Safety

1. Prepare a safety notebook to include:
   1. Newspaper and other stories showing common kinds and causes of accidents in the home.
   2. Newspapers and other stories showing common kinds of crimes against families like yours.
   3. Facts you have obtained concerning the frequency of accidents and crimes involving families in your locality.
   4. A paragraph or more written by you explaining how your family life could be changed by serious fire, accident, or crime.
   5. A list of safe practices and safety devices currently used in your home and automobile.
2. Do the following:
   1. Using a safety checklist approved by your counselor, make an inspection of your home. Explain the hazards found and how they can be corrected.
   2. Review or develop your family's plan of escape in case of fire in your home.
3. Do the following:
   1. Discuss with your counselor how you contribute to the safety of yourself, your family, and your community.
   2. 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.

 Eagle Requirement

Salesmanship

1. Explain the responsibilities of a salesman, how he serves his customers, and how he helps the economy grow.
2. Do ONE of the following (including the keeping of records):
   1. Help your unit raise funds through sales either of merchandise or of tickets to a Scout event such as a circus or show, accounting for more than your proportionate share of the sales.
   2. Earn money for yourself through retail selling, such as in a store.
3. Explain the value to a salesman of the following points, with regard to the item he is selling:
   1. Properly researching the market for the potential salability of the item.
   2. Proper training in sales, particularly concerning the item he wants to sell.
   3. If possible, visiting the plant that produces the item and seeing the manufacturing process.
   4. Continuing the follow-up with accounts after their primary purchase.
4. Develop and present to your counselor a sales program for a territory and product assigned by the counselor.
5. Assume you have the proper background and traits for a sales job that appeals to you. Prepare a written statement of your qualifications and experience that you could send to a prospective employer.
6. Interview a salesman and a retailer who buys from salesman. Submit your answers to your counselor.
7. Make a sales presentation of a product assigned by your counselor of a reasonable value.
8. Investigate and report on career opportunities in sales. List high school courses most helpful in beginning such preparation.

Scholarship

1. Do ONE of the following:
   1. Show that you have had an average grade of 82 (B) or above for one term or semester.
   2. Show that for one term or semester you have improved your school grades over the previous period.
2. Do the following:
   1. Make a list of educational places where you live (other than schools). Visit one. Report on how you used the place for self-education.
   2. Interview two people other than teachers or school people. Find out the following: Where were they educated? What were they trained in? How did this help prepare them for the life they now live? Find out how each continues to educate himself. Write a report of your findings.
3. Get a note from the principal of your school that during the past year your behavior, leadership, and service have been better than average.
   1. Or from another school person named by the principal.
4. Show that you have taken part in a school extracurricular activity.
5. Write an essay of 400 words on "How School Training Will Be of Value to Me in the Future."

Sculpture

1. Model in clay or plasteline or carve in wood, soft stone, soap, or other soft material the following.
   
   0. A full-size human head.
      
   1. A small scale model of a group of animals or people in action.
      

   
   

2. Do the following:
   
   0. Make a plaster mold of a fruit or vegetable.
      
   1. In this mold make a copy of the fruit or vegetable.
      

   
   

Shotgun Shooting

1. Do the following:
   1. Explain why BB and pellet air guns must always be treated with the same respect as firearms.
   2. Describe how you would react if a friend visiting your home asked to see your or your family's firearm(s).
   3. Explain the need, use, and types of eye and ear protection.
   4. Give the main points of the laws for owning and using guns in your community and state.
   5. Explain how hunting is related to the wise use of renewable wildlife resources.
   6. Explain the main points of hunting laws in your state and give any special laws on the use of guns or ammunition.
   7. List the kinds of wildlife that can be legally hunted in your state.
   8. Identify and explain the shotgun sports shot in the Olympic Games. Identify places in your community where you could shoot these sports.
   9. List the sources that you could contact for information on firearms and their use.
2. Do ONE of the following options:
   1. OPTION A --- SHOTGUN SHOOTING (Modern Cartridge Type)
      1. Identify the principal parts of a shotgun, action types, and how they function.
      2. Identify the rules for safe gun handling.
      3. Demonstrate how to handle shotguns in a safe manner.
      4. Identify the parts of a shotgun shell and their functions.
      5. Identify the various gauges of shotguns. Explain which one you would use and why.
      6. Identify and demonstrate the five fundamentals of shooting a shotgun.
      7. Identify and explain each rule for shooting a shotgun safely.
      8. Demonstrate the knowledge, skill and attitude necessary to safely shoot moving targets, using the fundamentals of shotgun shooting.
      9. Identify the materials needed to clean a shotgun.
      10. Demonstrate how to clean a shotgun safely.
      11. Discuss what points you would consider in selecting a shotgun.
      12. Shooting score required. - Hit at least 24 (48 percent) out of 50 targets (two 25 target rounds). The two rounds do not need to be shot in consecutive order.

          Shooting skill rules:

          • Targets may be thrown by a hand trap, manual mechanical, or on any trap or skeet field. Note: if using a hand trap or manual mechanical trap, the trap operator should be at least 5 feet to the right and 3 feet to the rear of the shooter. If throwing left-handed with a hand trap this should be reversed.
          • All targets should be thrown at a reasonable speed and in the same direction.
          • Targets should be generally thrown so as to climb in the air after leaving trap.
          • Scores may be fired at any time, either in formal competition or in practice.
          • Any gauge shotgun not exceeding 12 gauge may be used.
          • Standard clay targets customarily used for trap and skeet are to be used.
          • Any ammunition, either factory or hand loaded, may be used.
          • Shooters must shoot in rounds of 25. Rounds need not be shot continuously or on the same day (the term "round" refers to a single series of 25 shots).

2. OPTION B --- MUZZLE-LOADING SHOTGUN SHOOTING
   1. Discuss a brief history of the development of the muzzle-loading shotgun.
   2. Identify principal parts of percussion and flintlock rifles and discuss how they function.
   3. Demonstrate and discuss the safe handling rules of muzzle-loading rifles.
   4. Identify the various grades of black powder and their proper use.
   5. Discuss proper safety procedures pertaining to black powder use and storage.
   6. Discuss proper components of a load.
   7. Identify proper procedures and accessories used for loading a muzzle-loading shotgun.
   8. Demonstrate knowledge, skill, and attitude necessary to safely shoot a muzzle-loading shotgun on a range, including range procedures.
   9. Shoot a moving target with a muzzle-loading shotgun using the five fundamentals of firing the shot.
   10. Identify the materials needed to clean a muzzle-loading shotgun safely.
   11. Demonstrate how to clean a muzzle-loading shotgun safely.
   12. Identify the causes of a muzzle-loading shotgun's failing to fire and explain or demonstrate proper correction procedures.
   13. Discuss what points you would consider in selecting a muzzle-loading shotgun.
   14. Shooting skill required. -- Hit at least 5 out of 15 targets.

       Shooting skill rules:

• Targets may be thrown by a hand trap, manual mechanical, or on any trap or skeet field. Note: if using a hand trap or manual mechanical trap, the trap operator should be at least 5 feet to the right and 3 feet to the rear of the shooter. If throwing left-handed with a hand trap this should be reversed
• All targets should be thrown at a reasonable speed and in the same direction.
• Targets should be generally thrown so as to climb in the air after leaving trap.
• Scores may be fired at any time, either in formal competition or in practice.
• Any gauge shotgun not exceeding 10 gauge may be used.
• Standard clay targets customarily used for trap and skeet are to be used.

Skating

To earn this merit badge on ROLLER SKATES, a Scout must:

1. Do the following:
   1. Give the general and speed-skating safety rules.
   2. Discuss the parts and functions of skates.
2. Do the following:
   1. Start and stop properly while skating forward and in both directions around the rink.
   2. Skate backward first on two feet then on one foot.
   3. Cross the feet in front.
   4. Skate a slalom pattern on two feet forward then on one foot.
   5. Shuttle skate.
   6. Shoot the duck.
   7. The limbo under
   8. The widespread eagle.
   9. Race on a speed track. Start properly, take corners, pass other skaters, pace, and learn the speed-skating rules.
   10. The stepover
   11. Spin.
   12. Hop, skip, and jump.
   13. Dribble a basketball on skates.
   14. Push a hockey ball around the rink.
   15. Mohawk or two-foot turn..
   16. Slalom skate backward on two feet.

To earn this merit badge on ICE SKATES, a Scout must:

1. Do the following:
   1. Give general safety and courtesy rules for ice skating.
   2. Discuss the parts of ice skates, the types of ice skates, and their functions.
   3. Discuss the care of boots and blades.
2. Do the following:
   1. Skate forward for at least 40 feet, then come to a complete stop, using either a two-feet snowplow stop or a one-foot snowplow stop.
   2. After skating forward, glide forward on two feet, then on one foot, right then left.
   3. Starting from a T position, stroke forward around the test area, avoiding the use of tow points if wearing figure skates.
3. Do the following:
   1. Glide backward on two feet.
   2. Skate backward for a distance to be determined by the counselor. (Not less than 40 feet nor more than 100 feet.)
   3. After gaining speed, glide forward on two feet, making a turn of 180 degrees around a cone, first to the right and then to the left.
4. Do the following:
   1. Shoot the duck.
   2. Skate forward in a figure-8 pattern, using forward crossovers to the best of your ability.
   3. Take part in a race. (A relay race is suggested.)
   4. Hockey stop.

Skiing

You can earn the Skiing merit badge by doing either the downhill (ALPINE) requirements or the cross-country (NORDIC) requirements. You do not have to do both.

To earn this merit badge doing DOWNHILL (ALPINE) skiing a Scout must:

1. Tell the meaning of the Skier's Responsibility Code. Explain why it is important to follow this code.
2. Explain the procedure used to report an accident to your local ski patrol at the area you usually ski.
3. Show how to use and maintain your own release bindings. Explain the operation of two others. Explain the international DIN standard and what it means to skiers.
4. Explain the American Teaching Method and a basic snow-skiing progression.
5. Explain and discuss the following:
   1. Five types of Alpine skis
   2. Telemark skis
   3. Snowboards
6. Name the five major ski organizations in the U.S. and explain their functions.
7. Explain the parts played by strength, endurance, and flexibility in Alpine skiing. Demonstrate exercises and activities you can do to get fit for skiing.
8. Do the following:
   1. Present yourself properly clothed and equipped for Alpine skiing. Discuss how the clothing you have chosen will keep you warm.
   2. Demonstrate two ways to carry skis and poles safely and easily.
9. Demonstrate how to ride one kind of ski lift and explain how to use two others.
10. Explain the international trail marking system.
11. On a gentle slope, demonstrate some of the beginning maneuvers learned in skiing. Include the straight run, gliding wedge, wedge stop, side step, and herringbone maneuvers.
12. On a slightly steeper terrain, show linked wedge turns.
13. On a moderate slope, demonstrate five to ten christies.
14. Make a controlled run down an intermediate slope and demonstrate the following:
    1. Short-, medium-, and long-radius parallel turns.
    2. A side-slip and safety (hockey) stop to each side.
    3. Traverse across a slope.
15. Demonstrate the ability to ski in varied conditions, including changes in pitch, snow conditions, and moguls. Maintain your balance and ability to turn.

To earn this merit badge doing CROSS-COUNTRY (NORDIC) skiing a Scout must:

1. Tell the meaning of the Wilderness Use Policy. Explain why each skier must adopt this policy.
2. Explain why every skier must be prepared to render first aid in the event of a skiing accident. Tell the first aid measures for shock. Show how to apply splints.
3. Discuss hypothermia. Tell about symptoms and what action must be taken in the event of hypothermia.
4. Show your ability to select, use, and repair, if necessary, the correct equipment for ski touring in safety and comfort.
5. Demonstrate the basic principles of snowcraft, including avalanches.
6. Demonstrate the basic principles of waxing for cross-country ski touring.
7. Discuss the differences between cross-country skiing ski touring, ski mountaineering, and Alpine skiing.
8. Explain the parts played by strength, endurance, and flexibility in Nordic skiing. Demonstrate exercises and activities you can do to get fit for skiing.
9. List items you would take on a 1-day ski-tour.
10. Present yourself properly clothed and equipped for a one-day ski tour. Discuss the correct use of your clothing and equipment.
11. Demonstrate your ability to use properly a topographic map and compass.
12. Show a degree of stamina that will enable you to keep up with an average ski-touring group your age.
13. On a gentle, packed slope show some basic ways to control speed and direction. Include the Straight run, traverse, side slip, step turn, wedge stop, and wedge turn maneuvers.
14. On a cross-country trail, demonstrate effective propulsion by showing proper weight transfer from ski to ski, pole timing, rhythm, flow, and glide.
15. Demonstrate your ability, on a tour, to cope with an average variety of snow conditions.
16. Demonstrate several methods of dealing with steep hills or difficult conditions. Include traverses and kick turns going uphill and downhill, side steps, pole drag, and ski-pole "glissade."

Small Boat Sailing

1. Show that you know first aid for injuries or illnesses that could occur while small-boat sailing, including hypothermia, heatstroke, heat exhaustion, dehydration, sunburn, insect stings, tick bites, blisters, and hyperventilation.
2. Do the following:
   1. Identify the conditions that must exist before performing CPR on a person. Explain how such conditions are recognized.
   2. Demonstrate proper technique for performing CPR on an adult mannequin for AT LEAST three minutes.
3. Before doing the following requirements, successfully complete the BSA swimmer test. Jump feetfirst into water over your head in depth, swim 75 yards or 75 meters in a strong manner using one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards or 25 meters using an easy resting backstroke. The 100 yards or 100 meters must be swum continuously and include at least one sharp turn. After completing the swim, rest by floating as motionless as possible.
4. Describe the boat you will be using for the sailing requirement, naming all of the major parts and the functions of those parts. Tell the difference between keel, centerboards, dagger board, bilgeboard, and leeboard. Explain the purpose of each.
   1. The skill may be demonstrated on any boat available to the Scout. While no specific sail plan is recommended, it is suggested that the craft be under 20 feet. The boat must have the capability of sailing windward.
5. Before going afloat do the following:
   1. Discuss the nine points of the BSA Safety Afloat plan.
   2. Discuss the rules of the road in general and any specific rules or laws that apply to your area or state.
   3. Discuss with your counselor how the hazards of weather and heavy water conditions can affect both safety and performance in sailing.
   4. Prepare a typical float plan.
6. With the help of a buddy, show you can sail a boat properly by doing the following:
   1. Prepare the boat for sailing, include a safety inspection.
   2. Get under way from a dock, mooring, or beach.
   3. Properly set sails for a course that will include running, beating, and reaching -- the basic points of sailing.
   4. Change tack by coming about; by jibing.
   5. Anchor properly.
   6. Demonstrate the rescue of a man overboard and capsize procedures.
      • Capsize procedures should be conducted under the close supervision of the counselor. A rescue boat should be standing by to assist, if necessary, and to tow the capsized craft to shore. Self-bailing boats are acceptable for this requirement. Extreme care should be taken to avoid personal injury and damage to the boat or its equipment.
   7. Demonstrate the procedure to use in the following: helping others, bad weather, running aground.
   8. Upon returning to your dock, mooring, or beach, properly secure all equipment, furl or stow sails, and prepare the craft for unattended docking, mooring, or beaching for overnight or longer.
7. Have a working knowledge of marlinspike seamanship and do the following:
   1. Show how to tie the square or reef knot, clove hitch, two half-hitches, bowline, figure-eight knot, and mooring hitch. Demonstrate the use of each.
   2. Show how to heave a line, coil a line, fake down a line.
   3. Whip the ends of a line; tell why whippings are used.
   4. Discuss the kinds of lines used on sailboats and the types of fibers used in their manufacture. Tell the advantages and disadvantages of each.
8. Describe how you would care for and maintain a sailboat and its gear throughout the year.
9. With the counselor, review sailing terminology; include points of sailing. Discuss various types of sailboats in use today; tell their differences.
10. Give a short history of sailing in the United States, including its importance in the growth of our nation. Discuss commercial and recreational sailing, including racing and the America's Cup. This requirement may be completed in written or oral form.

Soil and Water Conservation

1. Do the following:
   1. Tell what soil is. Tell how it is formed.
   2. Describe the three main plant nutrients in fertile soil. Tell how they can be put back when used up.
2. Do the following:
   1. Define soil erosion.
   2. Tell why it is important. Tell how it affects you.
   3. Name three kinds of soil erosion. Describe each.
   4. Take pictures or draw two kinds of soil erosion.
3. Do the following:
   1. Tell what is meant by conservation practices.
   2. Describe the effect of three kinds of erosion-control practices.
   3. Take pictures or draw three kinds of erosion-control practices.
   4. Explain how land use and land conservation work together.
4. Do the following:
   1. Explain what a watershed is.
   2. Outline the smallest watershed that you can find on a contour map.
   3. Then outline on your map, as far as possible, the next larger watershed which also has the smallest in it.
   4. Explain what a river basin is. Tell why all people living in it should be concerned about land and water use on it.
5. Do the following:
   1. Make a drawing to show the water cycle.
   2. Show by demonstration at least two of the following actions of water to the soil: percolation, capillary action, precipitation, evaporation, transpiration.
   3. Explain how removal of vegetation will affect the way water runs off a watershed.
   4. Tell how uses of forest, range, and farm land affect usable water supply.
   5. Explain how industrial use affects water supply.
   6. Tell how farmers, industry, communities, and individuals can conserve water.
6. Do the following:
   1. Tell what is meant by water pollution.
   2. Describe the common sources of water pollution and explain the effects.
   3. Tell what is meant by "primary water treatment," "secondary waste treatment," and "biochemical oxygen demand."
   4. Make a drawing showing the principles of complete waste treatment.
7. Do TWO of the following:
   1. Make a trip to two of the following places. Write a report of more than 500 words about the soil and water and energy conservation practices you saw.
      • An agricultural experiment
      • A managed forest or woodlot, range, or pasture
      • A wildlife refuge or a fish or game management area
      • A conservation-managed farm or ranch
      • A managed watershed
      • A waste-treatment plant
      • A public drinking water treatment plant
      • Industry water use installation
      • Desalinization plant
   2. Plant 100 trees, bushes and/or vines for a good purpose.
   3. Seed an area of at least 1/5 acre for some worthwhile conservation purpose, using suitable grasses or legumes alone or in a mixture.
   4. Study a soil survey report. Describe the thing in it. On tracing paper over any of the soil maps, outline an area with three or more different kinds of soil. List each kind of soil by full name and map symbol.
   5. Make a list of places in your neighborhood, camps, school ground, or park having erosion, sedimentation, or pollution problems. Describe how these could be corrected through individual or group action.
   6. Carry out any other soil and water conservation project approved in advance.

Space Exploration

1. Tell the purpose of space exploration including:
   1. historical reason,
   2. immediate goals in terms of specific knowledge,
   3. Benefits related to Earth resources, technology, and new products.
2. Tell about main steps in humanity's movement into space and tell about the contributions of these individuals: Jules Verne, K.E. Tsiolkovsky, Robert Goddard, Hermann Oberth, and Werner von Braun.
3. Build, launch, and recover a model rocket. Make a second launch to accomplish a specific objective.
   1. If local laws prohibit the launching of model rockets, do the following activity: Make a model of a NASA rocket. Explain the functions of the parts. Give the history of the rocket.

   (Rocket must be built to meet the safety code of the National Association of Rocketry.)

4. Identify and explain the following rocket parts:
   1. Body tube
   2. Engine mount
   3. Fins
   4. Igniter
   5. Launch lug
   6. Nose cone
   7. Payload
   8. Recovery system
   9. Rocket engine
5. Discuss and demonstrate each of the following:
   1. The law of action-reaction.
   2. How rocket engines work
   3. How satellites stay in orbit
   4. How satellite pictures of the Earth and pictures of other planets are made and transmitted.
6. Discuss what has been learned about the Moon and planets by manned and unmanned spacecraft exploration and the possible benefits of new knowledge. Do TWO of the following:
   1. Construct a data table of recent information about the planets. For each planet, give important facts, including distance from the sun, period of revolution, rotation, number of moons, etc.
   2. Make a scrapbook of magazine photographs and news clippings about planetary research.
   3. Design a spacecraft that will be sent on a mission to another planet to take samples of its surface and return them to Earth/ Name the planet your spacecraft will visit; and, in your design, show how your spacecraft will work and cope with the environment of that plant.
7. Describe the purpose and operation of the space shuttle. Discuss the following:
   1. Main components
   2. Typical mission profile
   3. Payloads
8. Design and Earth-orbiting space station. Make drawings or a model of your station. Within your design, consider and plan the following:
   1. Source of energy
   2. How it will be constructed
   3. Life-support systems
   4. Purpose and function
9. Discuss with your counselor two possible careers in space exploration.

Sports

1. Show that you know first aid for injuries or illnesses that could occur while playing sports including hypothermia; heatstroke; heat exhaustion; frostbite; dehydration; sunburn; blisters; hyperventilation; bruises; strains; sprains; muscle cramps; broken, chipped, loosened, or knocked-out teeth; bone fracture; nausea; and suspected injuries to the back, neck, and head.
   
2. Explain sportsmanship. Tell why it is important. Give several examples of good sportsmanship in sports. Relate at least one of these to everyday citizenship off the sports field.
   
3. 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 or karate.)
   
4. 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, tennis, track and field, waterskiing, and wrestling. (Or any other recognized sport approved in advance by your counselor, except boxing and karate.) *
   
5. 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.
   
6. Show proper techniques in your two picked sports.
   
7. Explain the attributes of a good team leader and a good team player.
   
8. Draw diagrams of the playing areas for your two sports.
   
9. 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 3.

 One of three fitness choices for Eagle Requirement

Stamp Collecting

1. Do the following:
   1. Discuss how you can better understand people, places, institutions, history, and geography as a result of collecting stamps.
   2. Briefly describe some aspects of the history, growth, and development of the United States postal system. How is it different from postal systems in other countries?
2. Define topical stamp collecting. What are some other types of stamp collections?
3. Show at least ONE example of each of the following:
   1. Perforated and imperforate stamps
   2. Mint and used stamps
   3. Sheet-booklet and coil stamps
   4. Numbers on plate block, booklet, coil, or marginal markings
   5. Overprint and surcharge
   6. Metered mail
   7. Definitive, commemorative, semipostal, and airmail stamps
   8. Cancellation and postmark
   9. First day cover
   10. Postal stationery (aerogramme, stamped envelope, and postal card)
4. Do the following:
   1. Demonstrate the use of ONE standard catalog for several different stamp issues. Explain why catalog value can vary from the corresponding purchase price.
   2. Explain the meaning of the term CONDITION as used to describe a stamp. Show examples that illustrate the different factors that affect a stamp's value.
5. Demonstrate the use of at least THREE of the following stamp collector's tool:
   1. Stamp tongs
   2. Water and Tray
   3. Magnifier(s)
   4. Hinges
   5. Perforation gauge
   6. Envelopes and sleeves
   7. Watermark fluid
6. Do the following:
   1. Show a stamp album and how to mount stamps with or without hinges. Show at least ONE page that displays several stamps.
   2. Discuss at least THREE ways you can help to preserve stamps, covers, and albums in first-class condition.
7. Do at least TWO of the following:
   1. Design a stamp, cancellation, or cachet.
   2. Visit a post office, stamp club, or stamp show with an experienced collector. Explain what you saw and/or did.
   3. Write a review of an interesting article from a stamp newspaper, magazine, or book.
   4. Research and report on a famous stamp-related personality or the history behind a particular stamp.
   5. Describe the steps taken to produce a stamp. Include the methods of printing, types of paper, perforation styles, and how they are gummed.
   6. Prepare a two-to-three page display involving stamps. Using ingenuity, as well as clippings, drawings, etc., tell a story about the stamps. How do they relate to history, geography, or a favorite topic of yours?
8. Mount and show, in a purchased or homemade album, ONE of the following:
   1. A collection of 250 or more different stamps from at least 15 countries.
   2. A collection of a stamp from each of 50 different countries, mounted on maps to show the location of each.
   3. A collection of 100 or more different stamps from either one country or a group of closely related countries.
   4. A collection of 75 or more different stamps on a single topic. (Some interesting topics are Scouts, birds, insects, the Olympics, sports, flowers, animals, ships, Christmas, trains, famous people, space, medicine, etc.) Stamps may be from different countries.
   5. A collection of postal items discovered in your mail by monitoring over a period of thirty years. Include at least five different types listed in requirement 3, above.

Surveying

1. Do ONE of the following:
   1. From a set point (stake, nail, etc.), a range line north 300 feet and south 300 feet. From the same point, measure a base line east 300 feet and west 300 feet. From one or more points (stations) marked along the range and/or base line, take compass readings to trees, shrubs, and rocks. Take measurements from the range or base line to the located features. Make the measurements using instruments, methods, and accuracies consistent with the current technology, as directed by your counselor.
   2. Find and mark the corners of a five-sided lot that has been laid out by your counselor to fit the land available. Set an instrument over each of the corners and record the angle turned between each line and the distance measured between each corner, as directed by your counselor. With the assistance of the counselor, compute the error of closure from the recorded notes. The error of closure must not be more than 5 feet. From the corners, take compass readings or turn angles to trees, shrubs, and rocks and measure to them. All measurements should be made using instruments, methods, and accuracies consistent with current technology, as directed by your counselor.
2. From the field notes gathered for requirement 1, draw to scale a map of your survey (as directed by your counselor). Submit a neatly drawn copy.
3. Use one of the corner markers from requirement 1 as a benchmark with an assumed elevation of 100 feet. Using a level and rod, determine the elevation of the other four corner markers.
4. Without first measuring the distance, determine the length between two points, then measure the length using a tape or instruments consistent with current technology. The answer you first determined must be within 5 percent of the length measured.
5. Determine the height of a point (tree limb or the like) that can be checked using a tape or level rod. Check the height using instruments and methods consistent with current technology, as directed by your counselor. Your original determination must be within 5 percent of the measured height.
6. Discuss the importance of surveying with a licensed surveyor or another qualified individual. Also discuss the various types of surveying and mapping, and applications of surveying technology to other fields. Discuss career opportunities in surveying and related fields. Discuss qualifications and preparation for such a career.

Swimming

1. Show that you know first aid for injuries or illnesses that could occur while swimming, including hypothermia, heatstroke, heat exhaustion, dehydration, sunburn, insect stings, tick bites, blisters, and hyperventilation.
2. Do the following:
   1. Identify the conditions that must exist before performing CPR on a person. Explain how such conditions are recognized.
   2. Demonstrate proper technique for performing CPR on an adult mannequin for AT LEAST three minutes.
3. Before doing the following requirements, successfully complete the BSA swimmer test. Jump feetfirst into water over your head in depth, swim 75 yards or 75 meters in a strong manner using one or more of the following strokes: sidestroke, breaststroke, trudgen, or crawl; then swim 25 yards or 25 meters using an easy resting backstroke. The 100 yards or 100 meters must be swum continuously and include at least one sharp turn. After completing the swim, rest by floating as motionless as possible. Explain how the Safe Swim Defense plan is used to protect Scout troops and other groups when they are swimming.
4. 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.
5. In water over your head, but not to exceed 10 feet, do each of the following:
   1. Use the feetfirst method of surface diving and bring an object up from the bottom.
   2. Do a head first surface dive, pike, or tuck, and bring the object up again.
   3. 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.
6. 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 water at least 9 feet deep) is available, show a plain front dive.
7. 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 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.)
8. Do the following:
   1. Float faceup in a resting position as nearly motionless as possible for at least a minute.
   2. While wearing a properly fitted personal flotation device (PFD), demonstrate the "HELP" and "huddle" positions. Explain their purpose.
   3. In warm water (at least 70F or 21C), show survival floating. If the water is cooler than 70F, discuss the purpose, technique, and limitations of survival floating.
9. Do the following:
   1. 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.
   2. 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.

 One of three fitness choices for Eagle Requirement