So I'm a counselor in the Boy Scouts of America for the Citizenship in the World merit badge. Second session with the Scouts tomorrow, and I'm not looking forward to it.
It's a bit of a sleeper for the Scouts.
So, in the spirit of Vyvian from The Young Ones, I thought I'd do a few things to pep it up a bit. (Note: I'm sticking with the current requirements for the Scouts tomorrow; this is just a thought experiment.)
I think these changes address two major sticking points with the badge:
1. It takes the United States out of it a bit. We already have the Citizenship in the Nation merit badge; we don't need more US-centric aspects in this badge.
2. It encourages more thought and active participation from the Scouts, taking this (I hope) from a boring social studies lecture into something that shows how world events impact them, and how they could potentially impact the world.
Some of these changes will prompt a Scout's natural curiosity about the world around them, and initiate more in-depth discussions on how what happens in the world affects them. They're already curious about things they see in the news or hear their parents discussing; let's bring that into the badge.
So here are the requirements below. Text in black remains. Text in red strikethrough is being cut. Text in blue is being added.
1. Explain what citizenship in the world means to you and what you think it takes to be a good world citizen. Compare your idea of world citizenship to the tenets of the Scout Oath and Scout Law.
2. Explain how one becomes a citizen in the United States, and explain the rights, duties, and obligations of U.S. citizenship. Discuss the similarities and differences between the rights, duties, and obligations of U.S. citizens and the citizens of two other countries. NOTE: I'm not proposing eliminating this requirement; parts of it are included in other requirements below.
32. Do the following:
(a) Pick a current world event. In relation to this current event, discuss with your counselor how a country's national interest and its relationship with other countries might affect areas such as its security, its economy, its values, and the health of its citizens individuals and governments could react or are reacting to that event to help resolve conflicts inherent in the event.
(1) Discuss the concept of intervention and when it might or might not be in a country's best interest.
(2) Discuss how the event is affecting you or your family.
(b) Identify a world-shaping event from the past and discuss with your counselor how governments and citizens of at least five nations reacted to the event. Discuss how intervention helped or hurt during the event, and how events in distant places could end up affecting you where you live.
(bc) Discuss how world events impact individual and national values, for both good and bad. Select a foreign country and discuss with your counselor how its geography, natural resources, and climate influence its economy and its global partnerships with other countries.
43. Do TWO of the following:
(a) Explain international law and how it differs from national law. Explain the role of international law and how international law can be used as a tool for conflict resolution.
(b) Using resources such as major daily newspapers, the Internet (with your parent or guardian's permission), and news magazines, observe a current issue that involves international trade, foreign exchange, balance of payments, tariffs, and free trade. Explain what you have learned. Include in your discussion an explanation of why countries must cooperate in order for to promote world trade, and global competition, and political and military stability to thrive.
(c) Select TWO of the following organizations and describe their role in the world.
(1) The United Nations, and UNICEF, or the World Health Organiation
(2) The World Court
(3) Interpol
(4) World Organization of the Scout Movement
(5) The World Health Organization
(6) Amnesty International
(75) The International Federation Committee of the Red Cross and Red Crescent Societies
(8) CARE (Cooperative for American Relief Everywhere)
(96) European Union
(7) The Organization of Petroleum-Exporting States (OPEC) or a similar global trade group
(8) The North Atlantic Treaty Organization (NATO) or a similar global military alliance
(9) CARE (Cooperative for Assistance and Relief Everywhere) Amnesty International, Doctors Without Borders, or a similar non-governmental organization (NGO).
54. Do the following:
(a) Identify five countries on a map you’d like to learn more about.Discuss the differences between constitutional and nonconstitutional governments.
(b) Name at least five different Identify the types of governments currently in power in the world countries you selected and discuss the similarities and differences of those governments compared to the country where you live. Include differences and similarities in rights, duties, obligations, and privileges of each country’s citizens in your discussion.
(c) Discuss the economy, climate, and natural resources, of the five countries you’ve identified. Discuss how these impact their relationships with their neighbors and with any global partnerships they may be involved in. Show on a world map countries that use each of these five different forms of government.
65. Do the following:
(a) Explain how a government is represented abroad. and how the United States government is accredited to international organizations.
(b) Describe the roles of the following in the conduct of foreign relations.
Ambassador
Consul
Government-sponsored organizations
Non-governmental organizationsBureau of International Information Programs
Agency for International Development
United States and Foreign Commercial Service
(c) Define the following terms: Propaganda, bias, jingoism, nationalism. Discuss how propaganda, bias, jingoism, and nationalism can affect international relations.
(cd) Explain the purpose of a passport and visa for international travel.
76. Do TWO of the following (with your parent or guardian's permission) and share with your counselor what you have learned:
(a) Visit the web site of the U.S. State Department. Learn more about an issue you find interesting that is discussed on this web site. Learn the Scout Oath, Law, Slogan, or Motto of a Scouting movement in a foreign country. In a language not your own, or if you speak a foreign language, recite the Scout Oath, Law, Slogan, or Motto of the Scouting movement you learned about.
(b) Discuss how learning a new language or learning about a culture different than your own can help you better understand others.
(bc) Visit the web site of an international news organization or foreign government, OR examine a foreign newspaper available at your local library, bookstore, or newsstand. Find a news story about a human right realized in the United States that is not recognized in another country. Identify what rights are discussed and whether they are being upheld or abused. Discuss how propaganda, bias, jingoism, or nationalism could distort information presented by news organizations or governments.
(cd) Visit with a student or Scout from another country and discuss the typical values, holidays, ethnic foods, and traditions practiced or enjoyed there.
(de) Attend a world Scout jamboree.
(ef) Participate in or attend an international event in your area, such as an ethnic festival, concert, or play.
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