and against judicial review

Standard 19: Understands what is meant

by “the public agenda,” how it is set, and

how it is influenced by public opinion and

the media

19. 1 Understands how political institutions N/A N/A N/A

and political parties shape the public agenda

19.2 Understands why issues important to N/A N/A N/A

some groups and the nation do not become

part of the public agenda

19.3 Understands the concept of public NA CCE: National Standards for Discussion of group

opinion, and knows alternative views of the Civics and Government, p. dynamics can be applied

proper role of public opinion in a democracy. 118; Quigley, Civitas, p. 569 to civil society



19.4 Understands how public opinion is N/A N/A N/A

measured, used in public debate, and how it

can be influenced by the government and the

media

19.5 Understands the influence that public N/A N/A N/A

opinion has on public policy and the

behavior of public officials

19.6 Understands the ways in which N/A N/A N/A









33

television, radio, the press, newsletters, and

emerging means of communication influence

American politics; and understands the

extent to which various traditional forms of

political persuasion have been replaced by

electronic media

19.7 Understands the ways in which N/A N/A N/A

television, radio, the press, newsletters, and

emerging means of communication influence

American politics; and understands the

extent to which various traditional forms of

political persuasion have been replaced by

electronic media

Standard 20: Understands the roles of

political parties, campaigns, elections, and

associations and groups in American

politics

20.1 Knows the origins and development of N/A N/A N/A

the two party system in the United States,

and understands the role of third parties

20.2 Understands how and why American LEI, Unit 4, Chapter 6, Lesson 6 CCE: National Standards for **

political parties differ from ideological Civics and Government, p. 119

parties in other countries

20.3 Knows the major characteristics of N/A N/A N/A

American political parties, how they vary by

locality, how they reflect the dispersion of

power, and how they provide citizens with

numerous opportunities for participation

20.4 Understands how political parties are N/A N/A N/A

involved in channeling public opinion,

allowing people to act jointly, nominating

candidates, conducting campaigns, and

training future leaders; and understands why









34

political parties in the United States are

weaker today than they have been at times in

the past

20.5 Knows the characteristics of initiatives N/A N/A N/A

and referendums

20.6 Understands the significance of N/A N/A N/A

campaigns and elections in the American

political system, and knows current

criticisms of campaigns and proposals for

their reform

20.7 Knows historical and contemporary N/A N/A N/A

examples of associations and groups

performing functions otherwise performed

by the government such as social welfare and

education

20.8 Understands the extent to which NA CCE: National Standards for Discussion of team

associations and groups enhance citizen Civics and Government, p. dynamics can be applied

participation in American political life 119; Quigley, Civitas, p. 420 to civil society

Standard 21: Understands the formation

and implementation of public policy

21.1 Knows a public policy issue at the local, LEI, Public Policy defined in Unit 4, N/A N/A

state, or national level well enough to Chapter 6, Lesson 2

identify the major groups interested in that

issue and explain their respective positions LEIV, NA

21.2 Understands the processes by which LEI, Public Policy defined in Unit 4, CCE: National Standards for N/A

public policy concerning a local, state, or Chapter 6, Lesson 2 Civics and Government, p.

national issue is formed and carried out 120; Quigley, Civitas, p. 638-

LEIV, NA 639

21.3 Knows the points at which citizens can LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Discussion of

monitor or influence the process of public Civics and Government, p. negotiation processes

policy formation LEIV, pp. 155-68 120; NAEP: Civics Consensus can be applied to civil

Project, p. 49; Quigley, society

Civitas, p. 638-639









35

21.4 Understands why agreement may be LEI, NA CCE: National Standards for Discussion of

difficult or impossible on issues such as Civics and Government, p. 120 negotiation processes

abortion because of conflicts about values, LEIV, pp. 155-68 can be applied to civil

principles, and interests society

IV. What is the Relationship of the United

States to Other nations and to World

Affairs?

Standard 22: Understands how the world

is organized politically into nation-states,

how nation-states interact with one

another, and issues surrounding U.S.

foreign policy

22.1 Understands the significance of LEI, Unit 4, Chapter 6, N/A N/A

principal foreign policies and events in the Lessons 4 & 6

United States' relations with the world (e.g.,

Monroe Doctrine, World Wars I and II, LEIV, NA

formation of the United Nations, Marshall

Plan, NATO, Korean and Vietnam Wars, end

of the Cold War)

22.2 Understands how and why the United LEI, Unit 4, Chapter 6, Lesson 6 CCE: National Standards for Offers basic discussion

States assumed the role of world leader after Civics and Government, p. 123

World War II and what its current leadership LEIV, NA

role is in the world

22.3 Understands the major foreign policy N/A N/A N/A

positions that have characterized the United

States' relations with the world (e.g., isolated

nation, imperial power, and world leader)

22.4 Knows how the powers over foreign N/A N/A N/A

affairs that the Constitution gives to the

president, Congress, and the federal judiciary

have been used over time; and understands

the tension between constitutional provisions

and the requirements of foreign policy (e.g.,









36

the power of Congress to declare war and the

need of the president to make expeditious

decisions in times of international

emergency, the power of the president to

make treaties and the need for the Senate to

approve them)

22.5 Understands the process by which N/A N/A N/A

United States foreign policy is made,

including the roles of federal agencies,

domestic interest groups, the media, and the

public; and knows the ways in which

Americans can influence foreign policy

22.6 Understands the process by which N/A N/A N/A

United States foreign policy is made,

including the roles of federal agencies,

domestic interest groups, the media, and the

public; and knows the ways in which

Americans can influence foreign policy

22.7 Understands the idea of the national N/A N/A N/A

interest and how it is used as a criterion for

shaping American foreign policy

22.8 Understands the influence of American N/A N/A N/A

constitutional values and principles on

American foreign policy (e.g., a commitment

to the self-determination of nations), and

understands the tensions that might arise

among American values, principles, and

interests as the nation deals with the practical

requirements of international politics (e.g., a

commitment to human rights and the

requirements of national security)

22.9 Understands the current role of the NA CCE: National Standards for Discussion of leadership

United States in peacemaking and Civics and Government, p. 123 can be applied to civil









37

peacekeeping society

22.10 Understands the purposes and N/A N/A N/A

functions of major governmental

international organizations such as the

Organization of American States and major

non-governmental international

organizations such as the Roman Catholic

Church and multinational corporations

22.11 Understands the role of the United N/A N/A N/A

States in establishing and maintaining

principal international organizations (e.g.,

UN, UNICEF, GATT, NATO, OAS, World

Bank, International Monetary Fund)

22.12 Knows some important bilateral and N/A N/A N/A

multilateral agreements to which the United

States is signatory (e.g., NAFTA, Helsinki

Accord, Antarctic Treaty, Most Favored

Nation Agreements)

Standard 23: Understands the impact of

significant political and nonpolitical

developments on the United States and

other nations

23.1 Understands the influence that N/A N/A N/A

American ideas about rights have had abroad

and how other peoples' ideas about rights

have influenced Americans

23.2 Understands the effects that significant LEI, pp. 132 CCE: National Standards for Offers basic definition

world political developments have on the Civics and Government, p. 125

United States (e.g., the French, Russian, and

Chinese Revolutions; rise of nationalism;

World Wars I and II; decline of colonialism;

terrorism; multiplication of nation-states and

the proliferation of conflict within them; the









38

emergence of regional organizations such as

the European Union)

23.3 Understands the effects that significant LEI, Unit 4, Chapter 6, Lesson 6 N/A N/A

American political developments have on

other nations (e.g., immigration policies;

opposition to communism; promotion of

human rights; foreign trade; economic,

military, and humanitarian aid)

23.4 Understands why transnational loyalties LEI, Unit 4, Chapter 6, Lesson 6 CCE: National Standards for Offers basic discussion

such as those to ethnic, religious, tribal, or Civics and Government, p. 125

linguistic groups sometimes supersede

allegiance to a nation-state (e.g., Communist

International, Islam, Christianity)

23.5 Understands historical and N/A N/A N/A

contemporary responses of the American

government to demographic and

environmental changes that affect the United

States

23.6 Knows some of the principal economic, N/A N/A N/A

technological, and cultural effects the United

States has had on the world (assembly line

manufacturing, research and development in

computer technology, popular music,

fashion, film, television)

23.7 Understands the principal effects that N/A N/A N/A

economic conditions, technological

developments, and cultural developments in

other nations have had on American society

and the lives of American citizens (e.g.,

economic conditions such as multinational

corporations, migration of labor;

technological developments such as fax

machines, personal computers, television;









39

cultural developments such as religious

movements, resurgence of ethnic

consciousness)

V. What are the Roles of the Citizen in

American Democracy?

Standard 24: Understands the meaning of

citizenship in the United States, and

knows the requirements for citizenship

and naturalization

24.1 Understands the distinction between LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definitions

citizens and non citizens (aliens) and the LEIV, NA Civics and Government, p. 127

process by which aliens may become citizens

24.2 Understands how naturalization in LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definitions

America compares with naturalization in LEIV, NA Civics and Government, p. 127

other countries

24.3 Knows the criteria used for admission LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definitions

to citizenship in the United States such as Civics and Government, p. 127

five years of residence in U.S.; ability to

read, write, and speak English; proof of good LEIV, NA

moral character; knowledge of the history of

the United States; knowledge of and support

for the values and principles of American

constitutional government

Standard 25: Understands issues

regarding personal, political, and

economic rights

25.1 Understands the importance to LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definition

individuals and to society of personal rights Civics and Government, p. Definition of

such as freedom of thought and conscience, 128-129; Quigley, Civitas, p. individuality can be

privacy and personal autonomy, and the right 18 applied to civil society

to due process of law and equal protection of

the law

25.2 Understands contemporary issues that N/A N/A N/A









40

involve political rights such as access to

classified information and changing the

boundaries of congressional and state

legislative districts

25.3 Understands the argument that NA CCE: National Standards for Definition of

economic responsibilities follow from Civics and Government, p. individuality can be

economic rights 130; National Standards for applied to civil society

Business Education, p. 73, 74;

Quigley, Civitas, p. 18-19

25.4 Understands contemporary issues that N/A N/A N/A

involve economic rights such as consumer

product safety, taxation, affirmative action,

eminent domain, zoning, copyright, patents

25.5 Knows major documentary sources of N/A N/A N/A

personal, political, and economic rights such

as the Northwest Ordinance, state

constitutions and bills of rights, court

decisions, and common law

25.6 Understands how personal, political, N/A N/A N/A

and economic rights are secured by

constitutional government and by such

means as the rule of law, checks and

balances, an independent judiciary, and a

vigilant citizenry

Standard 26: Understands issues

regarding the proper scope and limits of

rights and the relationships among

personal, political, and economic rights

26.1 Knows how to distinguish among NA CCE: National Standards for Discussion of the

personal, political, and economic rights (e.g., Civics and Government, p. individual can be

the right to live where one chooses as 128-129 applied to civil society

distinct from the right to use money to buy

personal property as distinct from the right to









41

register to vote)

26.2 Understands different positions on a NA CCE: National Standards for Discussion of the

contemporary conflict between rights such as Civics and Government, p. 131 individual can be

one person's right to free speech versus applied to civil society

another person's right to be heard

26.3 Knows examples of situations in which LEI, NA CCE: National Standards for N/A

personal, political, or economic rights are in LEIV, pp. 67-85 Civics and Government, p. 130

conflict

26.4 Understands the argument that poverty, N/A N/A N/A

unemployment, and urban decay serve to

limit both political and economic rights

26.5 Understands the argument that personal, N/A N/A N/A

political, and economic rights reinforce each

other

26.6 Understands the relationship between N/A N/A N/A

political rights and the economic right to

acquire, use, transfer, and dispose of

property

26.7 Understands the relationship of political N/A CCE: National Standards for N/A

rights to economic rights such as the right to Civics and Government, p. 130

choose one's work, to change employment,

and to join a labor union and other lawful

associations

Standard 27: Understands how certain

character traits enhance citizens’ ability to

fulfill personal and civic responsibilities

27.1 Understands the distinction between LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic discussion

personal and civic responsibilities and the Civics and Government, p. 131

tensions that may arise between them LEIV, NA



27.2 Understands how individuals and NA CCE: National Standards for Discussion of financial

society benefit from the fulfillment of Civics and Government, p. 131 planning, taxation, and

personal responsibilities such as supporting career choices can be









42

one's family and caring for, nurturing, and applied to civil society

educating one's children

27.3 Understands the importance of each LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic definition

citizen reflecting on, criticizing, and Civics and Government, p. Discussion of leadership

reaffirming basic constitutional principles LEIV, NA 132; Quigley, Civitas, p. 13 can be applied to civil

society

27.4 Understands the importance for LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Discussion of mentoring

individuals and society of fulfilling civic LEIV, pp. 168-180 Civics and Government, p. can be applied to civil

responsibilities such as assuming leadership 132; NAEP: Civics Consensus society

when appropriate, registering to vote, and Project, p. 48

voting knowledgeably on candidates and

issues

27.5 Understands whether and when moral NA CCE: National Standards for N/A

obligations or constitutional principles Civics and Government, p.

require one to refuse to assume certain civic 132; Quigley, Civitas, p. 13,

responsibilities 611

27.6 Understands the importance of LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

dispositions that lead citizens to become Civics and Government, p.

independent members of society such as self- LEIV, pp. 181-90 133; NAEP: Civics Consensus

discipline, self-governance, and individual Project, p. 48; National

responsibility (i.e., fulfilling the moral and Standards for Business

legal obligations of membership in society) Education, p. 22; Quigley,

Civitas, p. 13

27.7 Understands the importance of Unit 4, Chapter 6, Lesson 2 CCE: National Standards for N/A

dispositions that foster respect for individual Civics and Government, p.

worth and human dignity such as LEIV, pp. 249-60 133; NAEP: Civics Consensus

compassion and respect for the rights and Project, p. 48; National

choices of individuals Standards for Business

Education, p. 22; Quigley,

Civitas, p. 13

27.8 Understands the importance of NA CCE: National Standards for N/A

dispositions that incline citizens toward Civics and Government, p.

public affairs such as civic mindedness and 133; NAEP: Civics Consensus









43

patriotism (i.e., loyalty to the principles Project, p. 48; Quigley,

underlying American constitutional Civitas, p. 13

democracy as distinguished from jingoism

and chauvinism)

Standard 28: Understands how

participation in civic and political life can

help citizens attain individual and public

goals

28.1 Understands how individual LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic discussion

participation in the political process relates Civics and Government, p. 135

to the realization of the fundamental values LEIV, NA

of American constitutional democracy

28.2 Understands what distinguishes LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic discussion

participation in government and political life Civics and Government, p. 136

from nonpolitical participation in civil LEIV, NA

society and private life (e.g., participating in

a campaign to change laws regulating

nursing homes as opposed to volunteering to

work in a nursing home), and understands

the importance of both forms of participation

to American constitutional democracy

28.3 Knows the many ways citizens can N/A N/A N/A

participate in the political process at local,

state, and national levels, and understands

the usefulness of other forms of political

participation in influencing public policy

(e.g., attending political and governmental

meetings, demonstrating, contacting public

officials, writing letters, boycotting,

community organizing, petitioning,

picketing)

28.4 Knows historical and contemporary LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Discussions of racism

examples of citizen movements seeking to Civics and Government, p. 136 and sexism pertinent









44

expand liberty, to insure the equal rights of LEIV, NA

all citizens, and/or to realize other values

fundamental to American constitutional

democracy (e.g., the suffrage and civil rights

movements)

28.5 Understands the importance of voting as LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic discussion

a form of political participation Civics and Government, p. Offers practical

136; Quigley, Civitas, p. 47 information on how to

register to vote

Standard 29: Understands the importance

of political leadership, public service, and

a knowledgeable citizenry in American

constitutional democracy

29.1 Knows various ways students can LEI, NA CCE: National Standards for Discusses prejudice

exercise leadership in public affairs, and Civics and Government, p. 136

knows opportunities for citizens to engage in LEIV, pp. 96-112

careers in public service

29.2 Understands why becoming LEI, Unit 4, Chapter 6, Lesson 2 CCE: National Standards for Offers basic discussion

knowledgeable about public affairs and the Civics and Government, p. Discussions of

values and principles of American 137; Quigley, Civitas, p. 43 individual rights,

constitutional democracy, and prejudice, and sexism

communicating that knowledge to others are can be applied to civil

important forms of participation, and society

understands the argument that constitutional

democracy requires the participation of an

attentive, knowledgeable, and competent

citizenry

29.3 Understands how awareness of the NA N/A N/A

nature of American constitutional change

gives citizens the ability to reaffirm or

change fundamental constitutional values









45

CIVICS: STUDY CONCLUSIONS





Given the numerous Not Applicable (N/A) entries listed here in the Curriculum Reference column, it might at first glance seem that these

textbooks have little relevance to the McREL standards and benchmarks for Civics. There is an obvious reason for this: neither of the textbooks

here purports to be an introduction to or history of Civics. Despite the fact that these books are not centrally concerned with the discipline of

Civics, however, each contains at least some portion of information that can be said to meet the standards, if only, in some cases, in a comparative

or applicative way. That is, the topics examined in these books can easily be related to the realm of Civics as instructors draw parallels between

issues covered by the books and this discipline or as instructors apply the theories and concepts defined within to problems and issues in the

discipline. In this way, although the textbooks can in no way be said to offer a thorough and definitive examination of the discipline, they do at

least provide a basis for encouraging student awareness of the history and development of American civil society.

In general, those standards that have the most N/As tend to be the most specific. The McREL standards are at once extensive and

particular; they cover definitions of various types of governments as well as broad, theoretical issues (i.e. negotiating consensus in a democracy)

and central historical events in American history that contributed to the development of American civics. When measured by the more historically

minded standards, the textbooks examined here do not fare too wellonly Leadership Education I offers a specific section on civics, and its

definitions of governmental systems and the separation of powers in America are rudimentary. The curriculum is more relevant to the more

abstract standards. Standard 13.5, for instance, addresses the importance of public education to creating a sense of group identity that helps

diminish conflict between various factions. Similarly, Standard 1.6 discusses the essential aim of government and politics, which is to organize

society. Although Leadership Education IV is a management textbook, the principles it defines can be applied to government as easily as

business; as such, the use of specific classroom examples of political management would make this standard more immediately relevant to the

textbook material.

In conclusion, the curriculum examined here is not first and foremost concerned with Civics; therefore, many of the McREL standards are

not relevant to the material in the textbooks. There is, however, the opportunity to make the material relevant. Each textbook contains at least a

section or two that can be applied to this discipline in order to enlarge student appreciation of the history and development of Civics.









46

HEALTH: STUDY OVERVIEW



The subject matter addressed in LEI: Citizenship, Character, and Air Force Tradition, is divided into four units. Unit One “deals with the

history, purpose, mission of AFJROTC, military traditions…,” the uniform, grooming standards, and Air Force customs and courtesies. Unit Two

“deals with … personal behavior and responsibility,” ethics, stress management, study habits, suicide and suicide prevention, and gangs. Unit

Three deals with citizenship, “different forms of government throughout the world,” and “duties and characteristics of a good democratic citizen.”

Unit Four deals with personal health topics such as exercise, good nutrition, the effects of drugs, alcohol, and smoking; and first aid. There are

three appendices with suggested readings on teen/youth suicide, gangs and youth violence, and smoking, drug, and alcohol abuse.

The subject matter addressed in LEIV is a “guide to understanding the fundamentals of management, managing yourself, and others,” and

is divided into four units. Unit One discusses management techniques including principles and functions of management. Unit Two deals with

management decisions by discussing conflict management, personal coping mechanisms for conflicts in values; skills, roles, and performance of

management; and delegation. Unit Three discusses the management functions of problem solving, decision making, negotiation, and mentoring.

Unit Four presents how to managing one’s self and others by managing self-development, time, information, and others.

LEIV Student Workbook contains definition, matching, true/false, listing and describing, , crossword puzzles, word find puzzles, fill-in-

the-blank, and multiple choice exercises dealing with the same topics as those found in LEIV.

LEIV Instructors Guide contains “exercises in problem-solving, behaviors of leaders, negotiation, decision making, creative thinking

following instructions, and management.”









47

STANDARDS AND BENCHMARKS FOR HEALTH



STANDARDS AND BENCHMARKS CURRICULUM REFERENCE ADDITIONAL SUPPORT COMMENTS

Health

Standard 1: Knows the availability and

effective use of health services, products,

and information

1. Knows factors that influence personal LEI Unit 3, Chapter 3, Lesson 1 National Health Education N/A

selection of health care resources, products, Standards, p. 18;

and services Health Framework for

California Public Schools, p.

149

2. Knows how to determine whether various LEI Unit 3, Chapter 3, Lesson 1 National Health Education Weak; health

resources from home, school, and the Standards, p. 18; information given, but

community present valid health information, Michigan Essential no direction on

products, and services. Goals/Objectives for Health, p. evaluating resources

26

3. Knows local, state, federal, and private LEI Unit 3, Chapter 3, Lesson 1 Michigan Essential N/A

agencies that protect and/or inform the Goals/Objectives for Health, p.

consumer. 25

4. Understands the cost and accessibility of a Unit 3, Chapter 3, Lesson 1 National Health Education N/A

variety of health-care services. Standards, p. 18;

Health Framework for

California Public Schools, pp.

148-149

5. Knows situations that require professional LEI Unit 3, Chapter 3, Lesson 1 National Health Education N/A

health services in the areas of prevention, Standards, p. 18;

treatment, and rehabilitation. Michigan Essential

Goals/Objectives for Health, p.

11









48

Standard 2: Knows environmental and

external factors that affect individual and

community health

l. Knows how the health of individuals can LEI Unit 3, Chapter 3, Lesson 1 National Health Education N/A

be influenced by the community. Standards, pp. 17, 20;

Health Framework for

California Public Schools, p.

138

2. Knows how individuals can improve or LEI Unit 3, Chapter 3, Lesson 1 National Health Education N/A

maintain community health (e.g., becoming Standards, p. 19;

active in environmental and economic issues Health Framework for

that affect health, assisting in the California Public Schools, pp.

development of public health policies and 138-139

laws, exercising voting privileges).

3. Understands how the environment LEI Unit 3, Chapter 5, Lesson 2 National Health Education This page deals with

influences the health of the community. Standards, p. 17; passive smoking; unable

Health Framework for to find anything about

California Public Schools, p. the environment and

139 health of the community

4. Understands how the prevention and LEI Unit 3, Chapter 3, Lesson 1 National Health Education No mention was made

control of health problems are influenced by Standards, pp. 1, 20; of research or medical

research and medical advances advances; only

discussed prevention

and control of health

problems

5. Knows how public health policies and LEI Unit 3, Chapter 3, Lesson 1 National Health Education Air Force regulations

government regulations impact health-related Standards, p. 17; only ones mentioned

issues. Health Framework for

California Public Schools, p.

138; Michigan Essential

Goals/Objectives for Health,

pp. 25, 30

6. Understands how cultural diversity N/A N/A N/A









49

enriches and challenges health behaviors.



Standard 3: Understands the relationship

of family health to individual health.

1. Understands methods to facilitate the N/A Health Framework for N/A

transition from the role of a child to the role California Public Schools, p.

of an independent adult in the family. 135

2. Knows the effects of teenage pregnancy N/A N/A N/A

on teenagers, their children, their parents,

and society.

3. Understands the responsibilities inherent N/A N/A N/A

in dating relationships, marriage and

parenthood



Standard 4: Knows how to maintain

mental and emotional health.

1. Knows skills used to communicate LE I, Unit 2, Chapter 2, Lesson 3 N/A N/A

effectively with family, friends, and others,

and the effects of open and honest

communication.

2. Knows strategies for coping with and LEI , Unit 2, Chapter 2, National Health Education N/A

overcoming feelings of rejection, social Lessons 2 and 4 Standards, pp. 19, 21;

isolation, and other forms of stress. Health Framework for

California Public Schools, pp.

124-125

3. Understands the role of denial as a LEI, Unit 2, Chapter 2, Lesson 4 Health Framework for N/A

negative influence on mental and emotional California Public Schools, p.

health, and ways to overcome denial and 125

seek assistance when needed.



Standard 5: Knows essential concepts and

practices concerning injury prevention

and safety.









50

1.Knows injury prevention strategies for LEI Unit 2, Chapter 2, Lessons 2, 4, National Health Education N/A

community health. & 5; LEIV Chapter 2-1 Standards, p. 19

2. Knows possible causes of conflicts in LEIV Chapter 2-2 National Health Education N/A

schools, families, and communities. Standards, p. 21

3. Knows strategies for solving interpersonal LEIV Chapter 3-3; National Health Education N/A

conflicts without harming self or others. Standards, p. 21; Health

Framework for California

Public Schools, p. 129

4. Knows how refusal negotiation, and LEI, Unit 2, Chapter 2, Lesson 3 National Health Education N/A

collaboration skills can be used to avoid LEIV Chapter 3-3; Standards, p. 21; Health

potentially harmful situations. Framework for California

Public Schools, p. 129



Standard 6: Understands essential

concepts about nutrition and diet.

1. Understands how nutrient and energy LEI Unit 3, Chapter 3, Lesson 2 Health Framework for N/A

needs vary in relation to gender, activity California Public Schools, p.

level, and stage of life cycle. 122; Michigan Essential

Goals/Objectives for Health, p.

14

2. Understands the reliability and validity of LEI Unit 3, Chapter 3, Lesson 2 Health Framework for N/A

various sources of food and nutrition California Public Schools, pp.

information. 149-150; Michigan Essential

Goals/Objectives for Health, p.

15

3. Understands the role of food additives LEI Unit 3, Chapter 3, Lesson 2 Michigan Essential N/A

and their relationship to health. Goals/Objectives for Health, p.

15



Standard 7: Knows how to maintain and

promote personal health.

1. Knows how personal behaviors relate to LEI Unit 3, Chapter 4, National Health Education N/A

health and well-being and how these Lessons 1 & 2 Standards, pp. 17, 19, 22;









51

behaviors can be modified if necessary to Health Framework for

promote achievement of health goals California Public Schools, pp.

throughout life. 122-123

2. Understands the short- and long-term LEI Unit 3, Chapter 4, National Health Education N/A

consequences of safe, risky, and harmful Lessons 1 & 2 Standards, p. 3

behaviors.

3. Understands how personal health needs N/A N/A N/A

change during the life cycle.

4. Understands the impact of personal health LEI Unit 3, Chapter 4, National Health Education N/A

behaviors on the functioning of body Lessons 1 & 2 Standards, p. 17

systems.



Standard 8: Knows essential concepts

about the prevention and control of

disease

1. Understands how the immune system N/A N/A N/A

functions to prevent or combat disease.

2. Understands the importance of regular N/A N/A N/A

examinations in detecting and treating

diseases early.

3. Understands the importance of prenatal N/A N/A N/A

and perinatal care to both the mother and the

child.

4. Understands the social, economic, and LEI Unit 3, Chapter 5, Health Framework for Weak

political effects of disease on individuals, Lessons 1, 2, & 3 California Public Schools, p.

families, and communities. 125; Michigan Essential

Goals/Objectives for Health, p.

11



Standard 9:Understands aspects of

substance use and abuse

1. Knows the short- and long-term effects LEI Unit 3, Chapter 5, Health Framework for General effects

associated with the use of alcohol, tobacco, Lessons 1, 2, & 3 California Public Schools, pp. discussed; did not









52

and other drugs on reproduction, pregnancy, 129-130 specify effects on

and the health of children. reproduction,

pregnancy, and the

health of children.

2. Knows how the abuse of alcohol, tobacco, LEI Unit 3, Chapter 5 Health Framework for N/A

and other drugs often plays a role in Lessons 1, 2, & 3 California Public Schools, p.

dangerous behavior and can have adverse 130; Michigan Essential

consequences on the community. Goals/Objectives for Health, p.

22; National Science

Education Standards, p. 197

3. Understands that alcohol, tobacco, and LEI Unit 3, Chapter 5, Health Framework for N/A

other drug dependencies are treatable Lessons 1, 2, & 3 California Public Schools, p.

diseases/conditions. 131; Michigan Essential

Goals/Objectives for Health, p.

24



Standard 10: Understands the

fundamental concepts of growth and

development.

1. Understands a variety of physical, mental, LEI Unit 2, Chapter 2, Lesson 4 Health Framework for N/A

emotional, and social changes that occur California Public Schools, pp.

throughout life, and how these changes differ 140-141

among individuals.

2. Understands how physical, mental, social, N/A N/A N/A

and cultural factors influence attitudes and

behaviors regarding sexuality.



3. Knows sound health practices in the N/A N/A N/A

prenatal period that are important to the

health of the fetus and young child.









53

HEALTH: STUDY CONCLUSIONS



After completing the Air Force Junior ROTC program, graduates are expected to have an understanding of their own health, that of the

community, and the ability to make choices to positively affect their health. The material presented in the textbooks reviewed effectively presents

information on a knowledge level. Many of the benchmarks for health require that the graduates interpret information in order to make choices,

but the textbooks do not guide the students into analysis or evaluation of the information presented.

Information presented on personal health issues such as hygiene, diet, exercise, smoking, and drug and alcohol abuse, as well as first aid is

thorough. The graduates should be able to make good choices for their lives based on the information presented in the textbooks reviewed.

Information required for students to be able to evaluate issues such as community health, which includes development of public health policies and

informed voting, are addressed in an implied fashion rather than explicitly. Other benchmarks such as the relationship of family health to

individual health, which includes the transition from the role of child to an independent adult in the family, the effects of teenage pregnancy, and

the responsibilities inherent in dating, marriage, and parenthood are addressed weakly or not at all.

The volumes reviewed are well written with the information presented in an interesting and easily understandable manner. The wide

variety of types of activities included in the two student workbooks reviewed is challenging but seem at the same time to be enjoyable. The one

Instructor Guide reviewed includes problem-solving activities that require the students to be able to interpret information and to make conclusions

based on that information. Even though the activities in this Instructor Guide dealt exclusively with principles of management, the thinking and

decision making processes used in these exercises would apply to the thinking and decision making processes involved in health related issues.

This reviewer recommends that in future editions more emphasis be given to developing skills specific to evaluating information and decision

making in health issues.









54

LANGUAGE ARTS: STUDY OVERVIEW



The Leadership Education IV textbook and student workbook were examined. The textbook is arranged into four units. Each unit is subdivided

into four or more chapters. The workbook contains a series of exercises. The first exercise is a “Define, Describe, or Identify” item. This exercise

is followed by several sets of objective exercises (i.e., multiple-choice, true/false, matching, fill in the blank), list or describe sections, and puzzles.

Additionally, some sections contain forms for students to complete and/or group activities.



Leadership Education IV presents information about management techniques, management decisions, management functions, and managing self

and others. Following an overview of management history and an examination of main approaches to management practice, the textbook provides

information on techniques and skills involved in making management decisions; problem solving, decision-making, negotiating, and mentoring;

and managing self-development, time, information, and other people. The Workbook contains exercises and puzzles that summarize, synthesize

and reinforce the textbook material.









55

STANDARDS AND BENCHMARKS FOR LANGUAGE ARTS





STANDARDS AND BENCHMARKS CURRICULUM REFERENCE ADDITIONAL SUPPORT COMMENTS

Writing

Standard 1: Uses the general skills and

strategies of the writing process.

1. Prewriting: Uses a variety of prewriting LEIV pp 129-140 N/A N/A

strategies (e.g., develops a focus, plans a LEIV Workbook pp 69-74

sequence of ideas, uses structured overviews,

uses speed writing, creates diagrams).

2. Drafting and Revising: Uses a variety of N/A N/A N/A

strategies to draft and revise written work

(e.g., highlights individual voice; rethinks

content, organization, and style; checks

accuracy and depth of information; redrafts

for readability and needs of readers; reviews

writing to ensure that content and linguistic

structures are consistent with purpose).

3. Editing and Publishing: Uses a variety of LEIV pp 219-234 N/A N/A

strategies to edit and publish written work LEIV Workbook pp 119-127

(e.g., uses a checklist to guide proofreading;

edits for grammar, punctuation,

capitalization, and spelling at a

developmentally appropriate level; refines

selected pieces to publish for general and

specific audiences; uses available

technology, such a publishing software or

graphics programs, to publish written work).

4. Evaluates own and others’ writing (e.g., NA N/A N/A

accumulates a body of written work to

determine strengths and weaknesses as a

writer, makes suggestions to improve









56

writing, responds productively to reviews of

own work).

5. Uses strategies to address writing to NA N/A N/A

different audiences (e.g., includes

explanations and definitions according to the

audience’s background, age, or knowledge of

the topic, adjusts formality of style,

considers interests of potential readers).

6. Uses strategies to adapt writing for NA N/A N/A

different purposes (e.g., to explain, inform,

analyze, entertain, reflect, persuade).

7. Writes expository compositions (e.g., NA N/A The course objectives

synthesizes and organizes information from focus more on

first- and second-hand sources, including leadership styles and

books, magazines, computer data banks, and presentation of factual

the community; uses a variety of techniques information than on the

to develop the main idea [names, describes, composing process and

or differentiates parts; compares or contrasts; drafting of

examines the history of a subject; cites an compositions.

anecdote to provide an example; illustrates

through a scenario; provides interesting facts

about the subject]; distinguishes relative

importance of facts, data, and ideas; uses

appropriate technical terms and notations).

8. Writes fictional, biographical, N/A N/A The course objectives

autobiographical, and observational narrative focus more on

compositions (e.g., narrates a sequence of leadership styles and

events; evaluates the significance of the presentation of factual

incident; provides a specific setting for information than on the

scenes and incidents; provides supporting composing process and

descriptive detail [specific names for people, drafting of

objects, and places; visual details of scenes, compositions.

objects, and places; descriptions of sounds,









57

smells, specific actions, movements, and

gestures; the interior monologue or feelings

of the characters]; paces the actions to

accommodate time or moods changes;

creates a unifying theme or tone; uses

literary devices to enhance style or tone).

9. Writes persuasive compositions that N/A N/A The course objectives

address problems/solutions or causes/effects focus more on

(e.g., articulates a position through a thesis leadership styles and

statement; anticipates and addresses counter presentation of factual

arguments; backs up assertions using specific information than on the

rhetorical devices [appeals to logic, appeals composing process and

to emotion, uses personal anecdotes]; drafting of

develops arguments using a variety of compositions.

methods such as examples and details,

commonly accepted beliefs, expert opinion,

cause-and-effect reasoning, comparison-

contrast reasoning).

10. Writes descriptive compositions (e.g., N/A N/A The course objectives

uses concrete details to provide a perspective focus more on

on the subject being described; uses leadership styles and

supporting detail [concrete images, shifting presentation of factual

perspectives and vantage points, sensory information than on the

detail, and factual descriptions of composing process and

appearance]). drafting of

compositions.

11. Writes reflective compositions (e.g., N/A N/A The course objectives

uses personal experience as a basis of focus more on

reflection on some aspect of life, draws leadership styles and

abstract comparisons between specific presentation of factual

incidents and abstract concepts, maintains a information than on the

balance between describing incidents and composing process and

relating them to more general abstract ideas drafting of









58

that illustrate personal beliefs, moves from compositions.

specific examples to generalizations about

life).

12. Writes in response to literature (e.g., N/A N/A The course objectives

suggests an interpretation; recognizes focus on leadership

possible ambiguities, nuances, and styles and presentation

complexities in a text; interprets passages of of factual information

a novel in terms of their significance to the rather than reading,

novel as a whole; focuses on the theme of a studying, and

literary work; explains concepts found in responding to literature.

literary works; examines literature from

several critical perspectives; understands

author's stylistic devices and effects created;

analyzes use of imagery and language).

13. Uses appropriate strategies (e.g., LEIV pp 181-262 N/A N/A

organizational pattern, format, language, LEIV Workbook pp 100-148

tone) to write personal and business

correspondence (e.g., informal letters,

memos, job applications letters, resumes).





Standard 3: Uses grammatical and N/A N/A All course content

mechanical conventions in written recognizes the

compositions. importance of

grammatical

correctness; however,

comprehensive

review/instruction in

standard written English

is beyond the scope of

these materials.

1. Uses complex and compound-complex N/A N/A N/A

sentences in written compositions.









59

2. Uses pronouns in written compositions N/A N/A N/A

(e.g., reflexive, indefinite, interrogative,

compound personal).

3. Uses nouns in written compositions (e.g., N/A N/A N/A

collective nouns, compound nouns, noun

clauses, noun phrases).

4. Uses verbs in written compositions (e.g., N/A N/A N/A

present perfect, past perfect, and future

perfect verb tenses; progressive verb forms,

compound verbs).

5. Uses adjective in written compositions N/A N/A N/A

(e.g., adjective clauses, adjective phrases;

relocates adjectives following nouns they

modify).

6. Uses adverbs in written compositions N/A N/A N/A

(e.g., adverb clauses, adverb phrases).

7. Uses conjunctions in written N/A N/A N/A

compositions (e.g., correlative and

subordinate conjunctions, conjunctive

adverbs).

8. Uses conventions of spelling in written N/A N/A N/A

compositions (e.g., spells high frequency,

commonly misspelled words from

appropriate grade-level list; uses a dictionary

and other resources to spell words).

9. Uses conventions of capitalization in N/A N/A N/A

written compositions (e.g., within divided

quotations; for historical periods and events,

geological eras, religious terms, scientific

terms).

10. Uses conventions of punctuation in N/A N/A N/A

written compositions (e.g., uses commas

with nonrestrictive clauses and contrasting









60

expressions, uses quotation marks with

ending punctuation, uses colons before

extended quotations, uses hyphens for

compound adjectives, uses semicolons

between independent clauses, uses dashes to

break continuity of thought).

11. Uses commonly confused terms in N/A N/A N/A

written compositions (e.g., affect and effect).

12. Uses standard format in written N/A N/A N/A

compositions (e.g., includes footnotes, uses

italics [for works of art, for foreign words

and phrases]. Uses bold or underlined

headings).



Standard 4: Gathers and uses

information for research purposes.

1. Uses appropriate research methodology LEIV pp 1-262 N/A N/A

(e.g., formulates questions and refines topics, LEIV Workbook pp 1-148

develops a plan for research; organizes what

is known about a topic; uses appropriate

research methods, such as questionnaires,

experiments, field studies; collect

information to narrow and develop a topic

and support a thesis).

2. Uses a variety of print and electronic LEIV pp 1-262 N/A N/A

sources to gather information for research LEIV pp 37-38, 217-234

topics (e.g., news sources such as magazines, LEIV Workbook pp 119-127

radio, television, newspapers; government

publications; microfiche; telephone

information services; databases; field

studies; speeches; technical documents;

periodicals; Internet).

3. Uses a variety of primary sources to N/A N/A N/A









61

gather information for research topics.

4. Uses a variety of criteria to evaluate the LEIV pp 43-52, 85-95, 235-241 N/A N/A

validity and reliability of primary and LEIV Workbook pp 21, 43-50, 128-

secondary source information (e.g., the 135

motives, credibility, and perspectives of the

author; date of publication; use of logic,

propaganda, bias, and language;

comprehensiveness of evidence).

5. Synthesizes information from multiple LEIV pp 1-262 N/A N/A

research studies to draw conclusions that go

beyond those found in any of the individual

studies.

6. Uses systematic strategies (e.g., anecdotal LEIV pp 217-234 N/A N/A

scripting, annotated bibliographies, graphics, LEIV Workbook pp 119-127

conceptual maps, learning logs, notes,

outlines) to organize and record information.

7. Writes research papers (e.g., includes a N/A N/A All course content

thesis statement; synthesizes information recognizes the

into a logical sequence; paraphrases ideas importance of the

and connects them to other sources and research process;

related topics; identifies complexities and however, writing a

discrepancies in information; addresses formal research paper is

different perspectives; organizes and beyond the scope of

converts information into different forms these courses.

such as charts, graphs, and drawings;

integrates quotations and citations into flow

of paper; adapts researched material for

presentation to different audiences and for

different purposes).

8. Uses standard format and methodology N/A N/A N/A

for documenting reference sources (e.g.,

credits quotes and paraphrased ideas;

understands the meaning and consequences









62

of plagiarism; distinguishes own ideas from

others; uses a style sheet method for citing

sources, such as the Modern Language

Association, American Psychological

Association, or Chicago Manual of Style;

includes a bibliography of reverence

material).



Reading

Standard 5: Uses the general skills and

strategies of the reading process.

1. Uses context to understand figurative, LEIV pp 41-42 N/A N/A

idiomatic, and technical meanings of terms.

2. Extends general and specialized reading N/A N/A N/A

vocabulary (e.g., interprets the meaning of

codes, symbols, abbreviations, and

acronyms; uses Latin, Greek, Anglo-Saxon

roots and affixes to infer meaning;

understands subject-area terminology;

understands word relationships, such as

analogies or synonyms and antonyms; uses

cognates; understands allusions to

mythology and other literature; understands

connotative and denotative meanings).

3. Uses a range of automatic monitoring and N/A N/A N/A

self-correction methods (e.g., rereading,

slowing down, sub-vocalizing, consulting

resources, questioning).

4. Understands writing techniques used to N/A N/A N/A

influence the reader and accomplish an

author’s purpose (e.g., organizational

patterns, such as cause-and-effect or

chronological order; imagery,









63

personification, figures of speech, sounds in

poetry; literary and technical language;

formal and informal language; point of view;

characterization; irony; narrator).

5. Understands influences on a reader’s LEIV pp 1-262 N/A N/A

response to a text (e.g., personal experiences LEIV Workbook pp 1-148

and values; perspective shaped by age,

gender, class, or nationality).

6. Understands the philosophical LEIV pp 1-262 N/A N/A

assumptions and basic beliefs underlying an LEIV Workbook pp 1-148

author’s work (e.g., point of view, attitude,

and values conveyed by specific language;

clarity and consistency of political

assumptions).



Standard 7: Uses reading skills and

strategies to understand and interpret a

variety of informational texts.

1. Uses reading skills and strategies to LEIV pp 1-262 N/A N/A

understand a variety of informational texts LEIV Workbook pp 1-148

(e.g., textbooks, biographical sketches,

letters, diaries, directions, procedures,

magazines, essays, primary source historical

documents, editorials, news stories,

periodicals, catalogs, job-related materials,

schedules, speeches, memoranda, public

documents, maps).

2. Knows the defining characteristics of a N/A N/A N/A

variety of informational texts (e.g.,

textbooks, biographical sketches, letters,

diaries, directions, procedures, magazines,

essays, primary source historical documents,

editorials, news stories, periodicals, catalogs,









64

job-related materials, schedules, speeches,

memoranda, public documents, maps).

3. Scans a passage to determine whether it N/A N/A N/A

contains relevant information.

4. Summarizes and paraphrases complex, LEIV pp 1-262 N/A N/A

implicit hierarchic structures in LEIV Workbook pp 1-148

informational tests, including the

relationships among the concepts and details

in those structures.

5. Analyzes techniques (e.g., language, LEIV pp 1-262 N/A N/A

organization, tone, context) used to convey LEIV Workbook pp 1-148

viewpoints or impressions (e.g., sarcasm,

criticism, praise, affection).

6. Uses discussions with peers as a way of LEIV pp 25, 41-42, 81, 83-84, 92, N/A N/A

understanding information. 94-95, 139-140,185, 186.

7. Uses a variety of criteria to evaluate the LEIV pp 1-262 N/A N/A

clarity and accuracy of information (e.g., LEIV Workbook pp 1-148

author’s bias, use of persuasive strategies,

consistency, clarity of purpose, effectiveness

of organizational pattern, logic of arguments,

reasoning, expertise of author, propaganda

techniques, authenticity, appeal to friendly or

hostile audience, faulty modes of

persuasion).

8. Uses text features and elements to support LEIV pp 41-42 N/A N/A

inferences and generalizations about LEIV pp 217-234

information (e.g., vocabulary, structure, LEIV Workbook pp 119-127

evidence, expository structure, format, use of

language, arguments used).



Listening and Speaking

Standard 8: Uses listening and speaking

strategies for different purposes.









65

1. Uses criteria to evaluate own and others’ N/A N/A LEII pp 2-9 provides

effectiveness in group discussions and succinct explanation of

formal presentation (e.g., accuracy, communication of the

relevance, and organization of information; communication process

clarity of delivery; relationships among

purpose, audience, and content; types of

arguments used; effectiveness of own

contributions).

2. Asks questions as a way to broaden and LEIV p 25, 41-42, 80-84, 94-95 N/A N/A

enrich classroom discussions.

3. Uses a variety of strategies to enhance LEIV pp 80-84, 235-262 N/A N/A

listening comprehension (e.g., focuses LEIV Workbook pp 128-148

attention on message, monitors message for

clarity and understanding, asks relevant

questions, provides verbal and nonverbal

feedback, notes cues such as a change of

pace or particular words that indicate a new

point is about to be made; uses abbreviation

system to record information quickly; selects

and organizes essential information).

4. Adjusts message wording and delivery to LEIV pp 41-42, 80-84, 154-178, N/A N/A

particular audiences and for particular 235-262

purposes (e.g., to defend a position, to LEIV Workbook pp 83-99, 128-148

entertain, to inform, to persuade).

5. Makes formal presentations to the class N/A N/A N/A

(e.g., included definitions for clarity;

supports main ideas using anecdotes,

examples, statistics, analogies, and other

evidence; uses visual aides or technology,

such as transparencies, slides, electronic

media; cites information sources).

6. Makes multimedia presentation using N/A N/A Instructors would

text, images, and sound (e.g., selects the provide information









66

appropriate medium, such as television about multimedia

broadcast, videos, web pages, films, presentations and make

newspapers, magazines, CD-ROMS, assignments in this area

Internet, computer-media-generated images; when appropriate.

edits and monitors for quality; organizes,

writes, and designs media messages for

specific purposes).

7. Uses a variety of verbal and nonverbal LE IV pp 160-165 N/A N/A

techniques of presentations (e.g., modulation

of voice; varied inflection; tempo;

enunciation; physical gestures; rhetorical

questions; word choice, including figurative

language, standard English, informal usage,

technical language) and demonstrates poise

and self-control while presenting.

8. Responds to questions and feedback LE IV pp 240-241 N/A N/A

about own presentations (e.g., clarifies and

defends ideas, expands on a topic, uses

logical arguments, modifies organization,

evaluates effectiveness, sets goals for future

presentations).

9. Understands influences on language use LEIV pp 80-84, 235-262 N/A N/A

(e.g., political beliefs, positions of social LEIV Workbook pp 128-148

power, culture).

10. Understands how style and content of LEIV pp 235-262 N/A N/A

spoken language varies in different contexts LEIV Workbook pp 128-148

(e.g., style of different radio news programs,

everyday language compared to language in

television soap operas, tones of news

bulletins on serious and youth-oriented

stations) and how this influences

interpretation of these texts.

11. Understands reasons for own reactions N/A N/A N/A









67

to spoken texts (e.g., emotional appeals).



Viewing

Standard 9: Uses viewing skills and

strategies to understand and interpret

visual media.

1. Uses a range of strategies to interpret N/A N/A N/A

visual media (e.g., draws conclusions, makes

generalizations, synthesizes materials

viewed, refers to images or information in

visual media to support point of view,

deconstructs media to determine the main

idea).

2. Uses a variety of criteria (e.g., clarity, N/A N/A N/A

accuracy, effectiveness, bias, relevance of

facts) to evaluate informational media (e.g.,

web sites, documentaries, news programs).

3. Understands the conventions of visual N/A N/A N/A

media genres (e.g., a talk show contains an

opening monologue, humorous discussion

between host and a sidekick, a guest

interview, interaction with the audience, and

special performances; news programs

present the events of the day as stories with

setting, character, conflict, and resolution).

4. Understands that the rules and N/A N/A N/A

expectations about genres can be

manipulated for particular effects or

purposes (e.g., combining or altering

conventions of different genres, such as

presenting news as entertainment; blurring of

genres, such as drama-documentaries).

5. Uses strategies to analyze stereotypes in N/A N/A N/A









68

visual media (e.g., recognizes stereotypes

that serve the interests of some groups in

society at the expense of others; identifies

techniques used in visual media that

perpetuate stereotypes).

6. Understands the connection between N/A N/A N/A

context and values projected by visual media

(e.g., the implication in television science

programs that science is progressive and

helps solve problems; influence of changing

societal values on media products; political

context such as conflicts between loyalty and

betrayal in High Noon, made in America

during the McCarthy period; cultural values

suggested by omissions from visual media,

such as soap operas featuring only well-off

people).

7. Understanding how images and sound N/A N/A N/A

convey messages in visual media (e.g.,

special effects, camera angles, symbols,

color, line, texture, shape, headlines,

photographs, reactions shots, sequencing of

images, sound effects music, dialogue,

narrative, lighting).

8. Understands effects of style and language LE IV p.213 N/A N/A

choice in visual media (e.g., use of long-

shots to signify both real and metaphoric

isolation; rapid editing in a television

commercial; juxtaposition of text and color

in a billboard; words in headlines intended to

attract attention).

9. Understands how literary forms can be N/A N/A N/A

represented in visual narratives (e.g.,









69

allegory, parable, analogy, satire, narrative

style, characterization, irony).

10. Understands a variety of techniques used N/A N/A N/A

in advertising (e.g., portrayals of happy

families and exotic places; celebrity

endorsement; use of humor; emphasis on

value and reliability; sex appeal; science and

statistics; appeal to fears and insecurities).

11. Understands how editing shapes N/A N/A N/A

meaning in visual medial (e.g., omission of

alternative perspective; filtered or implied

viewpoints; emphasis of specific ideas,

images, or information in order to serve

particular interests; the careful construction

of seemingly straightforward texts).

12. Understands the effects of visual medial LE IV pp 212-213 N/A N/A

on audiences with different backgrounds

(e.g., age, nationality, gender, class, belief

system).









70

LANGUAGE ARTS: STUDY OVERVIEW



The Mid-continent Research for Education and Language (McREL) standards/benchmarks for language arts are clear and comprehensive and

provide a common set of expectations for the following types of instruction: writing, reading, listening and speaking, viewing, and media.

Knowledge/skill statements and explanation of terminology are included in each benchmark, thus enabling a curriculum reviewer to determine if

examined materials apply to a particular benchmark.



This review examined three of the four Level IV (Grade 9-12) writing standards (33 benchmarks total); two of the three Level IV (Grade 9-12)

reading standards (14 benchmarks total), the Level IV (Grade 9-12) listening and speaking standard (11 benchmarks), and the Level IV (Grade 9-

12) standard for viewing (12 benchmarks). The omitted standards apply to areas not included in the U.S. Air Force Junior ROTC curriculum.

Some of the standards examined include benchmarks that are more appropriate for a language arts centered and/or a literature-based curriculum; it

is appropriate that the subjects of these benchmarks are not included as part of the U.S. Air Force Junior ROTC curriculum.



One strength of the language arts books examined is not addressed by the McREL standards but should be noted: the textbooks and student

workbooks have similar organizational patterns. Each textbook is arranged into four units, and each unit is subdivided into four or more chapters.

Each unit begins with an overview page that states the unit title and lists each chapter with its title. Every chapter closes with a “Checkpoint”

section that lists vocabulary and principles and provides individual and/or group questions and exercises. Each student workbook has a Table of

Contents page that lists the unit and chapter titles. The first exercise in each chapter is “Define, Describe, or Identify.” Several sets of objective

exercises (i.e., multiple-choice, true/false, matching, fill in the blank), list or describe sections, puzzles, forms, and/or group activities follow this

initial exercise.









71

STANDARDS AND BENCHMARKS FOR LIFE SKILLS

(I. LIFE WORK)



STANDARDS AND CURRICULUM ADDITIONAL COMMENTS

BENCHMARKS REFERENCE SUPPORT

Life Work

Standard 1: Makes effective use of

basic tools

1. Uses work space effectively. N/A N/A N/A

2. Learns the proper use of new N/A N/A N/A

instruments by following instructions

in a manual or by taking instructions

from an experienced user.

3. Uses power tools safely to shape, N/A N/A N/A

smooth, and join wood, plastic, and

soft metal.



Standard 2: Uses various

information sources, including

those of a technical nature, to

accomplish specific tasks.

1. Interprets information from and LEIV, pp. 1-260 Carnevale: Workplace N/A

detects inconsistencies in a data Basics, 90

matrix

2. Follows basic linear paths in LEI, Unit 1, Chapter 1, Carnevale: Workplace N/A

organizational charts. Lesson 1 Basics, 90-91

LEIV, pp. 104, 249, 257, 258

3. Identifies major sections in LEI, Unit 1, Chapter 1, Carnevale: Workplace N/A

schematic diagrams. Lesson 1; Unit 3, chapter 3, Basics, 90

Lesson 2

LEIV, pp. 1, 66, 128, 180

4. Uses the linear path of a flowchart LEI, Unit 1, Chapter, 1 Carnevale: Workplace N/A

to provide visual and textual Lesson 1 Basics, 90-91









72

directions to a procedure. LEIV, p.258



5. Interprets symbols in a flowchart LEI, Unit 1, Chapter, 1 Carnevale: Workplace N/A

to indicate flow of direction, test Lesson 1 Basics, 90-91

points, components, and LEIV, pp. 257-258

diagrammatic decision points.

6. Obtains factor specification LEI, Unit 2, Chapter 2, Carnevale: Workplace N/A

information from various sources Lesson 2 Basics, 90-91

(e.g., two-column chart, intersection LEIV, p.105

of row by column in a table or chart).

7. Uses a table or chart to identify a LEI, Unit 3 Chapter 4 Carnevale: Workplace N/A

malfunction in a mechanism. Lesson 1 & Lesson 3 Basics, 90-91

8. Interprets drawings (e.g., cross LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

sections) for assembly or Lesson 3 Basics, 90-91

disassembly.



Standard 3: Manages money

effectively.

1. Prepares and follows a budget. N/A Carnevale: Workplace N/A

Basics, 281-283

2. Makes forecasts regarding future N/A SCANS: Report for America N/A

income and expenses. 2000, xvii

3. Uses sound buying principles for N/A Carnevale: Workplace N/A

purchasing goods and services. Basics, 281-283

4. Understands credit and uses it N/A Carnevale: Workplace N/A

effectively. Basics, 281-283



Standard 4: Pursues specific jobs.

1. Determines key contacts within a N/A Carnevale: Workplace N/A

prospective employer’s organization. Basics, 281

2. Determines specific procedures for N/A Carnevale: Workplace N/A

applying for a specific job. Basics, 281

3. Identifies important benefits and N/A Carnevale: Workplace N/A









73

procedures of prospective employers Basics, 281

(salary, deductions, vacation).

4. Identifies a prospective employer’s N/A Carnevale: Workplace N/A

products and services. Basics, 281-283

5. Identifies the procedures involved N/A Carnevale: Workplace N/A

in applying for a job at a company’s Basics, 281-283

personnel office.

6. Fills out a job application. N/A Carnevale: Workplace N/A

Basics, 281-283

7. Prepares letters of inquiry or N/A Carnevale: Workplace N/A

application. Basics, 281-283

8. Identifies and engages in N/A Carnevale: Workplace N/A

necessary steps to prepare for a job Basics, 281-283

interview.



Standard 5: Makes general

preparation for entering the work

force.

1. Understands basic market trends. N/A Carnevale: Workplace N/A

Basics, 281

2. Determines the types of N/A Carnevale: Workplace N/A

preparation and training needed for Basics, 281

entry-level jobs.

3. Understands occupational N/A Carnevale: Workplace N/A

apprenticeships and other training Basics, 281

opportunities.

4. Understands available educational N/A Carnevale: Workplace N/A

opportunities (e.g., college, junior Basics, 281

college)

5. Understands availability of N/A N/A N/A

childcare.

6. Understands significant life N/A Carnevale: Workplace N/A

decisions and their effect on the Basics, 284









74

present.

7. Analyzes a current job and its N/A Carnevale: Workplace N/A

future possibilities. Basics, 284

8. Develops and employment profile. N/A Carnevale: Workplace N/A

Basics, 284

9. Uses multiple resources to obtain N/A Carnevale: Workplace N/A

information about prospective jobs Basics, 281

(e.g., classified, word of mouth, free

services provided by state).

10. Determines how private N/A Carnevale: Workplace N/A

employment agencies operate on a fee Basics, 281-283

basis to help people find jobs.

11. Prepares for common types of N/A Carnevale: Workplace N/A

employment tests. Basics, 281-283

12. Applies for a social security card, N/A Carnevale: Workplace N/A

work permit, license. Basics, 281-283

13. Prepares a resume summarizing N/A Carnevale: Workplace N/A

experience, education, and job Basics, 281-283

training.

14. Establishes an explicit career N/A Carnevale: Workplace N/A

action plan. Basics, 284-285

15. Makes an accurate appraisal of N/A Carnevale: Workplace N/A

prior work experience, career goals, Basics, 281-283

personal character, job references,

and personal aptitudes.

16. Understands the nature and N/A Carnevale: Workplace N/A

function of worker’s compensation Basics, 281-283

and unemployment insurance.

17. Evaluates the chances of getting a N/A Carnevale: Workplace N/A

job now and in the future in fields of Basics, 281-283

work that are of interest.

18. Makes an accurate appraisal of N/A Carnevale: Workplace N/A

available work options. Basics, 284-285









75

19. Makes an accurate appraisal of N/A Carnevale: Workplace N/A

basic insurance needs. Basics, 281-283



Standard 6: Makes effective use of

basic life skills.

1. Uses a telephone effectively. N/A Carnevale: Workplace N/A

Basics, 281

2. Uses public transportation N/A N/A N/A

effectively.

3. Understands the rules and N/A Carnevale: Workplace N/A

regulations of the Internal Revenue Basics, 281

Service.

4. Understands the availability of N/A Carnevale: Workplace N/A

health care and childcare services. Basics, 281

5. Understands the basic nature of N/A Carnevale: Workplace N/A

contracts. Basics, 281

6. Understands the basic process of N/A Carnevale: Workplace N/A

renting an apartment. Basics, 281

7. Understands basic banking N/A Carnevale: Workplace N/A

services (e.g., checking accounts, Basics, 281

savings accounts).

8. Understands the basic process of N/A Carnevale: Workplace N/A

buying and maintaining a car. Basics, 281-283

9. Knows how to correctly enter N/A Carnevale: Workplace N/A

information into basic forms. Basics, 90





Standard 7: Displays reliability and

a basic work ethic.

1. Completes tasks on time. LEI, Unit 2, Chapter 2, Carnevale: Workplace N/A

Lesson 2 Basics, 281



2. Chooses ethical courses of action. LEI, Unit 1 Chapter 1, Carnevale: Workplace N/A









76

Lesson 5 Basics, 281

3. Establishes an acceptable N/A N/A N/A

attendance record.

4. Uses appropriate language in work N/A N/A N/A

situations.

5. Maintains a sense of congeniality N/A Carnevale: Workplace N/A

at work. Basics, 281

6. Maintains an effective work N/A N/A N/A

station.

7. Is attentive to requests and N/A N/A N/A

preferences of supervisors.

8. Requests clarification when N/A N/A N/A

needed.

9. Accurately identifies important N/A Carnevale: Workplace N/A

goals and priorities of employer. Basics, 375

10. Practices appropriate hygiene and LEI, Unit 1, Chapter 1 Carnevale: Workplace N/A

dress and work. Lesson 2 Basics, 375



11. Carries out assigned tasks. LEI, Unit 1, Chapter 1 N/A N/A

Lesson 3 (pp. 45, 46)

12. Does not bring personal problems N/A N/A N/A

into work.

13. Prepares, plans, and organizes LEI, Unit 1, Chapter 1 N/A N/A

job responsibilities. Lesson 3 (pp. 45, 46)

14. Recognizes and respects LEI, Unit 1, Chapter 1, Carnevale: Workplace N/A

authority. Lesson 5 Basics, 281-283

15. Accepts guidance and LEI, Unit 1, Chapter 1 N/A N/A

constructive criticism. Lesson 3, 4, & 5

16. Demonstrates loyalty to the LEI, Unit 4, Chapter 6 Carnevale: Workplace N/A

organization. Lesson 1 Basics, 281-283



Standard 8: Operates effectively

within organizations.









77

1. Understands the organizations LEI, Unit 1, Chapter 1, Carnevale: Workplace N/A

basic goals and values. Lessons 1 & 5 Basics, 375

2. Understands the extend to which LEI, Unit 1, Chapter 1 Carnevale: Workplace N/A

organizational values are compatible Lessons 2 & 5 Basics, 375

with personal values.

3. Develops an action plan that LEI, Unit 2, Chapter 2, Carnevale: Workplace N/A

identifies how personal skills can be Lesson 5 Basics, 375

used to increase organizational

effectiveness.

4. Develops and carries out strategies LEI, Unit 3, Chapter 3 Carnevale: Workplace N/A

to make personal skills and abilities Lesson 3 Basics, 375

more visible to an organization.









78

STANDARDS AND BENCHMARKS FOR LIFE SKILLS

(II. SELF-REGULATION)



STANDARDS AND CURRICULUM ADDITIONAL COMMENTS

BENCHMARKS REFERENCE SUPPORT

Self-Regulation



Standard 1: Sets and manages

goals.

1. Sets explicit long-term goals.. LEI, Unit 2, Chapter 2, N/A N/A

Lesson 3, & Unit 3 Chapter 4,

Lessons 1 & 2

2. Identifies and ranks relevant LEI, Unit 2, Chapter 2, SCANS: Report for America N/A

options in terms of accomplishing a Lesson 3, & Unit 3 Chapter 4, 2000, xvii

goal.. Lessons 1 & 2

3. Prefers and follows a schedule for LEI, Unit 2, Chapter 2, SCANS: Report for America N/A

carrying out options . Lesson 2 (p. 105) 2000, xvii

4. Uses appropriate language in work LEI, Unit 1, Chapter 1, Carnevale: Workplace N/A

situations. Lesson 3 (p. 45) Basics, 231

5. Establishes personal milestones. LEI, Unit 3, chapter 4, N/A N/A

Lesson 1

6. Identifies resources necessary to LEI Unit 2, Chapter 2 N/A N/A

complete a goal. Lesson 3 & Unit 3 Chapter 4

Lessons 1 & 2

7. Displays a sense of personal LEI, Unit 3, Chapter 4, N/A N/A

direction and purpose. Lessons 1 & 2

8. Maintains an awareness of LEI, Unit 3, chapter 4, Carnevale: Workplace N/A

proximity to goal. Lessons 1 & 2 Basics, 64

9. Makes a cumulative evaluation of LEI, Unit 2 Chapter 2, Carnevale: Workplace N/A

goal. Lesson 3 & Unit 3, Chapter 4, Basics, 182-184

Lessons 1 & 2









79

10. Understands the differences LEI, Unit 2, Chapter 2, N/A N/A

between various types of goals. Lessons 1 & 3

11. Sets routine goals for improving LEI, Unit 3, Chapter 4, Carnevale: Workplace N/A

daily life. Lessons 1 & 2 Basics, 241

12. Identifies explicit criteria for N/A N/A N/A

evaluating goals.

13. Makes contingency plans. LEI, Unit 3 Chapter 5, Carnevale: Workplace N/A

Lesson 2 (p. 240) Basics, 284-285

14. Recognizes and respects LEI, Unit 1, Chapter 1, N/A N/A

authority. Lesson 3

15. Accepts guidance and N/A N/A N/A

constructive criticism.

16. Demonstrates loyalty to the LEI, Unit 4, Chapter 6, N/A N/A

organization. Lesson 1



Standard 2: Performs self-

appraisal.

1. Distributes work according to N/A N/A N/A

perceived strengths.

2. Identifies personal styles. N/A N/A N/A

3. Identifies personal strengths and N/A Carnevale: Workplace

weaknesses. Basics, 231

4. Utilizes techniques for overcoming N/A Carnevale: Workplace N/A

weaknesses. Basics, 231

5. Identifies basic values.. N/A Carnevale: Workplace N/A

Basics, 231

6. Performs analysis of N/A N/A N/A

employability.

7. Understands preferred working N/A N/A N/A

environments.

8. Understands career goals. N/A Carnevale: Workplace N/A

Basics, 284

9. Identifies a compensating strength N/A Carnevale: Workplace N/A









80

for each weakness. Basics, 231

10. Develops an inventory of wants N/A N/A N/A

versus needs.

11. Determines explicit behaviors that N/A Carnevale: Workplace N/A

are used and should be adopted to Basics, 231

obtain wants and/or needs.

12. Identifies personal motivational N/A N/A N/A

patterns.

13. Keeps a log documenting personal N/A N/A N/A

involvement.

14. Summarizes personal educational N/A Carnevale: Workplace N/A

background. Basics, 284-285

15. Summarizes personal work N/A Carnevale: Workplace N/A

experience. Basics, 284-285

16. Identifies key accomplishments N/A Carnevale: Workplace N/A

and successes in life. Basics, 284-285

17. Identifies peak experiences and N/A N/A N/A

significant life experiences.

18. Identifies desired future N/A Carnevale: Workplace N/A

accomplishments. Basics, 284-285

19. Identifies preferred lifestyles. N/A N/A N/A



Standard 3: Considers risks.

1. Weighs risks in making decisions LEI, Unit 3, Chapter 3, N/A N/A

and solving problems. Lesson 3

LEIV, Chapter 3-1



2. Uses common knowledge to avoid LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

hazard or injury. Lesson 3 Basics, 90-91

3. Applies preventative measures LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

prior to a task to minimize security or Lesson 3 Basics, 90-91

safety problems.

4. Selects an appropriate course of LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A









81

action in an emergency. Lesson 3 Basics, 90-91

5. Identifies emergency and safety LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

procedures before undertaking Lesson 3 Basics, 281-283

hazardous procedures.

6. Thinks clearly under stress. LEI, Unit 2, Chapter 2, Carnevale: Workplace N/A

Lesson 2 & Unit 3, Chapter 3, Basics, 349

Lesson 3

7. Analyzes a current job and its N/A N/A N/A

future possibilities.

8. Develops and employment profile. N/A N/A N/A



Standard 4: Demonstrates

perseverance.

1. Demonstrates perseverance relative LEI, Unit 3, Chapter 3, SCANS: Report for America N/A

to personal goals. Lesson 2 & Unit 3 Chapter 4, 2000, xvii

Lesson 1





2. Demonstrates a sense of purpose. LEI, Unit 3, Chapter 3, N/A N/A

Lesson 2 & Unit 3 Chapter 4,

Lesson 1

3. Maintains a high level of energy LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

over a prolonged period of time when Lesson 2 & Unit 3 Chapter 4, Basics, 202

engaged in tasks. Lesson 1

4. Persists in the face of difficulty. LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

Lesson 2 & Unit 3 Chapter 4, Basics, 202

Lesson 1

5. Concentrates mental and physical LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

energies Lesson 2 & Unit 3 Chapter 4, Basics, 151-154

Lesson 1



Standard 5: Maintains a healthy

self-concept.









82

1. Has basic belief in ability to LEI, Unit 3, Chapter 3, N/A N/A

succeed Lesson 2 & Unit 3 Chapter 4,

Lesson 1

2. Uses techniques to remind self of LEI, Unit 2, Chapter 2, Carnevale: Workplace N/A

strengths. Lesson 2 (p. 102) Basics, 231

3. Uses techniques to offset the LEI, Unit 3, Chapter 4, Carnevale: Workplace N/A

negative effects of mistakes. Lesson 5 (p. 227) Basics, 231

4. Avoids overreacting to criticism. N/A Carnevale: Workplace N/A

Basics, 231

5. Uses affirmations to improve sense LEI, Unit 2, Chapter 2, Carnevale: Workplace N/A

of self. Lesson 2 Basics, 231

6. Analyzes self-statements for their N/A Carnevale: Workplace N/A

positive and negative effects. Basics, 231

7. Examines “shoulds” to determine LEIV, p.255 Carnevale: Workplace N/A

their negative and positive effects. Basics, 231

8. Revises “shoulds” to reflect the LEIV, p.255 Carnevale: Workplace N/A

reality of personal needs. Basics, 231

9. Understands that everyone makes LEIV, pp. 236-247 Carnevale: Workplace N/A

mistakes. Basics, 231

10. Understands that mistakes are a Carnevale: Workplace N/A

natural consequence of living and of LEIV, pp. 236-247 Basics, 231

limited resources.

11. Takes criticism in a dispassionate LEIV, pp. 236-247 Carnevale: Workplace N/A

manner Basics, 231

12. Analyzes criticisms to determine LEIV, pp. 236-247 Carnevale: Workplace N/A

their accuracy and identifies useful Basics, 231

lessons learned.

13. Uses high self-esteem body LEI, Unit 1, Chapter 1, Carnevale: Workplace N/A

language. Lesson 2 Basics, 231

LEIV, pp. 165, 255



Standard 6: Restrains impulsivity.

1. Keeps responses open as long as LEI, Unit 3 Chapter 3, Carnevale: Workplace N/A









83

possible. Lesson 3 Basics, 202

LEIV, p.162

2. Remains passive while assessing LEI, Unit 3, Chapter 3, Carnevale: Workplace N/A

situation. Lesson 3 Basics, 151-154

LEIV, pp. 118, 237

3. Suspends judgment. LEI, Unit 3, Chapter, 3 Carnevale: Workplace N/A

Lesson 3 Basics, 202

LEIV, pp. 134, 237-242









84

STANDARDS AND BENCHMARKS FOR LIFE SKILLS

(III. THINKING AND REASONING)



STANDARDS AND CURRICULUM ADDITIONAL COMMENTS

BENCHMARKS REFERENCE SUPPORT

Thinking and Reasoning



Standard 1: Understands and

applies the basic principles of

presenting an argument.

1. Understands that when people try LEIV, pp. 67-80 NCSS: Curriculum Standards N/A

to prove a point. They may at times for Social Studies 148

select only the information that

supports it and ignore the information

that contradicts it.

2. Identifies techniques used to slant N/A N/A N/A

information in subtle ways.

3. Identifies the logic of arguments N/A N/A N/A

that are based on quantitative ways.

4. Identifies or seeks out the critical N/A N/A N/A

assumptions behind a line of

reasoning and uses that to judge the

validity of an argument.

5. Understands that to be convincing, N/A N/A N/A

an argument must have both true

statements and valid connections

among them.

6. Uses tables, charts, and graphs in N/A N/A N/A

constructing arguments.

7. Evaluates the overall effectiveness N/A N/A N/A

of complex arguments.









85

Standard 2: Understands and

applies basic principles of logic and

reasoning.

1. Understands the differences N/A N/A N/A

between the formal and informal uses

(e.g. in everyday situations) of the

logical connectors: “if . . .then,”

“not,” “and,” “or.”

2. Analyzes the deductive validity of N/A N/A N/A

arguments based on implicit or

explicit assumptions.

3. Understands the difference N/A N/A N/A

between formal and informal uses

(e.g. in everyday situations) of the

terms “sufficient” and “necessary.”.

4. Understands the formal meaning N/A N/A N/A

of the logical quantifiers: “some.”

“none,” and “all.”

5. Understands that formal logic is N/A N/A N/A

mostly about connections between

statements and that these connections

can be considered without attention to

whether the statements themselves are

true or not.

6. Understands that people N/A N/A N/A

sometimes reach false conclusions

either by applying faulty logic to true

statements or by applying valid logic

to false statements.

7. Understands that a reason may be N/A N/A N/A

sufficient to get a result but may not

be the only way to get the result (i.e.

may not be necessary), or a reason









86

may be necessary to obtain a result

but not sufficient (i.e. other things are

also required; some reasons may be

both necessary and sufficient).

8. Understands that logic can be used N/A N/A N/A

to test how well any general rule

works.

9. Understands that proving a general N/A N/A N/A

rule to be false can be done by finding

just one exception; this is much easier

than proving a general rule to be true

for all possible cases.

10. Understands that logic may be of N/A N/A N/A

limited help in finding solutions to

problems if the general rules upon

which conclusions are based do not

always hold true; most often, we have

to deal with probabilities rather than

certainties.

11. Understands that once a person N/A N/A N/A

believes a general rule, he or she may

be more likely to notice things that

agree with that rule and not notice

things that do not; to avoid this

“confirmatory bias,” scientific studies

sometimes use observers who do not

know what the results are supposed

to be.

12. Understands that very complex N/A N/A N/A

logical arguments can be formulated

from a number of simpler logical

arguments.

13. Identifies counter examples to N/A N/A N/A









87

conclusions that have been

developed..



Standard 3: Effectively uses

mental processes that are based on

identifying similarities and

differences.

1. Uses a comparison table to LEIV, pp. 59, 203, 209 N/A N/A

compare multiple items or multiple

abstract characteristics.

2. Identifies abstract patterns of N/A N/A N/A

similarities and differences between

information on the same topic but

from different sources.

3. Identifies abstract relationships N/A N/A N/A

between seemingly unrelated items.

4. Identifies the qualitative and N/A N/A N/A

quantitative traits (other than

frequency and obvious importance)

that can be used to order and classify

items.

N/A N/A N/A

Standard 4: Understands and

applies basic principles of

hypothesis testing and scientific

inquiry.

1. Identifies and critiques studies in N/A N/A N/A

which data, explanations, or

conclusions are presented as the only

ones worth considering.

2. Test hypotheses statistically. N/A N/A N/A

3. Presents alternative explanations N/A N/A N/A

and conclusions to one’s own









88

experiments and those of others.

4. Critiques procedures, explanations, N/A N/A N/A

and conclusions in one’s own

experiments and those of others..

5. Gathers and analyzes field data N/A N/A N/A

using spatial sampling(e.g. place a

transparent grid of squares on maps to

count whether two characteristics

such as corn production and hogs that

are hypothesized to be spatially

related coexist with grid cells).



Standard 5: Applies basic trouble-

shooting and problem-solving

techniques.

1. Applies trouble-shooting strategies N/A CNAEA: National Standards N/A

to complex real-world situations. for Arts Education 70

2. Understands that trouble-shooting N/A N/A N/A

almost anything may require many-

step branching logic.

3. Trouble-shoots common N/A N/A N/A

mechanical and electrical systems,

checking for possible causes of

malfunction, and decides on that basis

whether to make a change or get

advice from an expert before

proceeding.

4. Isolates a problem component in a LEIV, pp. 129-138 Carnevale: Workplace Basics N/A

schematic diagram and traces it to the 90-91

cause of the problem.

5. Engages in problem finding and LEIV, pp. 129-138 CNAEA: National Standards N/A

framing for personal situations and for Arts Education 70

situations in the community.









89

6. Represents a problem accurately in LEIV, pp. 129-138 Carnevale: Workplace Basics N/A

terms of resources, constraints, and 182, 329

objectives.

7. Provides summation of the LEI, Unit 2, Chapter 2, NRC: National Science N/A

effectiveness of problem-solving Lesson 4 Education Standards, 192

techniques. LEIV, pp. 129-138 Carnevale: Workplace Basics

182

8. Reframes problems when LEIV, pp. 129-138 Carnevale: Workplace Basics N/A

alternative solutions are exhausted. 182, 202

9. Examines different options for N/A N/A N/A

solving problems of historical

importance and determines why

specific courses of action were taken.

10. Evaluates the feasibility of LEIV, pp. 129-138 GESP: National Geography N/A

various solutions to problems; Standards 55

recommends and defends a solution. NCHS: National Standards

for History: Basic Edition 70



Standard 6: Applies decision-

making techniques.

1. Analyzes decisions that were major LEIV, pp. 2-23 NCHS: National Standards N/A

turning points in history and describes for History: Basic Edition 70

how things would have been different

if other alternatives had been selected.

2. analyzes current or pending N/A N/A N/A

decisions that can affect national or

international policy and identifies the

consequences of each alternative.

3. Uses a decision-making grid or LEIV, p.49 N/A N/A

matrix to make or study decisions

involving a relatively large number of

alternatives and criteria advocate.

4. Uses a balance sheet to evaluate the N/A N/A N/A









90

costs and benefits of various

alternatives within a decision.

5. Evaluates major factors that N/A N/A

influence personal decisions. LEIV, pp. 141-153









91

STANDARDS AND BENCHMARKS FOR LIFE SKILLS

(IV. WORKING WITH OTHERS)



STANDARDS AND CURRICULUM ADDITIONAL COMMENTS

BENCHMARKS REFERENCE SUPPORT

Working with Others



Standard 1: Contributes to the

overall effort of a group.

1. Challenges practices in a group LEIV, pp. 67-79 SCANS: Report for America N/A

that are not working. 2000 xvii

2. Demonstrates respect for others in N/A N/A N/A

the group.

3. Identifies and uses the strengths of N/A Carnevale: Workplace Basics N/A

others. 307

4. Takes initiative when needed. N/A Carnevale: Workplace Basics N/A

307

5. Identifies and deals with the LEIV, pp. 70-79 Carnevale: Workplace Basics N/A

causes of conflict in a group. 307

6. Helps the group establish goals. LEIV, pp. 76-80 Carnevale: Workplace Basics N/A

397

7. Engages in active listening. LEIV, p.81 Carnevale: Workplace Basics N/A

307-308

8. Takes the initiative in interacting N/A Carnevale: Workplace Basics N/A

with others. 307-308

9. Evaluates the overall progress of. N/A N/A N/A

A group toward a goal.

10. Keeps requests simple. N/A Carnevale: Workplace Basics N/A

231

11. Contributes to the development LEIV, pp. 67-82 NCSS: Curriculum Standards N/A









92

of a supportive climate in groups. for Social Studies 149



Standard 2: Uses conflict-

resolution techniques.

1. Communicates ideas in a manner N/A SCANS: Report for America N/A

that does not irritate others. 2000 xvii

2. Resolves conflicts of interest. N/A N/A N/A

3. Identifies goals and values LEIV, p.69 Carnevale: Workplace Basics N/A

important to opponents. 349

4. Understands the impact of LEIV, p.75 Carnevale: Workplace Basics N/A

criticism on psychological state, 231

emotional state, habitual behavior,

and beliefs.

5. Understands that three ineffective LEIV, pp. 69-82 Carnevale: Workplace Basics N/A

responses to criticism are: (1) Being 231

aggressive, (2) being passive, and )3)

being both.

6. Understands that three effective LEIV, pp. 69-82 Carnevale: Workplace Basics N/A

responses to criticism are: (1) 231

acknowledgement, (2) token

agreement with a critic, and (3)

probing clarifications..

7. Determines the causes of conflicts. LEIV, pp. 68-71 Carnevale: Workplace Basics N/A

329

8. Does not blame. N/A Carnevale: Workplace Basics N/A

231

9. Identifies an explicit strategy to LEIV, pp. 75-78 Carnevale: Workplace Basics N/A

deal with conflict. 329

10. Determines the seriousness of LEIV, pp. 69-82 Carnevale: Workplace Basics N/A

conflicts. 349

11. Identifies mutually agreeable LEIV, pp. 67-82 Carnevale: Workplace Basics N/A

times for important conversations 231

with opponents.









93

12. Identifies individual versus group Carnevale: Workplace Basics N/A

or organizational interests in LEIV, p.78 349

conflicts.

13. Establishes guidelines and rules LEIV, pp. 159-164 Carnevale: Workplace Basics N/A

for negotiating. 349

14. Determines the mini-max position N/A N/A N/A

of those in a conflict.



Standard 3: Works well with

diverse individuals and in diverse

situations.

1. Works well with the opposite N/A SCANS: Report for America N/A

gender. 2000 xvii

2. Works well with different ethnic LEII, pp. 119-123 N/A N/A

groups.

3. Works well with those of different LEII, pp. 119-123 N/A N/A

religious orientations.

4. Works to satisfy the needs of N/A N/A N/A

customers.



Standard 4: Displays effective

interpersonal communicative skills.

1. Displays empathy with others. LEI, Unit 2, Chapter 2, Carnevale: Workplace Basics N/A

Lesson 3 (pp. 120-125) 307-308

LEIV, p.164

2. Displays friendliness with others. LEIV, pp. 155-165 N/A N/A

3. Displays politeness with others. LEI, Unit 2, Chapter 2, N/A N/A

Lesson 3 (pp. 120-125)

LEIV, pp. 155-165

4. Seeks information non-defensively. N/A N/A N/A

5. Provides feedback in a constructive N/A Carnevale: Workplace Basics N/A

manner. 64, 151-154

6. Uses nonverbal communication LEI, Unit 2, Chapter 2, N/A N/A









94

such as eye contact, body position, Lesson 3 (pp. 120-125)

voice tone, effectively. LEIV, pp. 165, 255

7. Does not react to a speaker’s LEIV, pp. 155-167 N/A N/A

inflammatory deliverance.

8. Identifies with speaker while LEIV, pp. 155-167 Carnevale: Workplace Basics N/A

maintaining objectivity. 151

9. Uses emotions appropriately in LEIV, pp. 155-167 Carnevale: Workplace Basics N/A

personal dialogues. 151

10. Makes use of confrontation when LEIV, pp. 155-167 Carnevale: Workplace Basics N/A

appropriate. 307

11. Makes eye contact when LEI, Unit 2, Chapter 2, Carnevale: Workplace Basics N/A

speaking. Lesson 3 (p.122) 134-136

LEIV, pp. 155-167

12. Reacts to ideas rather than to the LEIV, pp. 155-167 Carnevale: Workplace Basics N/A

person presenting the ideas. 134-136

13. Adjusts tone and content of LEIV, pp. 155-167 Carnevale: Workplace Basics N/A

information to accommodate the likes 134-136

of others.

14. Communicates in a clear manner LEI, Unite 2, Chapter 2, N/A

during conversations. Lesson 3 (pp. 120-125)

LEIV, pp. 155-167

15. Acknowledges the strengths of LEIV, pp. 155-167 Carnevale: Workplace Basics N/A

others. 307-308



Standard 5: Demonstrates

leadership skills.

1. Occasionally serves as a leader in N/A NCSS: Curriculum N/A

groups. Standards for Social Studies

149

2. Occasionally serves as a follower N/A NCSS: Curriculum N/A

in groups. Standards for Social Studies

149

3. Enlists others in working toward a LEIV, pp. 49-51 Carnevale: Workplace Basics N/A









95

shared vision. 397

4. Plans small wins. N/A



5. Celebrates accomplishments. N/A Carnevale: Workplace Basics N/A

397

6. Recognizes the contributions of N/A Carnevale: Workplace Basics N/A

others. 397









96

Physical Education: Study Overview



The specific texts reviewed for this section of the report included the text, Leadership Education I: Citizenship, Character and Air Force

Tradition, provides a history of the Air Force’s Junior ROTC program as well as a detailed description of the organization’s structure, rules, and

regulations. This text also addresses personal behavior and responsibility, health and fitness, and citizenship in the United States. The fourth

Leadership Education text, Leadership Education IV: Principles of Management, provides a detailed analysis of management principles and

techniques aimed at training students to be good leaders either in the Air Force or in civilian life. These texts, which represent only a portion of the

curriculum for the AFJROTC program, were reviewed to determine their compliance with the Mid-continent Research for Education and Learning

(McREL) content standards for the grades 9-12 curriculum, available online at: http://www.mcrel.org/standards-benchmarks/. The detailed results

of that curriculum review follow.









97

STANDARDS AND BENCHMARKS FOR PHYSICAL EDUCATION



STANDARDS AND CURRICULUM ADDITIONAL COMMENTS

BENCHMARKS REFERENCE SUPPORT

Physical Education

Standard 1: Uses a variety of basic

and advanced movement forms.

1. Uses advanced sport-specific skills LEI, Unit 3, Chapter 4, N/A N/A

in selected physical activities (e.g., Lesson 1

aquatics, dance, outdoor pursuits

individual, dual, and team sports and

activities).

2. Uses skills in complex rather than LEI, Unit 3, Chapter 4, N/A N/A

modified versions of physical Lesson 1

activities (e.g., more players or

participants, rules, and strategies).



Standard 2: Uses movement

concepts and principles in the

development of motor skills.

1. Understands biomechanical LEI, Unit 3, Chapter 4, N/A N/A

concepts that govern different types Lesson 1

of movement (e.g., gymnastics skills).

2. Understands how sports N/A N/A Curriculum not

psychology affects the performance specifically

of physical activities (e.g., the effect designed to meet

of anxiety on performance). these objectives

using these texts.

3. Understands the physiological N/A N/A Curriculum not

principles governing fitness specifically

maintenance and improvement (e.g., designed to meet

overload principle, law of specificity). these objectives

using these texts.









98

4. Uses offensive and defensive N/A N/A Curriculum not

strategies and appropriate rules for specifically

sports and other physical activities. designed to meet

these objectives

using these texts.



Standard 3: Understands the

benefits and costs associated with

participation in physical activity.

1. Understands factors that impact N/A N/A Curriculum not

the ability to participate in physical specifically

activity (e.g., type of activity, cost, designed to meet

available facilities, equipment these objectives

required, personnel involved). using these texts.

2. Understands how various factors N/A N/A Curriculum not

(e.g., age, gender, race, ethnicity, specifically

socioeconomic status, and culture) designed to meet

affect physical activity preferences these objectives

and participation.. using these texts.

3. Understands the potentially N/A N/A Curriculum not

dangerous consequences and specifically

outcomes of participation in physical designed to meet

activity (e.g., physical injury, these objectives

potential conflicts with others). using these texts.



Standard 4: Understands how to

monitor and maintain a health-

enhancing level of physical fitness.

1. Knows personal status of cardio N/A N/A Curriculum not

respiratory endurance. specifically

designed to meet

these objectives

using these texts.









99

2. Knows personal status of muscular N/A N/A Curriculum not

strength and endurance of the arms, specifically

shoulders, abdomen, back, and hips.. designed to meet

these objectives

using these texts.

3. Knows personal status of N/A N/A Curriculum not

flexibility of the joints of the arms, specifically

legs, and trunk. designed to meet

these objectives

using these texts.

4. Knows personal status of body N/A N/A Curriculum not

composition. specifically

designed to meet

these objectives

using these texts.

5. Meets health-related fitness N/A N/A Curriculum not

standards for appropriate level of a specifically

physical fitness test (e.g., aerobic designed to meet

capacity, body composition, muscle these objectives

strength, endurance, and flexibility). using these texts.

6. Knows how to monitor and adjust N/A N/A Curriculum not

activity levels to meet personal fitness specifically

levels. designed to meet

these objectives

using these texts.

7. Understands how to maintain an LEI, Unit 3, Chapter 4, N/A N/A

active lifestyle throughout life (e.g., Lesson 1

participate regularly in physical

activities that reflect personal

interests).

8. Designs a personal fitness program N/A N/A Curriculum not

that is based on the basic principles of specifically

training and encompasses all designed to meet









100

components of fitness (e.g., these objectives

cardiovascular and respiratory using these texts.

efficiency, muscular strength and

endurance, flexibility, and body

composition).



Standard 5: Understands the social

and personal responsibility

associated with participation in

physical activity.

1. Uses leadership and follower roles, LEI, Unit 3, Chapter 4, N/A N/A

when appropriate, in accomplishing Lesson 1

group goals in physical activities.

2. Works with others in a sport LEI, Unit 3, Chapter 4, N/A N/A

activity to achieve a common goal Lesson 1

(e.g., winning a team championship).

3. Understands how participation in N/A N/A Curriculum not

physical activity fosters awareness of specifically

diversity (e.g., cultural, ethnic, designed to meet

gender, physical). these objectives

using these texts.

4. Includes persons of diverse N/A N/A Curriculum not

backgrounds and abilities in physical specifically

activity. designed to meet

these objectives

using these texts.

5. Understands the history and N/A N/A Curriculum not

purposes of international specifically

competitions (e.g., Olympics, Special designed to meet

Olympics, Pan American Games, these objectives

World Cup Soccer). using these texts.

6. Understands the role of sport in a N/A N/A Curriculum not

diverse world (e.g., the influence of specifically









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professional sport in society, the designed to meet

usefulness of dance as an expression these objectives

of multiculturalism, the effect of age using these texts.

and gender on sport participation

patterns).

7. Understands the concept of N/A N/A Curriculum not

“sportsmanship” and the importance specifically

of responsible behavior while designed to meet

participating in physical activities. these objectives

using these texts.









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Physical Education: Study Conclusions



Not surprisingly, the books reviewed for this portion of the study were not really appropriate measures as to the effectiveness of the MCREL

standards and benchmarks to the study of Physical Education. While the books are well-written and appropriate for most academic study areas,

they are too theoretical in nature to reach the benchmark objectives presented in the MCREL standards and benchmarks website.



However, physical education is a required course of study in most secondary school systems, and so many of the objectives will be met through

another, less text-based, curricular effort.



This reviewer does not feel that the standards and benchmarks will be appropriately reached using these textbooks, but equally strongly feels that

through the general day-to-day physical education requirements in most high schools, combined with the many Air Force Junior ROTC planned

activities, then most of these benchmarks and standards will be reached.



The fact that these textbooks are not deemed appropriate measures to reach these specific benchmarks and standards is not an indication that

students enrolled in the Air Force Junior ROTC will not reach these and other national standards through other curricular efforts.









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