Eagle Required Merit Badge Requirements
Camping
1. Show that you know first aid for injuries or illnesses that could occur while
camping, including hypothermia, heatstroke, heat exhaustion, frostbite, dehydration,
sunburn, insect stings, tick bites, snakebite, blisters, and hyperventilation.
2. Make a layout of a typical patrol campsite. Show cooking spots, dining fly,
latrine, and at least three two-man tents. Explain how and why weather, season, and
water supply are considered when choosing a site. Explain what care to take with
regard to safe water, sanitary facilities, and emergencies.
3. Make a written plan for getting to and from a camping spot on foot or by vehicle.
4. Make a chart showing how a typical patrol is organized for an overnight
campout. List assignments for each member.
5. Prepare a list of clothing you would need for an overnight campout in:
(a) Summer
(b) Winter
Discuss the kinds of footwear for different kinds of weather. Explain care of
the feet.
6. Describe four kinds of tents. Cite their good and bad points.
7. Prepare for an overnight campout with your patrol by doing the following:
(May be part of a Troop trip)
(a) Make a checklist of personal gear that will be needed.
(b) Prepare a camp menu that is right for the time of the year. Give recipes.
Make a food list for your patrol. List foods you can get from your grocery store.
Supplies should be lightweight, though some canned foods may be used. Plan two
breakfasts, three lunches, and two suppers.
(c) Pack your own gear and your share of the patrol gear and food for proper
carrying. Protect it against bad weather. Show that your pack is right for
getting what's needed first, and that it has been assembled properly for
comfort, weight, balance, size, and neatness. Explain how the rest of the
patrol gear and food is divided among members.
(d) Show the right way to pack your full gear on a pack frame. Use a diamond hitch
or other good hitch.
8. Complete the following while on an overnight campout:
(a) Present yourself with your pack for inspection. Be correctly clothed and
equipped for an overnight camping trip.
(b) Working with another Scout, pitch a two-man tent. Consider weather and
terrain. On this campsite, where allowed, make a latrine for your patrol. (Where not
allowed, as in state parks, etc., describe how to build it.)
(c) Make a comfortable ground bed. Use it for 2 nights. Use ground cloth and
padding of clothing, pack grass, leaves, or straw.
(d) Where it's allowed, build up a fireplace area of nonburnable soil. Show proper
use of woods tools in getting and preparing fuel for a cooking fire. Show how
you would get, prepare, and protect your wood on a rainy day. Show how you
would prepare a meal properly when it's raining.
(e) Build three kinds of top-of-the-ground fires. Use charcoal for one. Show how
to put out a fire properly. (Where open fires cannot be used, show how to
build the fires, but don't light them.)
(f) Show the right way to protect your camp including your food and gear, against
animals, insects, and wet or bad weather. Discuss how you would protect
yourself against all kinds of weather if caught out on the trail with only
a pocketknife.
(g) Strike camp. Fold or roll your tent for packing. Pack all gear. Leave a clean
camp. Show the right way to get rid of garbage and rubbish.
9. Show experience in camping by doing the following:
(a) Camp out a total of at least 20 days and 20 nights. Sleep each night under
the sky or under a tent you have pitched. (You may use a week of summer camp as part of
the 20 days and 20 nights.)
(b) On one of these camping trips, hike 1.5 miles or more each way to and from your
campsite. Pack your own gear plus your share of patrol gear and food.
(c) Serve as one of the cooks for your patrol for at least five meals prepared
in camp.
10. Discuss how the things you did to earn this badge have taught you personal health
and safety, survival, public health, conservation, and good citizenship.
Citizenship in the Community
1. Describe your community to your counselor giving:
(a) Short history
(b) Cultures and ethnic groups
(c) Major places of employment What is the future of
your community?
2. Mark or point out on a map of your community the following:
(a) Chief government buildings.
(b) Fire station, police station, and hospital nearest
your home.
(c) Schools, churches, and synagogues near your home.
(d) Main highways to neighboring cities and towns.
(e) Nearest railroads and bus stations and airport, if
any.
(f) Chief industries or other major places of
employment
(g) Historical and other interesting points.
3. Do the following:
(a) Chart the organization of your local or state
government. Show the top offices and tell which are
elected or appointed.
(b) Name the political parties in your community
government and list four persons active in the
politics of your community and what positions they
hold.
4. Attend ONE:
(a) County board meeting
(b) City council meeting
(c) School board meeting
(d) municipal, county, or state court session.
5. After visiting the governmental meeting, obtain a copy
of that body's published budget. Review the major
sources of income and expenses for its operation with
your counselor.
6. List the services your community provides to the
citizens in return for the taxes paid by you and your
parents.
7. Select a city county, or school problem or issue under
consideration from the local newspaper or news
broadcast and write a letter expressing your views to
the mayor, administrator, or school board president.
Show this letter and any response to your counselor.
8. List and describe the work of five volunteer
organizations through which people in your community
work together for the good of your community.
9. Tell how to report an accident or an emergency in your
community.
10. List five ways you can demonstrate good citizenship in
your community, religious institution, school, or
Scouting unit.
Citizenship in the Nation
1. After reading, discuss with your counselor the
following documents:
(a) Declaration of Independence
(b) Preamble to the Constitution
(c) Constitution
(d) Bill of Rights
(e) Amendments to the Constitution
2. Name the three branches of government and explain their
functions. Explain the checks and balances on each
branch of government.
3. Outline the relationships between state and federal
governments.
4. Do ONE of the following:
(a) Visit the National Capitol.
(b) Visit your state capitol.
(c) Tour a federal installation.
Explain to your experiences to your counselor.
5. Name your two senators and the congressman from your
congressional district. Write a letter to one of these
elected officials on a national issue sharing your view
with him or her. Show your letter and any response to
your counselor.
6. What are five important functions of your national
government? Explain how these functions affect your
family and local community.
7. Discuss the main ways by which our federal government
is financed.
Citizenship in the World
1. Answer the following:
(a) What is citizenship?
How does one become a citizen in the United States?
How does one become a citizen in other countries?
(b) What rights, duties, and obligations does an American
citizenship entail?
How are these similar to or different from the way
citizenship is experienced in two other countries?
2. Do the following:
(a) Discuss the concept of national interest.
(b) Explain how a country's security, economy, and values
relate to its national interest.
3. Explain one of the following to your counselor:
(a) How communications and transportation have changed
relationships between countries
(b) How changing national interest, democratic values,
and global economic partnerships are affecting the
relationships between countries.
4. Do the following:
(a) Tell how the geography, natural resources, and
climate of a country affect its economy.
(b) Using a map of the world, select two countries.
Describe how geography, natural resources, and
climate are important in defining each country's
national interest. Explain how these interests
affect relations with at least two other countries
5. Do the following:
(a) Explain international law and how it differs from
national law. What role does international law
perform in the international system? Describe how
international law can be used as a tool for conflict
resolution.
(b) Select TWO of the following global issues and explain
how they have been affected by international
agreements and treaties:
(1) Environmentalism
(2) Terrorism
(3) International trade
(4) Communications
(5) Transportation
(6) Famine relief
(7) Disease control
(8) International sports
(c) Select TWO of the following organizations and
describe their role in the international system:
(1) The United Nations
(2) The World Court
(3) World Organization of the Scout Movement
(4) The World Health Organization
(5) Amnesty International
(6) The International Red Cross
(7) Americas Watch
(8) CARE
6. Do the following:
(a) Explain to your counselor what is meant by
(1) International trade agreement
(2) Foreign exchange
(3) Balance of payments
(4) Tariffs
(5) Free trade
(b) Explain how world trade and global competition
affect the economy of your state and your
community.
(c) (1) Locate the listing of foreign currency
exchange rates in the financial section
of the newspaper. Select three major
foreign currencies and explain the rates
of exchange between these currencies and
the American dollar.
(2) Select a foreign currency and price a
product in that currency. Explain how
fluctuations in currency exchange rates
affect the price of that product if you
are exporting it from the United States.
Explain how fluctuations in currency
exchange rates affect the price of the
product if you are importing it into the
United States.
7. Do the following:
(a) Discuss the differences between constitutional and
non-constitutional governments.
(b) Name at least five different types of government
currently in power in the world.
(c) Show on a world map countries that use each of these
five different forms of government.
8. Do the following:
(a) Explain how a government is represented abroad. How
is the United States government accredited to
international organizations?
(b) Describe the roles of the following in the conduct of
foreign relations:
(1) Ambassador
(2) Consul
(3) United States Information Agency
(4) Agency for International Development
(5) Foreign Commercial Service
(c) Explain the purpose of a passport and visa for
international travel.
9. Do ONE of the following:
(a) Attend a world jamboree.
(b) Take part in an international event in your area.
(c) Visit with a foreign exchange student and discuss his
or her country and customs.
(d) Study a foreign language for a year.
(e) Write an embassy or consulate for material about its
country and discuss the material with your counselor.
(f) Examine a particular international issue and give a
brief oral presentation and a written report to your
counselor.
Communications
1. Develop a plan to teach a skill. Have it approved by
your counselor. Then, create and make teaching aids.
Carry out your plan. With your counselor, check to see
if the learner has learned.
2. Pick an item or product. It may be real or imagined.
Build a sales plan based on its good points. Try to
"sell" the counselor on buying it from you. Talk with
him about how well you did in telling him about the
item and the wisdom of buying it.
3. Show how you would make a telephone call inviting
someone who is an expert (in the field of your choice)
give a demonstration on their skill to your unit.
4. Do the following:
(a) Write a 5-minute speech. Give it at a meeting of a
group.
(b) Show how to introduce a guest speaker.
5. Attend a town meeting where two or three points of view
are being given. Record what you hear. Make a report
from your notes. Tell your troop or patrol what you
think you heard.
6. Plan a troop court of honor or campfire program. Give
it to the patrol leader's council for approval.
Write the script. Prepare the program for reproduction.
Act as master of ceremonies.
7. Prepare an autobiographical resume that you would use
in applying for a job.
8. Check careers in the field of communications. Prepare a
statement on the one you like. Talk it over with your
counselor.
Emergency Preparedness
1. Earn First Aid Merit Badge.
2. Do the following:
(a) Tell what you would do to prevent injury and
possible loss of life to yourself and others in
each of the following emergencies: fire or
explosion at home and in a public building, car
stalled in a blizzard or desert, motor vehicle
accident, mountain accident, food poisoning,
boating accident, search for lost person, lost or
marooned group, gas leak, earthquake, flood,
tornado or hurricane, atomic emergency, and
avalanche (snow or rock).
(b) Show that you know what to do in at least TWO of
the above.
3. Show how you could safely save a person from the
following:
(a) Touching a live electric wire.
(b) A room with carbon monoxide or other fumes or
smoke.
(c) Clothes on fire.
(d) Drowning using nonswimming rescues (including ice
accidents).
4. Tell the things a group of Scouts should be prepared to
do, the training needed, and the safety precautions to
be taken for the following emergency service:
(a) Crowd and traffic control
(b) Messenger service and communication.
(c) Collection and distribution services.
(d) Group feeding, shelter, and sanitation.
5. Take part in an emergency service project, either real
or a practice drill.
6. Show three ways of attracting and communicating with
rescue planes.
7. With another person, show a good way to move an injured
person out of a remote and rugged area, conserving the
energy of all the rescuers.
8. Do the following:
(a) Prepare a written plan for mobilizing your troop
when needed to do emergency service. If there is a
plan, explain it. Tell your part in making it work.
(b) Take part in at least troop mobilization. Describe
your part.
(c) Show the personal "emergency pack" which you have
prepared to be ready for a mobilization call. Show
a family kit (suitcase or box) for use by your
family in case an emergency evacuation is needed.
Explain the need.
9. Show proper use of ropes and lines for rescue work by
doing the following:
(a) Tie knots for joining lines. Tie knots for
shortening or adjusting lines. Tie knots for
lashings.
(b) Lower a person from a height sufficient to show
how.
(c) Coil and accurately throw light and heavy 50-foot
heaving lines.
Environmental Science
1. Explain the meaning of the following: ecology,
biosphere, ecosystem, plant succession, limiting
factor. Give an example of each.
2. With the help of your counselor, pick an area of 10
acres* for study.
3. Visit the area four times for 2 hours each time. Do
this at different times on one day a week for a month,
or if at camp, on four different days of the week at
different times of the day.
(a) Record the temperature, rain, and wind.
(b) List the animals you saw. Tell what they were
doing.
(c) List the plants you saw.
(d) Name the kinds of rocks and soil.
4. Write about your study in 500 words or more showing:
(a) How the climate, topography, and geology have
influenced the number and kinds of plants and
animals.
(b) How the living and nonliving elements are
interrelated.
(c) Why it is important that people understand this.
5. With your counselor, plan and carry out a project in
ONE of the following:
(a) The effect of water-holding capacity of soil on
plant life. The relation of plant cover to
runoff, how both are related to the water and
oxygen cycles.
(b) The influence of land plant life on temperature,
light intensity, wind velocity, and humidity. The
influence of water plant life on the water
environment. how both land and water plants affect
animal life.
6. Make a report, in the form of a short talk to a Scout
group, on what you did in requirement 5.
7. Show you understand the following:
(a) The causes of water pollution. Tell what it does to
rivers and lakes.
(b) The causes of land pollution. Tell what it does to
the environment.
(c) The causes of air pollution. Tell what it does to
the environment.
(d) How some chemicals get into the tissues of animals
miles from where they were used.
8. Describe what you and others can do to help solve a
local problem of air pollution, Water pollution, or
litter.
9. Describe the duties of three position in environmental
science.
* City Scouts may pick an area in a large park, if a better
place is not available.
First Aid
1. Satisfy your counselor that you have current knowledge
of all first aid requirements for Tenderfoot, Second
Class, and First Class ranks.
2. Do the following:
(a) Explain how you would obtain emergency medical
assistance from your home, on a wilderness camping
trip, and during an activity on open water.
(b) Prepare a first aid kit for your home. Display and
discuss its contents with your counselor.
3. Do the following:
(a) Explain what action you should take for someone who
shows signs of a heart attack.
(b) Identify the conditions that must exist before
performing CPR on a person.
(c) Demonstrate proper technique in performing CPR on
an adult manikin for 3 minutes.
(d) Show the steps that need to be taken for someone
suffering from a severe laceration on the leg and
on the wrist. Tell the dangers in the use of a
tourniquet and the conditions under which its use
is justified.
(e) Explain when a bee sting could be life threatening
and what action should be taken for prevention for
first aid.
(f) Explain the symptoms of heat stroke and what action
needs to be taken for first aid and for prevention,
4. Do the following:
(a) Describe the signs of a broken bone. Show first aid
procedures for handling fractures, including open
(compound) fractures of the forearm, wrist, upper
leg, and lower leg using improvised materials.
(b) Describe the symptoms and possible complications
and demonstrate proper procedures for treating
suspected injuries to the back, neck, and head.
Explain what measures can be taken to reduce the
possibility of further complicating these
injuries.
5. Describe the symptoms, proper first aid procedures, and
possible prevention measures for the following conditions:
(a) Hypothermia
(b) Convulsions
(c) Frostbite
(d) Bruises, strains, sprains
(e) Burns
(f) Abdominal pain
(g) Broken, chipped, or loosened tooth
(h) Knocked out tooth
(i) Muscle cramps
6. Do the following:
(a) If a sick or injured person must be moved, tell how
you would determine the best method.
(b) With helpers under your supervision, improvise a
stretcher and move a presumably unconscious person.
7. Teach another Scout a first aid skill selected by your
counselor.
Lifesaving
1. Before doing requirements 2-15
(a) Earn Swimming merit badge.
(b) Swim 400 yards.
2. Explain:
(a) The Safe Swim Defense and Safety Afloat
(b) The order of methods in water rescue.
3. Show reaching rescues using such things as arms, legs,
branches, sticks, towels, shirts, paddles, and poles.
4. Show rescues using items that can be thrown, such as
lines, ring buoys, and free-floating supports.
5. Show or explain the use of rowboats, canoes, and other
small craft in making rescues.
6. With a helper and a subject, and a practice victim, show
a line rescue both as tender and as rescuer. Perform the
rescue with the practice victim approximately thirty
feet from the tender. Use a 100 foot length of 3/16 inch
line. If available, demonstrate the use of a torpedo
buoy and rescue tube.
7. Show that you can remove street clothes* on shore
(except underwear or swim trunks) in 20 seconds or less.
Explain the importance of disrobing before a swimming
rescue.
8. Explain the importance of avoiding contact with a
victim; explain "lead" and "wait" tactics; and explain
why equipment should be used in a swimming rescue.
9. Swim 30 feet and make the correct approach to a tired
swimmer. Move him 30 Feet to safety using the following:
(a) Underarm swim-along.
(b) two-person assist.
10. Make rescues on a practice victim 30 feet from shore,
using the correct entry and a strong approach stroke,
and bringing the victim back to pier or poolside, using;
(a) A rescue tube or torpedo buoy
(b) A shirt, towel, or other equipment
(c) A front approach and wrist tow.
(d) A rear approach and single armpit tow.
(e) A rear approach and single armpit tow, changing to
the cross-chest carry
Discuss the different methods for removing the victim
from the water. Choose the appropriate method for your
situation. Remove the practice victim from the water and
place in position for resuscitation.
11. Show in deep water your defense against grasps by
blocking and escaping. Free yourself from a wrist hold,
rear head-hold, and a front head-hold.
12. Make four surface dives in 8 to 10 feet of water.
Retrieve an object on each of the first three dives.
Bring up a 10-pound weight on the fourth dive.
13. Show search techniques as a part of a lost swimmer
drill. Discuss search techniques using mask, fins, and a
snorkel (not scuba).
14. Do the Following:
(a) Identify the conditions that must exist before
performing CPR on a person, and explain how such
conditions are recognized.
(b) Demonstrate proper technique for performing CPR on an
adult mannequin for at least 3 minutes.
15. Demonstrate proper management of a spinal injury by
(a) Explaining the signs and symptoms of a spinal injury
(b) Supporting a faceup victim in calm, shallow water.
(c) Turning a person from a facedown to a faceup
position while maintaining support.
* "Street clothes" means low shoes, socks, underwear (or
trunks), pants, belt, and a long-sleeve shirt. A jacket
or sweater or sweatshirt also may be worn.
Personal Fitness
If meeting any of the requirements for this merit badge is
against the Scout's religious convictions, it does not have
to be done if the boy's parents and proper church officials
state in writing that:
(a) To do so would be against religious convictions.
(b) The parents accept full responsibility for anything
that might happen because of such exemption. They
release the Boy Scouts of America from any
responsibility.
1. (a) Before you try to meet any other requirements, have
your physician give you a thorough health
examination. He or she is to use the Scout medical
examination form. Describe the examination. Tell
what questions you asked about your health. Tell
what recommendations your doctor made. Report what
you have done about them. Explain the following:
(1) Why physical exams are important
(2) Why preventative habits are important in
maintaining good health.
(3) Diseases that can be prevented and how.
(4) The seven warning signs of cancer.
(b) Have an examination made by your dentist. Get a
statement saying that your teeth have been checked
and cared for. Tell how you care for your teeth.
2. Explain to your merit badge counselor verbally or in
writing what personal fitness means to you, including:
(a) Components of personal fitness
(b) Reasons for being fit in all components.
(c) What is means to be mentally healthy
(d) What it means to be physically healthy and fit.
(e) What it means to be socially healthy. Discuss
several healthy social traits.
(f) What can you do to prevent social, emotional, or
mental problems.
3. From the PERSONAL FITNESS merit badge pamphlet, answer
the questions titled "Evaluating Your Personal Fitness"
and list several signs of poor personal fitness. Describe
your activity in the eight areas listed.
4. With your counselor answer and discuss the following
questions:
(a) Are you free from all curable diseases? Are you
living in such a way that your risk of preventable
diseases is minimized?
(b) Are you immunized and vaccinated according to the
advice of your family and school physicians?
(c) Do you understand the meaning of a nutritious diet
and know why it is important for you? Does your
diet include foods from all the food groups?
(d) Is you body weight and composition what you would
like it to be and do you know how to modify it
safely through exercise, diet, and behavior
modification?
(e) Do you carry out daily activities without noticeable
effort? Do you have extra energy for other
activities?
(f) Are you free from habits relating to nutrition and
the use of alcohol, tobacco, drugs, and other
practices that could be harmful to your health?
(g) Do you participate in a regular exercise program or
recreational activities?
(h) Do you sleep well at night and wake up feeling
refreshed and energized for the new day?
(i) Are you actively involved in the religious
organization of your choice and do you participate
in their youth activities?
(j) Do you spend quality time with your family and
friends in social and recreation activities?
(k) Do you support family activities and efforts to
maintain a good home life?
5. Explain the following about physical fitness:
(a) The components of physical fitness
(b) Your weakest and strongest component of physical
fitness
(c) The need to have a balance in all four components of
personal fitness relate to the Scout Laws and Scout
Oath
6. Explain the following about nutrition:
(a) The importance of good nutrition
(b) What good nutrition means to you
(c) How good nutrition is related to the other
components of personal fitness
(d) The three components of a sound weight (fat) control
program.
7. From the PERSONAL FITNESS merit badge pamphlet, perform
the physical fitness test (chapter 8) with your patrol
leader, Scoutmaster, parent, or adviser before doing the
next two requirements. Be evaluated above the 50th
percentile in the aerobic endurance test, flexibility
test, and muscular strength test.
AEROBIC ENDURANCE TEST
There are several tests that can used. They are the 9 or 12
minute run and the 1 or 1+ mile run. In the timed run, the
objective is to run as far as you can in the allotted time (9
or 12 minutes). In the distance run, the objective is to run
the given distance (1 or 1+ miles) in the shortest time.
Walking is permitted but the Scouts should not stop. If they
need to stop running, they should walk until they can
continue to run.
FLEXIBILITY TEST
By using the sit-and-reach test, boys should remove their
shoes and sit down facing the sit-and-reach box with knees
fully extended and flat on the floor and feet up against the
end of the board. The arm are extended forward with the hands
placed on top of each other with palms down. The boy bends at
the hips and reaches forward along the measuring scale four
times. Record the farthestreach.
MUSCULAR STRENGTH TEST
Using timed sit-ups, the boy lies on his back with knees
flexed, feet on the floor, and heels 12 to 18 inches from the
buttocks. The arms are crossed on the chest with the hands on
the opposite shoulders. The feet are held by partners to
keep them in touch with the floor. The boy curls to the
sitting position until the elbows touch the thighs. Arms must
remain on the chest. The number of sit-ups that the boy can
correctly do in 60 seconds is the score.
8. Outline a 4-week physical fitness program using the
results of your physical fitness tests. Use the
guidelines in chapter 8 to write your program. Use
exercises to develop aerobic endurance, upper body
muscular strength, and flexibility of the lower back and
legs. Have the program approved by your Scoutmaster or
adviser and your parents.
(a) Fulfill requirement 1 for this merit badge
(b) Complete one of the four aerobic endurance tests,
the flexibility test, the muscular strength and
endurance test, and the body composition
measurements.
(c) Fill in your results on the record sheet and chart
your percentile ranks for each test (using the norms
found in the appendix) on the progress chart.
(d) Determine the types of exercises you want or need to
do, the amount of time you have to exercise, and the
equipment or facilities that are available for your
use.
(e) If muscular strength exercises are to be a part of
your program, determine how many push-ups and pull-
ups you can do.
(f) Use the guidelines discussed in the text concerning
cardiovascular endurance, flexibility, and muscular
strength and endurance to determine the frequency,
intensity, and duration of your exercises.
(g) Write your exercise program out for each day of the
week on a sheet of paper. Have it approved by your
adviser or Scoutmaster and parents.
(h) Retest yourself after 2 full weeks of exercising.
Also retest for the number of pull-ups and push-ups
you can do. Record the results of this test on the
record sheet and graph the percentile ranks on the
progress chart.
(i) Retest yourself after another 2 full weeks of
exercising and record your results on the record
sheet and progress chart.
9. Carry out the physical fitness program you write in
requirement 7. Keep a log of all your exercises (i.e. How
long you exercised; how far you ran, swam, or biked; how
many exercises you did; your exercise hear rate; etc.).
Test yourself again after two weeks of exercise on the
information sheets provided in the PHYSICAL FITNESS merit
badge pamphlet. Compare improvements. Describe your
experience.
10. Describe your long-term plans regarding your personal
fitness.
Personal Management
1. Talk over with parents of guardian how family funds are
spent to meet day-today and long-term needs. Tell how
you can help with the family budget.
2. Make a budget for yourself for 90 days. Keep a record of
income and expenses for that period. Review it and report.
3. Help to choose and buy family groceries for 1 month.
Make a report of what you learned.
4. Explain the possible use, advantages, and risks in using
$100 in each of the following ways. Tell how it might
help you and others.
(a) Hide it in a mattress.
(b) Put it into a savings account at a bank or savings
and loan association. (Explain the difference.)
(c) Buy a bicycle.
(d) Open a checking account.
(e) Buy a U.S. Savings Bond.
(f) Buy a mower or paint sprayer.
(g) Invest in a mutual fund.
(h) Start a life insurance policy.
(i) Buy fishing gear.
(j) Buy common stock.
5. Talk about things you would like to do within the next
90 days. tell how you plan to get these done. After 90
days, tell what you did. Tell how you did them.
6. Tell how important credit and installment buying are to
our economy and the individual and the family. Visit an
officer of a bank or credit department of a store. Find
out and tell what you must do to establish a "good credit
rating." Tell what it means to you now and in the future.
7. Check out jobs and career opportunities through
interviews or reading. Tell what the "next step" would
be to prepare yourself for one of these careers.
Safety
1. Prepare a safety notebook to include:
(a) Newspaper and other stories showing common kinds and
causes of accidents in the home.
(b) Newspapers and other stories showing common kinds of
crimes against families like yours.
(c) Facts you have obtained concerning the frequency of
accidents and crimes involving families in your
locality.
(d) A paragraph or more written by you explaining how
your family life could be changed by serious fire,
accident, or crime.
(e) A list of safe practices and safety devices
currently used in your home and automobile.
2. Do the following:
(a) Using a safety checklist approved by your counselor,
make an inspection of your home. Explain the hazards
found and how they can be corrected.
(b) Review or develop your family's plan of escape in
case of fire in your home.
3. Do the following:
(a) Discuss with your counselor how you contribute to
the safety of yourself, your family, and your
community.
(b) Show your family members how to protect themselves
and your home from accidents, fire, theft, robbery,
and assault.
4. Show your family exits you would use from different
public buildings (such as church, theater, municipal
building, library, supermarket, shopping center) ion the
event of an emergency. Teach your family what do in the
event of a panic.
5. Make a plan for accident prevention programs for five
family activities outside the home (such as church,
theater, picnic, beach, travel). Each plan should
include an analysis of possible hazards, proposed action
to correct hazards, and reasons for the corrections you
propose.
6. Plan and complete a safety project approved by your
counselor in your home, school, church, or community.
Sports
1. Explain sportsmanship. Tell why it is important. Give
several examples of good sportsmanship in sports.
Relate at least one of these to 4 citizenship off the
sports field.
2. Take part for one full season as a member of an
organized team in ONE of the following sports:
baseball, basketball, bowling, cross country, diving,
fencing, field hockey, football, golf, gymnastics, ice
hockey, lacrosse, rugby, skating (ice or roller),
soccer, softball, swimming, team handball, tennis,
track and field, volleyball, water polo, and wrestling.
(Or any other recognized team sport approved in advance
by your counselor, except boxing and karate.)
3. Take part in ONE of the following sports on a
competitive basis in two organized meets or
tournaments: archery, badminton, bait or fly casting,
bowling, canoeing, cycling, diving, fencing, fishing,
golf, gymnastics, handball, horsemanship, horseshoes,
judo, orienteering, paddleball, rifle or shotgun
shooting, sailing, skating (ice or roller), skiing,
swimming, table tennis, track and field, waterskiing,
and wrestling. (Or any other recognized sport approved
in advance by your counselor, except boxing and
karate.)*
4. Make a set of training rules for the sports you picked.
Tell why these rules are important. Follow these rules.
Design exercises for these sports. Keep a record of how
you do in these sports for one season. Show how you
have improved.
5. Show proper technique in your two picked sports.
6. Explain the attributes of a good team leader and a good
team player.
7. Draw diagrams of the playing areas for your two
sports.
8. Explain the rules and etiquette for your two sports.
List the equipment needed. Describe the protective
equipment. Tell why it is needed. Tell what it does.
* This cannot be the same sport used to meet requirement 2.
Swimming
1. Successfully complete the BSA swimmer test. Explain
how the Safe Swim Defense plan is used to protect
Scout troops and other groups when they are swimming.
2. Swim continuously for 150 yards using the following
strokes in good form and in a strong manner:
sidestroke for 50 yards, elementary backstroke for 50
yards, front crawl or trudgen for 25 yards, and
either the breaststroke or back crawl for 25 yards.
3. In water over your head, but not to exceed 10 feet,
do each of the following:
a. Use the feetfirst method of surface diving and
bring an object up from the bottom.
b. Do a head first surface dive, pike, or tuck, and
bring the object up again.
c. Do a head first surface dive to a depth of at
least 5 feet and swim underwater for 3 strokes.
Come to the surface, take a breath, and repeat
the sequence twice.
4. In water at least 8 feet deep, show a headfirst dive
from a dock or pool deck. Show a long shallow dive,
also from the dock or pool deck. If a low board (
not to exceed 40 inches above the water at least 9
feet deep) is available, show a plain front dive.
5. Enter water over your head wearing clothes (shoes and
socks, underwear or swim trunks, long pants, belt,
long-sleeved shirt). Remove the shoes and socks.
Inflate the shirt and show that you can float using
the shirt for support. Remove the pants and use
them for support. (Note: If the bottom surface of the
swimming area is dark or objects can not be seen
easily, practice removing the shoes and socks in
neck-deep water, then leave shoes and socks on land
or in a protected area to prevent loss, and
demonstrate the above.)
6. Do the following:
a. Float faceup in a resting position as nearly
motionless as possible for at least a minute.
b. While wearing a properly fitted personal
flotation device (PFD), demonstrate the "HELP"
and "huddle" positions. Explain their purpose.
c. In warm water (at least 70 F. or 21 C.), show
survival floating. If the water is cooler than 70F,
discuss the purpose, technique, and
limitations of survival floating.
7. Do the following:
a. Demonstrate rescuing a person from water by
reaching with an arm or leg, by reaching with a
suitable object, and by throwing lines and
objects.
b. Explain why swimming rescues should not be
attempted when a reaching or throwing assist or
boat rescue can be done instead. Explain why and
how a person making a swimming rescue should
avoid contact with the victim.
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