August 2007 Cub Scout Roundtable Issue |
Volume 14, Issue
1
September 2007 Theme |
Theme:
Cub Scout Express
Webelos:
Citizen & Communicator
Tiger Cub Activities |
WEBELOS
Get your Year off to a good
start –
Go On a Webelos Overnighter
or
Go to a Webelos Woods
weekend!!
CITIZEN
COMMUNITY GROUP
Northern Star Council
What does
citizenship mean to you? The right to go where you want without
government interference; the right to free speech; the right to
choose our own religion or many other things.
You as Webelos
leader will be more fully able to answer this question as you
help your boys towards earning this activity badge which is
required for the highest award a Cub Scout may earn before
entering Boy Scouts, the Arrow of Light.
During this
time you will gain invaluable insight into the way the boys of
today view their citizenship as well as, hopefully, reinforce
your own views.
Citizenship
actually means taking part in your national government as well
as your state and local governments by using the power of the
vote and keeping actively informed about what is going on.
Working on the
Citizenship badge can be as interesting or as dull as YOU
the leader makes it. Adult Americans have long seen "Law" as a
synonym for "Justice". Youth sees justice as being fair play.
At least, that's the way many of them see police, courts and
other symbols of law. Our Webelos Scouts have been exposed to
terms such as "pig", "fuzz" and other uncomplimentary words
describing law and order. We have an opportunity through the
Citizen Activity Badge to teach them respect for law and
authority.
Objectives:
To foster
citizenship in Webelos
To teach boys to
recognize the qualities of a good citizen
To introduce boys
to the structure of the U.S. government
To familiarize
boys with the basics of American history
To convince boys
that laws are beneficial
To encourage
Webelos to become community volunteers
The Plan:
The Citizen
Activity Badge is recommended to be presented in a two month
format, as outlined in the Webelos Program Helps booklet. This
example outline presents the Badge in eight weekly meetings. It
is possible to accomplish enough requirements in four or five
weeks -- I've done it with a Den. Every requirement in the
first section is covered in the outline in eight meetings. Each
Scout who attends all meetings will satisfy all of the first set
of requirements.
The electives
can be worked on partly in the Den meeting, partly at home. I
prefer to pick a couple of the electives and treat them as hard
requirements. In particular I use #8, Visit a community leader,
as a field trip outside the Den meeting time, to visit the City
Mayor. Also, requirements 12 or 13 can be hard requirements
that are done by each Scout. The remaining electives are then
discussed, in some detail, during the Den meetings, in order to
impart a good deal of information to the Scouts and hopefully
increase their thinking skills as a Citizen.
A note: Most
of the things the Scouts will learn when working on this badge
will be forgotten quickly. You should drill them on the basic
points each meeting. This is also the right time to start
having each scout take a turn leading the opening flag ceremony.
Use the Webelos
book in the meeting. Have the Scouts read sections from the
book. Use all the resources you have available, such as the
Program Helps and the Webelos Den Activities Book. Make sure
you sign off their books each meeting.
Week 1
Requirements to
be fulfilled:
1. Know the names of the President and Vice President of the
United States. Know the names of the governor of your state and
the head of your local government.
7. Tell about two things you have done to help law
enforcement agencies.
Discussion :
ü
Read the introduction and requirements on pages 83
- 85 Discuss the requirements and how they will be worked on in
and outside the Den. Make sure you alert the Scouts and the
parents about any field trips that will be planned. Also, make
sure you telephone the parents a few days before the field trip
-- it helps attendance.
ü
Read Page 86 on Government and You. "The right to
vote for our elected officials is one of the most important
rights we have as American citizens."
ü
Have each Scout open their binders to a blank
piece of paper. Ask who knows the name of the President, Vice
President, Governor and Mayor. If one stumps them, tell them
the name. Have them write the names down. You can talk a
little about their political parties, what they believe in, the
programs they promote. Talk about elections, who can vote, the
difference between primary elections and general elections, who
votes for President and how often.
ü
Read the page on Helping the Police.
ü
Discuss the ways a person can help the police.
Ask the Scouts how they have helped the Police or other
agencies.
Homework:
ü
Ask your parents what they know about the
President, Vice President, Governor and Mayor. Ask them how
they select who they will vote for in elections.
Week 2
Requirements to
be fulfilled:
2. Describe the flag of the United States and give a short
history of it. With another Webelos Scout helping you show how
to hoist and lower the flag, how to hang it horizontally and
vertically on a wall, and how to fold it.
8. Visit a community leader. Learn about the duties of the
job or office. Tell the members of your Webelos den what you
have learned.
Discussion :
ü
Read the page on History of Our Flag. Discuss the
history of our flag with books closed and have the Scouts
volunteer what they remember from what they read. The Scouts
will probably quickly forget the history. Drill it a few times
over a few weeks.
ü
Read pages 88 - 89 on Showing Respect to the
Flag. If you have a flagpole handy, have the scouts pair up and
practice raising and lowering a flag. Practice folding the flag
again. A local school will probably let you do this. If no
flagpole is available, have the scouts describe with books
closed how to do it.
ü
With a flag, have the Scouts show how and where a
flag is hung on a wall.
ü
Practice folding the flag. Flag folding is a very
important skill for Scouts to learn.
ü
Plan your trip to the community leader. Make
sure, whether the trip will be during a meeting or another time,
that the parents are alerted several days early. Take care of
any transportation problems, so that all Scouts who need this
badge will be there. This is important.
ü
Talk in the Den about what you want to ask the
community leader.
Homework:
ü
Have your trip to the community leader.
ü
Do you have a book about presidents that you can
bring into the Den meeting?
Week 3
Requirements to
be fulfilled:
3. Explain why you should respect your country's flag. Tell
what special days you should fly it in your state. Tell when to
salute the flag and show how to do it.
9. Write a short story of not less than 50 words about a
former U.S. President or some other great American man or
woman. Give a report on this to your Webelos den.
Discussion :
ü
Drill on history of the flag, flag placement and
flag folding.
ü
From the reading last week (refresh if necessary
page 88), why should we respect our flag.
ü
Read pages 89 - 90 on Saluting the flag.
ü
When should you salute the flag? When with the
Scout Salute? When with your hand over your heart?
ü
Bring in material about great Americans. Leader,
do you have a book about presidents that you can bring into the
Den meeting? Talk about a couple great Americans. What did
they do that makes us admire them? Does anyone want to write
the essay? Where do you find additional information?
Resources :
HONORING OUR FLAG
It is the
universal custom to display the flag only from sunrise to
sunset...however, the flag may be displayed at night on special
occasions when it is desired to produce a patriotic effect. If
displayed at night the flag should be illuminated. Certain
historic and symbolic locations have flown the flag 24 hours a
day for many years weather permitting .
The flag should
be flown and displayed on all days when weather permits,
particularly on national and state holidays, on historic and
special occasions such as:
New Years'
Day Inauguration Day
Lincoln's
Birthday Washington's Birthday
Easter
Sunday Loyalty and Law Day
Mother's
Day Armed Forces Day
Flay Day
Memorial
Day
Labor
Day Independence
Day
Columbus Day
Constitution and Citizenship Day
Veteran's Day Thanksgiving Day and Christmas Day
Also any other
time that may be proclaimed by the President of the United
States (like National Flag Week), birthdays of states (dates of
admission to the Union), and on state holidays.
All citizens
should know how to display their country's flag and how to
salute it. Owning a flag and displaying it properly are marks of
patriotism and respect.
Homework:
ü
Those who choose to, write the essay.
Week 4
Requirements to
be fulfilled:
4. Know the Pledge of Allegiance and repeat it from memory.
Explain its meaning in your own words. Lead your Webelos Den in
reciting the pledge.
10. Tell about another boy you think is a good citizen. Tell
what he does that makes you think he is a good citizen.
Discussion :
ü
Drill on history of the flag, flag placement and
flag folding.
ü
Have each Scout recite the Pledge of Allegiance.
ü
Read page 90 on the Meaning of the Pledge of
Allegiance
ü
Discuss the meaning of the words.
ü
Read pages 95 - 96 on What makes a Good Citizen.
ü
Have the Scouts think about their school chums and
other kids they know. Do they know another kid that is a good
citizen? Have them explain why they think so.
Resources:
SALUTING THE FLAG
The Cub Scout
salute signifies respect and courtesy. It is used to salute the
American Flag and as a recognition of a position of leadership.
The Cub Scout salute throughout the world is made with the right
hand, with the first two fingers extended to touch the cap, or
forehead of no cap is worn.
WHEN IN UNIFORM - Salute with your
head covered or uncovered, either indoors or outdoors, stand at
attention and salute with your right hand.
WHEN NOT IN UNIFORM - During
ceremonies stand at attention, place your right hand over your
heart. Men wearing hats should remove them and hold them over
there heart. At sporting events team members wearing uniforms
should uncover their heads, stand at attention and hold their
hat in the right hand.
DURING THE NATIONAL ANTHEM - Stand
at attention, facing the flag, and salute at the first note.
Hold the salute until the very last note of the anthem. If there
is no flag or it cannot be seen, face the music. Stand at
attention but do not salute if the National Anthem is sung
without accompaniment or is a recording.
AT PARADES AND REVIEWS - Start your
salute when the approaching flag is approximately six paces (12
feet) from you. Drop the salute when the flag is about the same
distance past you. Follow this procedure when the flag is
carried by mounted flag bearers or passes you on a vehicle,
provided the flag is flown from a staff. A flag draped coffin
rates the same honor as the flag passing in a parade. It is
customary to salute when "Taps" is sounded at a military
funeral.
The salute is held during the recitation of
the Pledge of Allegiance as you face the flag. Remember, you are
saluting the flag and saying the Pledge of Allegiance, one does
not say the Pledge of Allegiance to the flag.
WHEN COLORS ARE RAISED - Stand at
attention facing the flagpole. Salute as soon as the flag is
started on its way up and hold the salute until it is at the
peak. If the flag is to be flown at half-mast, hold the salute
until it is lowered to half-mast after first being hoisted to
the peak.
AT RETREAT - State the salute at the
moment the flag is on its way down and hold until the flag is
gathered at the base of the flag staff. If the flag is at
half-mast, salute as it is first hoisted to the peak; hold the
salute until it is gathered at the base.
SIMPLY SAID - Salute the Flag of the
United States of America ;
ü
• When you say the Pledge of Allegiance.
ü
• The moment a flag passes in front of you at a
parade.
ü
• From the moment the flag starts raising up a
pole and until it reaches the top.
ü
• From the moment it starts lowering until in the
hands of the color guard.
ü
• When the flag is present and the "Stars Spangle
Banner" is being played.
ü
• With pride.
Homework:
ü
Watch the kids around you to see who are good
citizens.
Week 5
Requirements to
be fulfilled:
5. Tell about the meaning of our National Anthem and how it
was written.
11. List the names of five people you think are good citizens.
They can be from any country. Tell why you chose each of them.
Discussion :
ü
Drill on history of the flag, flag placement and
flag folding.
ü
Read page 95 on our National Anthem.
ü
Read the first verse of the Star Spangled Banner
so that the Scouts know what you are talking about. Explain the
meaning of the words and relate them to the story.
ü
Extra Credit: Read the rest of the verses, just
to explain what it all means.
ü
Arrive with names and brief bio's on the five
people you think are good citizens. Ask the Scouts for their
names. They likely will not have any. Of if they say the
president, etc, they will not have a good explanation of why.
Use the time to discuss your choices and why you chose them.
That will help them think through why they would choose someone.
Resources:
Your Duties As A Citizen
ü
If you are going to have rights as a citizen and
you want to keep them, then you also have certain duties to
uphold. You duties as a citizen are:
ü
Obey the laws.
ü
Respect the rights of others.
ü
Keep informed on issues of National and local
government
ü
To vote in elections.
ü
To assist the agencies of law enforcement.
ü
To practice and teach good citizenship in your
home.
Resources:
Some Qualities Of A Good Citizen
ü
Obeys the laws where ever he is.
ü
Respects the rights of others.
ü
Is fair and honest.
ü
Tries to make community a better place to live.
ü
Learns as much as possible about leaders of
Nation, state, community.
ü
Practices rules of health and safety.
ü
Is honest and dependable.
ü
Is patriotic and loyal.
ü
Practices thrift.
ü
Respects authority.
Homework:
ü
Read the newspaper, watch the news on TV, find
someone you think is a good citizen. Tell your Den who and why
next week.
Week 6
Requirements to
be fulfilled:
6. Explain the rights and duties of a citizen of the United
States. Explain what a citizen should do to save our resources.
12. Tell why we have laws. Tell why you think it is important
to obey the law. Tell about three laws you obeyed this week.
Discussion :
ü
Drill on history of the flag, flag placement and
flag folding.
ü
Drill on history and meaning of the National
Anthem.
ü
Read pages 92 - 93 on Your Rights and Duties. As
you read each one ask if that is something they need to do or
just their parents.
ü
Discuss Rights and Duties. What are the different
Rights and Duties of children and adults?
ü
Scouts are concerned with the environment and
saving our natural resources. Why? What can we do to help?
ü
Read the pages on Why We Need Laws and Government,
and Laws You Obey.
ü
Discuss why we need laws: Why do we need laws?
What would happen if we did not have laws? How are laws made?
What happens if you break a law? Should you break laws when you
know you won't be caught? Are all laws good? If there is a bad
law, what should we do about it? What can a one person do about
a bad law? What laws did you obey this week?
Homework:
ü
Think about your rights and duties to your
community and nation this week.
ü
Do you obey the law?
Week 7
Requirements to
be fulfilled:
13. Tell why we have a government. Explain some ways your
family helps pay for government.
14. List six ways in which your country helps or works with
other nations.
Discussion :
ü
Drill on history of the flag, flag placement and
flag folding.
ü
Drill on history and meaning of the National
Anthem.
ü
Read page 92 on Paying for Government.
ü
Discuss why we need government. What would happen
if we did not have government? Talk about paying for
government. Income taxes. Sales Taxes. Import duties.
Business Taxes.
ü
Read the pages on Citizenship in the World.
ü
Discuss what our country does for other
countries. Have the Scouts open their binders to a blank piece
of paper and together discuss six ways out country helps or
works with other countries and have the Scouts write them down.
Examples are in the book. Also, defending other countries
militarily, etc. Why is all this not always good for US
Citizens? Very costly!
Homework:
ü
Can you find examples in the newspaper of our
country doing things for other countries?
Week 8
Requirements to
be fulfilled:
15. Name three organizations, not churches or synagogues, that
help people in your area. Tell something about what one of
these organizations does.
Discussion :
ü
Drill on history of the flag, flag placement and
flag folding.
ü
Drill on history and meaning of the National
Anthem.
ü
This is the last week of this badge, so use the
time to review and catch anyone up who has not completed all
necessary requirements. Make sure you sign off their books.
ü
Read pages 101 - 102 on Citizenship in Your Town,
and Citizenship and You.
ü
Arrive with examples of organizations that help
people in your community. Examples in the South Bay Area are
the Second Harvest Food Bank, CitiTeam Ministries, Goodwill,
United Way, Police Athletic League, Boy Scouts of America (food
drives), etc. Have the Scouts suggest organizations. It is
likely that they will not have any ideas, so then explain your
examples.
GAMES
HEADS OF
GOVERNMENT GAME
Materials:
Pictures of government officials.
Directions:
Have boys match up the correct name with the correct
official.
NEWSPAPER STUDY
Materials:
One current newspaper per team.
Directions:
Divide boys into teams. On signal, each team starts a
search for news items that definitely illustrate the Scout
Law. Team with the most clippings in a given time is the
winner.
BUILD A FLAG
Materials:
Cardboard flags - 1 each of 5 U.S. flags shown in Citizen
section of the Webelos book. 1 set for each team, divided into
stripes, background, field of stars, name of flag and year of
flag.
Corkboard
Push pins
Directions:
Divide Scouts into two teams. First Scout from each team runs
to his pile of pieces, grabs a stripe background and a push pin
and pins it to the corkboard. First Scout runs back and touches
off the second Scout who pins up a star field piece which
matches the stripe background. Next team member matches
appropriate flag name and four pins up the year of the flag.
Continue to rotate until all five flags have been properly
constructed, named and dated.
AMERICA'S
SYMBOLS QUIZ
1. The right hand of the Statue of Liberty hold a torch.
2. Which is taller - the Statue of Liberty or the Washington
Monument?
3. What words are inscribed on the ribbon held in the mouth
on the eagle on the Great Seal of the United States?
4. In the Great Seal, what is the eagle carrying in its
talons?
5. What denomination of currency has the Great Seal printed
on it?
6. How many people can fit inside the head of the Statue of
Liberty?
7. What is the official U.S. Motto.
8. Francis Scott Key was inspired to write the
"Star-Spangled Banner" when he saw the flag still flying over
what fort.
9. Name the four U.S. Presidents carved in the Mt. Rushmore
memorial in South Dakota.
10. The Declaration of Independence says that all men are
created?
Answers:
1. Book
2. The Washington Monument
3. E pluribus unum (one out of many)
4. Arrow symbolizing war and an olive branch of peace
5. The $1.00 bill
6. 40
7. In God We Trust
8. Ft. McHenry
9. George Washington, Thomas Jefferson, Abraham Lincoln and
Theodore Roosevelt
10. Equal
STATE CITIZEN
1. Name the state tree: _________________________
2. Name the state flower :_______________________
3. Name the state stone: ________________________
4. Name the state fish: _________________________
5. Name the Governor :________________________
6. Name the state capitol _______________________
CITIZENSHIP
TEST
Materials: None
Directions: Two teams face
each other with a wide space between them. The leader asks each
player a question about the Declaration of Independence, the
Star-Spangled Banner, the President, Vice-President, Governor,
or other fitting subject. A correct answer entitles that team
to move one step forward. An incorrect answer passes the
question to the other team. The first team to cross the other
team's starting line is the winner.
GOOD TURN IDEAS
1. Give some of the toys Cub Scouts may have made as part of
the Craftsman badge to a children's home, hospital or
institution for handicapped children. Use Craftsman skills to
repair or refurbish toys for the same purpose.
2. Give a holiday party for children in a home or hospital.
Plan games, songs, small gifts and treats.
3. Collect canned foods or good used clothing for
distribution to the needy by Salvation Army, Goodwill
Industries, churches or other organizations.
4. Collect good used books and magazines for the library of
a children's home or institution for the elderly.
KNOWING YOUR COMMUNITY
As a project,
your den might like to check out the following list to see which
of the things listed can be found in their community, who
operates them and how they are paid for:
ü
Health - hospitals, clinics, doctors,
dentist, ambulance service, water filtration plant, sewage
disposal, garbage collection.
ü
Protection - storm sewers, fire and police
protection.
ü
Education - public schools, high schools,
colleges, night schools, vocational schools, libraries.
ü
Recreation - theaters, pools, parks,
playgrounds, golf courses, lakes.
ü
Transportation - roads, highways, bus
terminal, train station, airport, parking lots, garages, service
stations, car lots.
ü
Stores - shopping centers, supermarkets,
corner stores, appliance stores, markets.
ü
Business - what major companies are there
in you community?
ü
Industrial - what items are manufactured?
ü
Agriculture - what products are produced
locally?
ü
Voluntary Agencies - what agencies are
there? What do they do in the community? Organizations and
Clubs - service? fraternal? hobby?
ü
Religion - churches, synagogues, temples,
halls, seminaries.
Alice, Golden
Empire Council
·
In keeping with the Railroad theme for the month,
sponsor a Railroad Safety event at a local school or community
center. Make arrangements for a speaker from a railway that
runs through your area. Ask them to talk about safety and the
dangers of being around the tracks. Alternately, you could
order a copy of the Sly Fox and Birdie video or DVD to show.
Boys could also put on a skit showing dangers that can happen
with children and teens – walking on the tracks, listening to
music on a headset, taking a shortcut across a trestle, going
through a tunnel. Most Railroads or transportation systems have
a public information person who can come and bring brochures,
key rings, etc. to share. See Websites.
·
Study a map of the rail systems in your area.
What services do they offer? How do they impact the products,
groceries, manufacturing supplies that are needed in your
community? What about fuel? How does it reach your community?
Are rails and other forms of transportation used together? What
impact do they have on health and safety? Local economy?
Public transportation in and out of your area? What if there
were no rail systems available in your area? How would products
and people get in and out of your area? In case of emergency,
would transportation systems be used to take people to safety or
bring in supplies? Would flooding, earthquake or other weather
shut down the systems of transportation? Does the City Council
or local government make rules about rail and other
transportation? Do these transportation companies pay taxes or
other charges to operate in your community? How are the funds
used?
·
Do a service project cleaning up a railtrail
created from a former railway bed – check
http://www.railtrails.org for information
COMMUNICATOR
MENTAL SKILLS GROUP
Baltimore Area Council
The activities required for this badge help
a Webelos Scout to understand how he and others communicate.
Webelos enjoy being able to communicate in
code it’s like knowing a happy secret. Codes are used allover
the world. When you send a telegram or a cable, you are sending
a kind of code. During wartime, codes are an important way for
sending secret messages. Even the brands marked on cattle and
markings on planes and ships are kinds of code. Codes usually
have two parts. The first is making the code, known as
“encoding” the message. The second part is called “decoding”,
which tells the person who receives the encoded message how to
read and understand it. Part of the Community group.
Objectives
To learn about various forms of
communication problems that other people may have. To become
aware of different ways that people can communicate.
Where to Go and
What to Do
·
Visit a local newspaper office, radio station, or
cable TV station. Visit and tour a post office and see how
communication by mail is processed and delivered.
·
Have a visually impaired, hearing impaired, or
speech impaired person or a teacher for those with these
impairments explain their compensatory forms of communication.
·
At the local library, find books about secret
codes and various forms of communications.
·
Visit the base of a ham radio operator.
·
Have a parent who uses a computer in his/her job
explain its functions. Visit a computer store
·
Visit a travel agent to see how a computer is used
to book a flight. This could also be used as part of the
Traveler Activity Badge, as you determine cost per mile of
various modes of transportation.
·
Learn the Cub Scout Promise or Boy Scout oath in
sign language.
·
Teach some secret codes or Morse Code
·
Have a radio DJ or newscaster visit your den
·
Visit a retail or production facility for cellular
phones. Learn how to make a cellular call.
Activities
Have the boys use their knowledge of
communications to set up a den newsletter with a calendar of
upcoming events, a listing of supplies needed for future den
meetings, a reporting of den activities, and acknowledgments of
people who have helped with recent den programming.
Body Language
Game
To play this game, give your den members
paper and pencil. Ask them to think about feelings they can show
by body language only without making a sound. Have them make a
list of at five feelings they can show.
Den members take turns showing one of their
feelings. The others try to guess what the feelings are. The den
leader or den chief can be referee and decide whether the body
language really does show the feeling. If a den member guesses
correctly, he gets one point. If nobody guesses correctly, the
boy who performed the body language gets one point. The final
winner is the boy with the most points.
Win, Lose, Or
Draw!
Divide into two teams. The equipment you
will need for this activity includes a one-minute timer, drawing
marker, a pad of newsprint on an easel and a box with object
cards in it. One member of a team chooses an object card and
tries to draw it on the newsprint. His team tries to guess what
he is drawing within one minute. If the team guesses the object,
then they get three points. But if the team is unsuccessful, the
drawing is passed to the other team to guess within 30 seconds.
An accurate guess is worth 2 points. If they, too, are not
successful, guessing is opened up to both teams together for
another 30 seconds, and an accurate guess is worth only 1 point.
Play continues when the second team chooses an object card and
draws it. The winner is the team with the most points after a
designated period of time. Charades are not allowed for hints!
Ideas For
Object Cards
Blue and Gold |
U.S. Flag |
Cub Scout |
Neckerchief Slide |
Award |
Cubmaster |
Table Decorations |
Parents |
Den |
Summer Activity Award |
Bobcat |
Campfire |
Pack Flag |
Council Patch |
Bear |
Pinewood Derby |
Wolf |
Tiger |
Arrow of Light |
Skit |
Applause |
Webelos Activity Badge |
Uniform |
Webelos |
Pantomimes
This amusing way for expressing actions and
moods will cause boys and parents more fun than you can imagine.
A fun way to start is to have boys in a circle. Leader makes an
action and players exaggerate their version. Then, make up your
own mime and have fun!
·
Say with your hand, “Stop!” (Raise palm up.)
·
Say with your head, “Yes!” (Nod).
·
Say with you shoulders, “I bumped the door”. (Bump
shoulder vigorously)
·
Say with your foot, “I’m waiting” (Tap toes
impatiently on floor)
·
Say with your ear, “I hear something.” (Tilt ear
upward and look sideways)
·
Say with your waist, “I’m dancing.” (Sway hips)
·
Say with your jaw, “I’m surprised!” (Drop jaw
suddenly)
·
Say with your tongue, “Yum, this tastes good.”
(Lick lips)
·
Say with your finger, “Come here.” (Beckon with
finger.”
·
Say with your fingers, “This is hot!” (Jerk
fingers away from imaginary hot object)
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Say with your nose, “I smell fresh pie.” (Sniff in
appreciation.)
Magazine Story
Telling
Equipment: Magazines, Scissors,
Glue, Paper
Each player or team is given a set of
materials. Within a given time 10 or 15 minutes the players must
write a story using pictures and words cut from the magazine.
These clippings are glued to the paper to form a book which can
be read when the time is up. If desired, you can choose “winner”
from the funniest, spaciest, most Scouting, etc. Or you can
choose a theme before the game starts.
Who’s Who in
the History of Communications
Match the following inventions to their
inventors.
1.
Telephone Johann
Guetenburg
2.
Phonograph
Madre’Darquerre
3.
Telegraph Louis Jacques
& Guglieimo Marconi
4.
Printing Press Alexander
Graham Bell
5.
Photography Thomas Alva
Edison
6.
Typewriter
Howard Aiken
7.
Radio
Samuel
Morse
8.
Computing Machine Xavier
Progin
9.
1st Digital Computer
Charles Babbage
Answers:
1. Bell, 2. Edison, 3. Morse, 4. Gutenburg,
5. Dasquerre, 6. Progin, 7. Jacques & Marconi,
8. Babbage,
9. Aiken
Alice, Golden Empire Council
- Build a Telegraph and learn to type
out the message “Done” – that is the message sent when the
two ends of the first transcontinental railroad met and the
Golden Spike was driven.
- Learn about Decibels and Deafness:
Decibel is the unit of measure of sounds, with a zero
decibel sound being so quiet it is barely audible to a
person with perfect hearing. Like the Richter Scale for
earthquakes, the Decibel Scale increases by 10-fold with
each increase. Loud noises of 100 decibels or more can
cause hearing loss over a long period of time. At 130
decibels, sound can actually cause pain in the ears.
also, sudden
loud noises can damage the ear and cause permanent impaired
hearing. Because of this, people who work around noisy
equipment, such as trains or planes or large machinery need
special protection from noise. They wear ear plugs to
prevent hearing loss. Rock musicians also wear earplugs
because of exposure to continued loud sounds. Here’s a list
of some measured sounds:
10 decibels
(dB) Normal breathing
20
dB Leaves rustling in the breeze
60
dB Normal conversation
85
dB Motorcycle
100
dB Subway train
120
dB Loud rock music
150 dB Jet
plane take-off at close range
175
dB Space ship blasting off
- Visit a train station and ask to see
what special aids they have for those who are hearing or
sight impaired. Ask to go on a passenger car and look for
the Braille notices posted under written signs. Check in
the back of the seat for Braille emergency information
booklets that help sight-impaired passengers understand what
to do in an emergency.
- Gather some Railroad, Bus, Light Rail
schedules. Learn how to read the schedules and become
familiar with the signs and abbreviations on them. Do they
read from right to left, or up and down? Does the mode of
transportation change, such as rail to bus? How do you
know? Give each boy or team of boys a different starting
and destination point and have them learn what time they
will leave and arrive. Have them note any transfers or
changes. How would they make the return trip?
Have them examine
the schedule for other information, such as connecting
transportation to other locations, stops other than at a
station, special information about the trip. What if they
wanted to make the trip on a weekend or holiday? How would
their trip change?
- Go on the internet and have them look
for online trip planners or information about schedules and
fares. Now try planning a trip to a location in your
region, but in another city or area. How can the boys
discover what kind of transportation is available? How much
would the trip cost? Is there more than one way to make the
trip? If there isn’t an online trip planner, is there a
phone contact that will help them plan their trip? Is there
a way to save some money, such as transfers, group rates,
multi-ride or day passes? Is there a special rate for
students? What kind of ID would they have to have to get a
special rate? Have the boys calculate which is the fastest
route, the one with the shortest walk, the cheapest way to
go. Are there any special helps for people with
disabilities, bike riders, elderly?
- You could also use public
transportation to go to some event or place, rather than
car-pooling. Many boys have never ridden on public
transportation or a railroad train. (This is actually
a treat for boys who have never ridden a bus or train, and
most areas have some kind of nearby opportunity – Alice)
If you contact local or regional transportation offices,
they may be willing to give a tour and offer special
activities or take-homes. Try taking a bus or subway to a
train museum or to City Hall if you are working on Citizen.
What are the advantages and disadvantages over taking cars?
How does the cost compare – be sure to include parking,
bridge tolls, etc.
These are really
useful tools for the boys to learn about now – even though they
may go everywhere in a car, it’s great to have the skill of
knowing how to read and understand a schedule or fare table.
After the boys become familiar with them, try having a contest
between parents and boys at the pack meeting.
- Ask a speaker to come from an area
training school for the sight-impaired. If they bring a
magazine or book in Braille, have the boys take turns trying
to “read” with their fingers.
- Explore how workers communicate when
working on railways, buses, light rail systems. What kind
of special vocabulary is used? For example, get a lantern
and have the boys learn how lantern signals are used to
communicate with train engineers (Program Helps, pg. 10 SEP
07)
- Learn how to read whistles – an
important way that trains communicate and give warning – see
the information in theme section.
Materials found in Baloo's Bugle may be used by Scouters for Scouting activities provided that Baloo's Bugle and the original contributors are cited as the source of the material. |
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