Boy Scout Troop 179

Scoutmaster’s Advancement Guide

revised 9/5/2003 1 Aims & Methods

The Scouting program has three specific objectives, commonly referred to as the “Aims of Scouting.” They are character development, citizenship training, and personal fitness. The methods by which the aims are achieved are listed below in random order to emphasize the equal importance of each. Ideals. The ideals of Boy Scouting are spelled out in the Scout Oath, the Scout Law, the Scout motto, and the Scout slogan. The Boy Scout measures himself against these ideals and continually tries to improve. The goals are high, and as he reaches for them, he has some control over what and who he becomes. Patrols. The patrol method gives Boy Scouts an experience in group living and participating citizenship. It places responsibility on young shoulders and teaches boys how to accept it. The patrol method allows Scouts to interact in small groups where members can easily relate to each other. These small groups determine troop activities through elected representatives. Outdoor Program. Boy Scouting is designed to take place outdoors. It is in the outdoor setting that Scouts share responsibilities and learn to live with one another. In the outdoors the skills and activities practiced at troop meetings come alive with purpose. Being close to nature helps Boy Scouts gain an appreciation for the beauty of the world around us. The outdoors is the laboratory in which Boy Scouts learn ecology and practice conservation of nature’s resources. Advancement. Boy Scouting provides a series of surmountable obstacles and steps in overcoming them through the advancement method. The Boy Scout plans his advancement and progresses at his own pace as he meets each challenge. The Boy Scout is rewarded for each achievement, which helps him gain self-confidence. The steps in the advancement system help a Boy Scout grow in self-reliance and in the ability to help others. Associations With Adults. Boys learn a great deal by watching how adults conduct themselves. Scout leaders can be positive role models for the members of the troop. In many cases a Scoutmaster who is willing to listen to boys, encourage them, and take a sincere interest in them can make a profound difference in their lives. Personal Growth. As Boy Scouts plan their activities and progress toward their goals, they experience personal growth. The Good Turn concept is a major part of the personal growth method of Boy Scouting. Boys grow as they participate in community service projects and do Good Turns for others. Probably no device is as successful in developing a basis for personal growth as the daily Good Turn. The religious emblems program also is a large part of the personal growth method. Frequent personal conferences with his Scoutmaster help each Boy Scout to determine his growth toward Scouting’s aims. Leadership Development. The Boy Scout program encourages boys to learn and practice leadership skills. Every Boy Scout has the opportunity to participate in both shared and total leadership situations. Understanding the concepts of leadership helps a boy accept the leadership role of others and guides him toward the citizenship aim of Scouting. Uniform. The uniform makes the Boy Scout troop visible as a force for good and creates a positive youth image in the community. Boy Scouting is an action program, and wearing the uniform is an action that shows each Boy Scout’s commitment to the aims and purposes of Scouting. The uniform gives the Boy Scout identity in a world brotherhood of youth who believe in the same ideals. The uniform is practical attire for Boy Scout activities and provides a way for Boy Scouts to wear the badges that show what they have accomplished. 2 Scoutmaster Conference

Once a Scout has completed a rank, he has a formal Scoutmaster Conference. How- ever, additional Scoutmaster Conferences can take place at any time.

The Scoutmaster conference is designed to involve the Scout in his own personal growth process by asking him to evaluate his progress. He is then asked to discuss and decide how to achieve the next steps in his development as an individual.

The conference helps the Scout accept responsibility for his growth in Scouting. It also establishes, between the boy and the Scoutmaster, a relationship that makes this growth possible.

At the formal Conference the Scoutmaster will consider the following three questions in helping the Scout to determine if he is ready to proceed to Board of Review:

1. Did the boy do the requirements? Is his book signed? Are his records updated with the troop?

2. Has the Scout matured in Scouting to the point that he deserves the rank? Does he understand the meaning of Scouting’s Ideals appropriate to the level of the rank?

3. Does the Scout understand the responsibilities of the positions that he has held and can he prove that he has completed them successfully?

Making a plan and setting goals for future advancement conclude the Scoutmaster Conference. This plan should include leadership for the next rank as well as learning more about Scouting’s Ideals.

3 Participation/Scout Spirit

For the rank of Star, Life and Eagle there are requirements in which the Scout must “Be active in your troop and patrol for at least (x) months as a (rank) Scout.”, and “Demon- strate Scout spirit by living the Scout Oath (Promise) and Scout Law in your everyday life.” If a Scout has come to you for counseling and approval of these requirements the first thing you have to ask yourself is, “Do I know this Scout well enough to sign on these requirements?” This is because for these requirements youshould have seen the Scout in action and have some knowledge of how he has taken the Scout Oath and Scout Law to heart.

Here are some guidelines that you can discuss with the Scout in making your determi- nation as to whether the Scout has been successful at these requirements:

1. Attitude: Does the Scout respond to his leaders in a positive manner? Does he help out or does he avoid work?

2. Participation: Does the Scout attend meetings and campouts regularly? Did he sell his wreath quota? If the answer to these questions is no, does he have a good reason? A Scout who is struggling with participation is not pulling his weight. If the Scout is having participation problems with no good reason then you should counsel him and set some goals prior to signing these require- ments.

3. Scouting Values: Does the Scout understand the Scout Oath and Scout Law at a level that is consistent with the rank that he is trying to get? Does he know what morals are and how to use them in making ethical decisions? A Scout who does not understand Scouting values is not going to pass Board of Re- view and it is time for you to teach him.

In determining whether a Scout has been active in his troop and patrol first you need to look at when he made his last rank and determine if there is enough physical time that has passed since he got his rank. Officially a Scout has earned a rank on the date that he passed Board of Review for that rank. You also need to evaluate the general partici- pation of the Scout. If the troop does not meet in July and August should these months count? If the Scout is participating in a sport or school activity and does not attend meetings and campouts for a month or two should this time count?

In determining whether a Scout has demonstrated Scout spirit, evaluate his attitude, participation, and understanding of Scouting values. After looking at these things you should be able to decide whether or not to sign the requirement or continue to work with the Scout until he improves.

4 Scouting Values

The values of Boy Scouting are spelled out in the Scout Oath, the Scout Law, the Scout motto, and the Scout slogan. The Boy Scout measures himself against these ideals and continually tries to improve. His goals are high, and as he reaches for them, he has some control over what and who he becomes.

How does Scouting teach these values to our Scouts? Before joining, we expect that a boy has read the pages covering these ideas in the Scout Handbook. He will be asked if he understands them and agrees to incorporate them into his life. By the Tenderfoot rank, a Scout is expected to have memorized the words. After that, understanding Scouting values is a part of Scout Spirit. Adult leaders in Scouting are role models of Scouting Ideals. Finally, the Scoutmaster’s Minute at the end of meetings reinforces the ideals.

At each Scouting rank, the Scoutmaster Conference is used to determine if the Scout has matured in Scouting to the level of the rank. The understanding that a Scout has of Scouting ideals can be used as a standard in determining that maturity.

An example for each rank is:

Scout: The boy should understand the ideals and what is expected of him.

Tenderfoot: The boy should be able to repeat from memory each of the ideals.

Second Class: The boy should be able to know what each of the words in the Scout Law means according to the dictionary. He should be able to give examples of how he lives the Scout Oath.

First Class: The boy should be able to paraphrase the Scouting definitions of the Scout Law. He should be able to give examples of how he lives the Scout Oath.

Star: The boy should be able to give examples of how he lives the Scout Oath and Law.

Life: The boy should be able to give examples of how he lives the Scout Oath and Law. He should be able to recognize when others around him are making poor decisions and be able to help them make better ones.

Eagle: The boy should be able to give essay answers about each of the Scouting ideals and how they are a part of his life.

5 G.A.S. Policies & Procedures

Purpose:

Troop 179 has established a General Assesment of Skills (G.A.S.) review as a prereq- uisite for advancement to the ranks of Tenderfoot, Second Class, and First Class. The objectives of G.A.S are to insure that advancing Scouts have demonstrated a knowl- edge of the basic skills appropriate to the rank that he is trying to achieve.

Scope:

G.A.S. is a policy established by Troop 179 and administered within Troop 179. This procedure is not required by Boy Scouts of America and is not under any jurisdiction other than Troop 179. It has been established as a check point to maintain a high standard of Scouts whithin the troop.

Procedures:

1. The G.A.S. requirements are outlined on the attachments for Tenderfoot, Second Class, and First Class. The questions on each of the G.A.S. reviews were made from the B.S.A. requirements for each rank. In addition, the Second and First Class G.A.S. reviews contain questions from the previous rank(s) to check that a Scout has retained knowledge of the skills.

2. A G.A.S. review must be successfully completed prior to the Board of Review. A Scout cannot proceed with rank advancement until the G.A.S. review has been completed.

3. G.A.S. reviews will be conducted by approved G.A.S. Instructors. When a Scout decides he is prepared for the G.A.S review, he must notify the assistant Scout- master/New Scout Program. The assistant Scoutmaster will then coordinate with the Program Manager of G.A.S. and schedule an instructor to conduct the review. To become an approved G.A.S. Instructor a Scout must be First Class in rank and recieve training by the Program Manager of G.A.S. A Scout may be approved for specific ranks or all ranks.

4. Once a G.A.S. Instructor has been assigned to an advancing Scout, he must assist and mentor the advancing Scout until the Board of Review has been suc- cessfully completed. In the event the advancing Scout does not pass Board of Review, the G.A.S. Instructor will work with the advancing Scout to prepare him for the next Board of Review.

5. At the completion of rank advancement, the G.A.S. Instructor has completed his assignment.

6 G.A.S. Tenderfoot

_____ Uniform Inspection, 100%

Citizenship _____ Repeat from memory and explain in your own words the Scout Oath, Law, motto, and slogan. _____ Give your patrol yell, and describe your patrol flag.

Rope Work _____ Tie a two half hitch. Name an instance where you would use this knot. _____ Tie a tautline hitch. Name an instance where you would use this knot. _____ Tell the difference between whipping and fussing the ends of a rope.

First Aid _____ Describe what Poison Ivy looks like. _____ Explain how to treat for exposure to Poison Ivy. _____ Demonstrate the Heimlich maneuver and tell when it is used. _____ Explain what the first aid is for simple cuts, 1st degree burns, and frostbite.

Camp Craft _____ Explain how you care for your Voyager Tent when you get home from a wet Campout? _____ What do you do if you are lost on a campout or hike? _____ What is the Buddy System in Scouting and why is it used?

I hereby certify that ______has passed G.A.S. and is ready for his Board of Review for the Tenderfoot Rank.

______Signature Print Name and Position Date

7 G.A.S. Second Class

_____ Uniform Inspection, 100%

Citizenship _____ Repeat from memory and explain in your own words the Scout Oath, Law, motto, and slogan. _____ When displaying the U.S. Flag, on what side of the speaker does it go?

Rope Work _____ Tie a two half hitch. Name an instance where you would use this knot. _____ Tie a tautline hitch. Name an instance where you would use this knot

First Aid _____ Describe what Poison Ivy looks like. _____ Demonstrate the Heimlich maneuver and tell when it is used. _____ Explain what the first aid is for stopped breathing, serious bleeding, and internal poisoning. _____ Explain what the first aid is for an object in the eye, 2nd degree burn, shock, and hypothermia.

Camp Craft _____ Explain how you care for your Voyager Tent when you get home from a wet Campout. _____ What are the eight main points of a compass? _____ Demonstrate how to orient a map. _____ Present your knife for inspection. Is it sharp and oiled? Show how to sharpen it. _____ Describe the difference between tinder, kindling, and fuel.

I hereby certify that ______has passed G.A.S. and is ready for his Board of Review for the Second Class Rank.

______Signature Print Name and Position Date

8 G.A.S. First Class

_____ Uniform Inspection, 100%

Citizenship _____ Repeat from memory and explain in your own words the Scout Oath, Law, motto, and slogan. _____ Name at least 5 rights a US citizen has given to them by the Constitution.

Rope Work _____ Tie a two half hitch. Name an instance where you would use this knot. _____ Tie a tautline hitch. Name an instance where you would use this knot. _____ Tie a timber hitch. Name an instance where you would use this knot. _____ Tie a clove hitch. Name an instance where you would use this knot. _____ Tie a square knot. Name an instance where you would use this knot. _____ Tie a bowline knot. Name an instance where you would use this knot. _____ Build a X trestle using the Scout square and sheer lashings.

First Aid _____ Demonstrate the Heimlich maneuver and tell when it is used. _____ Explain what the first aid is for stopped breathing, serious bleeding, and internal poisoning. _____ Explain what the first aid is for object in the eye, 2nd degree burn, shock, and hypothermia. _____ Demonstrate bandages for injuries on the head, the upper arm, and collarbone, and for a sprained ankle. _____ Show how you would transport a person with a broken leg from a smoke filled room by yourself. _____ Tell the five most common signs of a heart attack. Explain the steps (proce- dures) in cardiopulmonary resuscitation.

Camp Craft _____ Explain how you care for your Voyager Tent when you get home from a wet Campout. _____ What are the eight main points of a compass? _____ Demonstrate how to orient a map. _____ Demonstrate how to find directions during the day and at night without using a compass. _____ Present your knife for inspection. Is it sharp and oiled? Show how to sharpen it. _____ Explain the three step dish washing system. _____ From memory give the recipe for a balanced camp dinner. _____ Name three trees or plants commonly found in Michigan. _____ Name the eight parts of the safe swim defense plan.

I hereby certify that ______has passed G.A.S. and is ready for his Board of Review for the First Class Rank.

______Signature Print Name and Position Date

9 Leadership

One of the primary goals of the Boy Scouts of America is to teach leadership skills. To do this, Scouting has set up a wide range of leadership positions for Scouts to try. The idea is that he takes on these leadership positions and works at them until he has learned what being a leader is all about. It is expected that most Scouts will not fare well in their first attempts at leadership. Do not let this upset the Scout — everything he does becomes part of an experience base in his life and will help him to do a better job the next time. Let’s take a look at the leadership positions in the troop: Third-tier positions are first position opportunities that are commonly used to fulfill the Star rank requirements: • Assistant Patrol Leader • Patrol Quartermaster • Patrol Scribe • Troop Librarian Second-tier positions are for Scouts who have experienced some leadership and are commonly used to fulfill the Life rank requirements: • Patrol Leader • Troop Quartermaster • Troop Scribe • Venture Crew Vice President • Venture Crew Secretary • Venture Crew Quartermaster • Instructor • Axmen Patrol Member First-tier positions are for Scouts who have proven leadership abilities and wish to sharpen their skills to be at their best. These are commonly used to fulfill the Eagle Scout rank requirements:

• Senior Patrol Leader • Assistant Senior Patrol Leader • Troop Guide • Venture Crew President For the rank of Star, Life and Eagle there is a requirement in which the Scout must “. . . serve actively for (x) months in one or more of the listed positions of responsibility (or carry out a Scoutmaster assigned leadership project for the troop).” If a Scout has come to you for counseling and approval of thisrequirement the first thing you have to ask yourself is, “Do I know this Scout well enough to sign on this requirements?” You will need to be able determine if a Scout was successful at the positions of responsibility and have knowledge of his leadership ability to do this. This requirement should not be signed if the Scout can not account for at least x months of sucessful leadership experience.

10 Leadership

The leadership requirement should build upon itself with the Scout taking on more challenging leadership roles as he successfully completes others. When a Scout is unsucessful at a role we should make sure that he is given a new position and help to make sure that he is prepared for it. In each of the leadership roles we should be stressing the ideas of fullfilling your responsibility, self evaluation, and development of management skills. As we counsel Scouts we should be helping to choose positions so that they will have a good resume of leadership built up by the time they make the Eagle Scout rank. The obvious path to the Eagle Scout rank is for the Scout to serve in a third-teir position for the rank of Star, a second-teir position for the rank of Life, and finnaly a first-teir position for the rank of Eagle Scout. An alternative path would be to serve in three second-teir positions, one for each rank. The problem that a lot of Scouts have is that they advance to Star and Life using third- tier positions or they don’t complete successfully the requirements of the positions that they held. They then want to move on to getting their Eagle Scout rank, but haven’t had a successful term at any of the Eagle-required positions. Their only option at this point is to successfully complete a term at a first-tier position or to successfully complete three second-tier positions. To alleviate this problem parents and leaders first need to do everything they can to be sure that the Scout is prepared for the positions that he undertakes. The troop has a good leadership-training program and documents detailing the responsibilities for each position a Scout can hold. We need to remind each Scout to keep checking himself against these responsibilities to make sure that he is being successful. Finally, when we are approving the requirement we need to evaluate the Scout and not let him go for- ward with his rank unless he can prove that he understands the responsibilities of leadership and that he has put them into practice. To aid you and the Scout in evaluating the successful completion of a position of re- sponsibility we have developed a system where the Scouts keep a log of their activities while serving in certain positions. If you are signing in a Scouts book the successful completion of the leadership requirement here are some guidelines you should discuss with the Scout: 1. Responsibility: Does the Scout understand what responsibility is? Can he list from memory what responsibilities his position required of him? Does the Scout feel he met the responsibilities listed in the leadership description for his position? 2. Participation: Was the Scout present at the meetings and campouts during the time that he held the position? Keep in mind that it is more important for a Scribe to attend meetings than campouts and for a Quartermaster to attend campouts than meetings. Patrol Leaders, Troop Guides, Crew Chiefs, Presidents, Senior Patrol Leaders, and their assistants need to be at everything. Remember that L.B. guy says that 90% of life is being there.

11 Scout Oath (or Promise) “On my honor I will do my best To do my duty to God and my country and to obey the Scout Law; To help other people at all times; To keep myself physically strong, mentally awake, and morally straight.

Scout Law TRUSTWORTHY A Scout tells the truth. He keeps his promises. Honesty is part of his code of conduct. People can depend on him. LOYAL A Scout is true to his family, Scout leaders, friends, school, and nation. HELPFUL A Scout is concerned about other people. He does things willingly for others without pay or reward. FRIENDLY A Scout is a friend to all. He is a brother to other Scouts. He seeks to understand others. He respects those with ideas and customs other than his own. COURTEOUS A Scout is polite to everyone regardless of age or position. He knows good manners make it easier for people to get along together. KIND A Scout understands there is strength in being gentle. He treats others, as he wants to be treated. He does not hurt or kill harmless things without reason. OBEDIENT A Scout follows the rules of his family, school, and troop. He obeys the laws of his community and country. If he thinks these rules and laws are unfair, he tries to have them changed in an orderly manner rather than disobey them. CHEERFUL A Scout looks for the bright side of things. He cheerfully does tasks that come his way. He tries to make others happy. THRIFTY A Scout works to pay his way and to help others. He saves for unforeseen needs. He protects and conserves natural resources. He carefully uses time and property. BRAVE A Scout can face danger even if he is afraid. He has the courage to stand for what he thinks is right even if others laugh at or threaten him. CLEAN A Scout keeps his body and mind fit and clean. He goes around with those who believe in living by these same ideals. He helps keep his home and community clean. REVERENT A Scout is reverent toward God. He is faithful in his religious duties. He respects the beliefs of others.

Scout Motto: Be Prepared

Scout Slogan: Do a Good Turn Daily

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