The Citizenship in Society Merit Badge is a crucial step for young people to develop an understanding of their role as responsible citizens in a multicultural society.
This badge seeks to empower the next generation of leaders by fostering empathy, respect, and appreciation for diversity, while also teaching them the rights and duties associated with being an active member of their community.
In today’s interconnected and rapidly changing world, it is more important than ever for individuals to be aware of the challenges facing their society and to actively engage in promoting positive change.
This comprehensive merit badge serves as a guide to understanding the complexities of citizenship in modern society. It covers the foundations of democratic values, the importance of civic participation, and the ways in which we can work together to build stronger communities.
Through engaging in discussions, research, and hands-on experiences, young people will gain valuable insights into the multifaceted nature of citizenship and the role they play in shaping the world around them.
Throughout the process of earning this merit badge, participants will be encouraged to reflect on their personal values and beliefs, as well as to consider the perspectives of others with different backgrounds and experiences.
By doing so, they will develop critical thinking skills and a broader understanding of the world around them, ultimately empowering them to become more effective advocates for positive change.
The Citizenship in Society Merit Badge is not only a testament to the dedication and commitment of young people to their communities but also a stepping stone towards becoming informed and engaged global citizens.
Citizenship in Society Merit Badge Requirements
| 1. Before beginning work on other requirements for this merit badge: (a) Research the following terms, and then explain to your merit badge counselor how you feel they relate to the Scout Oath and Scout Law: – Identities – Diversity – Equity – Equality – Inclusion – Discrimination – Ethical Leadership – Upstander |
| 2. Document and discuss with your counselor what leadership means to you. Share what it means to make ethical decisions. (a) Research and share with your counselor an individual you feel has demonstrated positive leadership while having to make an ethical decision. (It could be someone in history, a family member, a teacher, a coach, a counselor, a clergy member, a Scoutmaster, etc.) (b) Explain what decision and/or options that leader had, why you believe they chose their final course of action, and the outcome of that action |
| 3. Consider ethical decision-making. (a) Think about a time you faced an ethical decision. – Discuss the situation, what you did, and how it made you feel. – Share if you would do anything differently in the future and if so, what that would be. (b) List three examples of ethical decisions you might have to make in the future at school, at home, in the workplace, or in your community, and what you would do. – Share how your actions represent alignment with the Scout Oath and Scout Law. (c) Explain to your counselor how you plan to use what you have learned to assist you when that time comes, and what action(s) you can take to serve as an upstander and help other people at all times. |
| 4. Repeat the Scout Oath and Scout Law for your counselor. Choose two of the three following scenarios and discuss what you could do as a Scout to demonstrate leadership and your understanding of what it means to help others who may seem different from you: (a) Scenario 1: While at camp, a youth accidentally spills food on another camper. The camper who gets spilled on gets angry and says something that is offensive to people with disabilities; their friends laugh. What could/should you do? (b) Scenario 2: Your friend confides in you that some students in school are making insulting comments about one of their identities and that those same students created a fake social media account to impersonate your friend online and post messages. What could/should you do? (c) Scenario 3: A new student in your class was born in another country (or has a parent who was born in another country). Your friends make rude comments to the student about their speech or clothes and tell the student to “go back home where you came from.” What could/should you do? |
| 5. Document and discuss: (a) Ideas on what you personally can do to create a welcoming environment in your Scouting unit. (b) An experience you had in which you went out of your way to include another Scout(s) and what you did to make them feel included and welcomed. (c) Things you can do to help ensure all Scouts in your unit are given an opportunity to be heard and included in decision-making and planning. |
| 6. With your parent’s or guardian’s approval, connect with another Scout or youth your own age who has an identity that’s different from yours. (This means a trait, belief, or characteristic different from you.) (a) Share with each other what makes the different aspects of your identity meaningful/special to you. (b) Share with each other either one of the following: (i) A time you felt excluded from a group. What was the situation? How did it make you feel? What did you do? Did anyone stand up for you? What did you learn? Would you do anything differently today? (ii) This imaginary situation: You’re attending a new school and don’t know anyone there yet. You notice they dress very differently than you do. At lunchtime, you decide you’ll try to sit with a group to get to know other students. People at two tables tell you there is someone sitting at the currently empty seat at their table, so you end up eating by yourself. – How would that make you feel? – What could the students have done? – If that happened at your school, what would you do? c Discuss with your counselor what you learned from the discussion with the other Scout or youth. |
| 7. Identify and interview an individual in your community, school, and/or Scouting who has had a significant positive impact in promoting diversity, equity, and inclusion. If you feel your community, school, or local Scouting group does not have such an individual, then research a historical figure who meets these criteria, and discuss that person with your counselor. (a) Discover what inspired the individual, learn about the challenges they faced, and share what you feel attributed to their success. (b) Discuss with your counselor what you learned and how you can apply it in your life. |
| 8. With the help of your parent or guardian, study an event that had a positive outcome on how society viewed a group of people and made them feel more welcome. Describe to your counselor the event and what you learned. |
| 9. Document and discuss with your counselor three or more areas in your life outside of Scouting where you feel you can actively provide stronger leadership in. (a) Making others feel included. (b) Practicing active listening. (c) Creating an environment where others feel comfortable sharing their ideas and perspectives. (d) Helping others feel valued for their input and suggestions. (e) Standing up for others. |
| 10. Discuss with your counselor how stereotyping people can be harmful, and how stereotypes can lead to prejudice and discrimination. Share ideas you have for challenging assumptions and celebrating individuality. |
| 11. Scouting strives to develop young people to be future leaders in their workplaces, schools, and community environments. As you look at your current involvement in school, your family, Scouting, your job, and/or community, think about how you can have a positive impact on diversity, equity, and inclusion. (a) Describe your ideas on how you can and will support others with different identities to feel included and heard at your school, workplace, and/or social settings in your community. (b) Explain how including diverse thoughts and opinions from others with different identities can: – Make your interactions more positive. – Help everyone benefit by considering different opinions. (c) Give three examples of how limiting diverse input can be harmful. (d) Give three examples of how considering diverse opinions can lead to innovation and success. |
The Answer for Requirement Number 1
Below is a table outlining the relationship between the terms and their connection to the Scout Oath and Scout Law:
| Term | Explanation | Connection to Scout Oath and Scout Law |
|---|---|---|
| Identities | The different aspects of oneself that define who they are, such as race, gender, religion, and culture. | The Scout Oath and Law encourage Scouts to respect and appreciate the unique identities of others, promoting understanding and unity. |
| Diversity | The presence of a wide variety of individual characteristics and experiences within a group. | Scouts pledge to help others and be friendly, recognizing and embracing the value of diversity in society. |
| Equity | Fair treatment and opportunities for everyone, accounting for individual differences and needs. | The Scout Law’s emphasis on being kind, helpful, and just is aligned with the concept of equity. |
| Equality | Providing the same opportunities and rights to everyone, regardless of their background or characteristics. | The Scout Law promotes equality by encouraging Scouts to treat everyone with respect and fairness. |
| Inclusion | Ensuring that all individuals, regardless of their background, feel welcomed and valued in a group. | The Scout Oath and Law foster inclusion by promoting friendliness, kindness, and respect for all. |
| Discrimination | Unfair treatment or prejudice against someone based on their background, beliefs, or characteristics. | The Scout Law urges Scouts to stand against discrimination by being fair, kind, and respectful to everyone. |
| Ethical Leadership | Leading others with integrity, honesty, and fairness, while upholding moral principles. | The Scout Oath and Law emphasize the importance of ethical leadership through trustworthiness, loyalty, and helpfulness. |
| Upstander | Someone who actively stands up against injustice and supports those who are being unfairly treated. | The Scout Oath and Law encourage Scouts to be upstanders by being helpful, brave, and standing up for what is right. |
In summary, the Scout Oath and Scout Law embody the values of respecting identities, celebrating diversity, promoting equity, ensuring equality, fostering inclusion, fighting discrimination, exemplifying ethical leadership, and being an upstander. By living up to these ideals, Scouts contribute to a more just and inclusive society.
The Answer for Requirement Number 2
Individual Demonstrating Positive Leadership: Rosa Parks
Rosa Parks, an African American civil rights activist, made history on December 1, 1955, in Montgomery, Alabama, when she refused to give up her seat to a white passenger on a segregated bus.
This courageous act of defiance against racial segregation and discrimination marked a pivotal moment in the Civil Rights Movement.
Decision, Options, and Outcome:
| Decision/Option | Description | Outcome |
|---|---|---|
| Option 1 | Rosa Parks could have given up her seat to the white passenger and complied with the racial segregation policies, as was expected of her at that time. | Had she chosen this option, Rosa Parks would have continued to silently accept racial injustice and segregation, and the opportunity to spark a significant change in the Civil Rights Movement might have been lost. |
| Option 2 (Chosen) | Rosa Parks chose to refuse to give up her seat, knowing that her action would likely result in arrest and legal consequences. She made an ethical decision to stand up against racial injustice and challenge segregation laws, despite the personal risks involved. | Rosa Parks’ decision led to her arrest, which in turn ignited the Montgomery Bus Boycott, a 13-month protest against segregated public transportation. The boycott, led by Dr. Martin Luther King Jr., ultimately resulted in the Supreme Court ruling that segregation on public buses was unconstitutional. Rosa Parks’ brave and ethical decision to take a stand against discrimination made her a symbol of resistance and helped to advance the Civil Rights Movement. |
Rosa Parks’ ethical decision to challenge racial segregation not only had a profound impact on the Civil Rights Movement but also demonstrated the power of individual action in the face of adversity.
Her positive leadership serves as an inspiring example for others to stand up against injustice and fight for a more equitable and inclusive society.
Individual Demonstrating Positive Leadership: Nelson Mandela
Nelson Mandela, the first black president of South Africa and a global symbol of resistance against racial injustice, demonstrated positive leadership in the face of ethical challenges throughout his life.
As an anti-apartheid revolutionary, Mandela made numerous ethical decisions that contributed to the end of the apartheid regime and the establishment of a democratic South Africa.
Ethical Decision and Outcome:
| Decision/Options | Chosen Course of Action | Outcome |
|---|---|---|
| 1. Continue armed struggle or embrace negotiations | Mandela chose to embrace negotiations. | The negotiations led to the end of apartheid and the establishment of a democratic South Africa. |
| 2. Seek retribution or promote reconciliation | Mandela chose to promote reconciliation. | The Truth and Reconciliation Commission was established to heal the nation’s wounds. |
- Decision/Options: Continue armed struggle or embrace negotiations
- Nelson Mandela faced the ethical decision of whether to continue the armed struggle against apartheid or embrace negotiations with the South African government to achieve a peaceful transition to a democratic society.
- He believed that a peaceful transition would be best for the nation and that dialogue would ultimately lead to the end of apartheid.
- Mandela’s decision to embrace negotiations proved successful, as it resulted in the dismantling of apartheid and his own election as the first black president of South Africa.
- Decision/Options: Seek retribution or promote reconciliation
- Upon becoming president, Mandela faced another ethical decision: to seek retribution against those who had oppressed black South Africans or to promote reconciliation and forgiveness.
- He believed that forgiveness and unity were essential for healing the nation’s wounds and building a stronger, more inclusive South Africa.
- Mandela’s choice to promote reconciliation led to the establishment of the Truth and Reconciliation Commission, which helped South Africans confront and heal from the atrocities committed during apartheid.
In both instances, Nelson Mandela demonstrated positive leadership by making ethical decisions that prioritized the greater good of South Africa and its people. His commitment to peace, justice, and reconciliation has left a lasting legacy on the world.
The Answer for Requirement Number 3
(a) Ethical Decision Situation:
Situation: I found a lost wallet on the sidewalk with a significant amount of cash and the owner’s identification inside.
What I did: I decided to contact the owner using the information on their ID and arranged to return the wallet to them, with all the contents intact.
How it made me feel: I felt proud of my decision because it was the right thing to do, even though I could have kept the money for myself.
What I would do differently in the future: In this situation, I believe I made the right choice, so I would not do anything differently. However, I will continue to reflect on my actions and consider the ethical implications of my decisions.
(b) Three Ethical Decisions and Alignment with Scout Oath and Scout Law:
| Ethical Decision | What I Would Do | Alignment with Scout Oath and Scout Law |
|---|---|---|
| 1. Witnessing cheating at school | Report the incident to a teacher or school official. | Being trustworthy, loyal, and helpful. |
| 2. Seeing a family member being wasteful with resources at home | Encourage them to use resources more responsibly and educate them on the importance of conservation. | Being thrifty, clean, and reverent (respect for nature). |
| 3. Observing harassment or bullying in the community or workplace | Intervene if it is safe to do so, or report the incident to a supervisor or appropriate authority. | Being brave, kind, and upstanding against injustice. |
(c) Using What I’ve Learned and Serving as an Upstander:
I plan to use the principles of the Scout Oath and Scout Law as a guide for making ethical decisions in the future. By reflecting on the values of trustworthiness, loyalty, helpfulness, friendliness, courtesy, kindness, obedience, cheerfulness, thriftiness, bravery, cleanliness, and reverence, I can better assess the ethical implications of my actions and make choices that align with these principles.
To serve as an upstander and help other people at all times, I will:
- Be aware of my surroundings and the situations others may be facing.
- Listen empathetically to the concerns of others and offer support when needed.
- Speak out against injustices and work to create a more inclusive and equitable environment for everyone.
- Be proactive in educating myself and others about important social issues and the ways we can make a positive difference.
- Lead by example and demonstrate the values of the Scout Oath and Scout Law in my everyday actions and decisions.
By following these steps, I hope to contribute to a more just and inclusive society and inspire others to do the same.
Also Read: Citizenship in Community Merit Badge
The Answer for Requirement Number 4
(a) Scenario 1:
As a Scout demonstrating leadership, you could take the following steps:
- Calm the situation: Approach the camper who got spilled on and try to defuse the situation by acknowledging their anger and explaining that it was an accident.
- Address the offensive comment: Explain to the camper and their friends that the comment they made was offensive and hurtful to people with disabilities. Encourage them to think about how their words might affect others and apologize.
- Educate: Take the opportunity to educate your fellow Scouts about the importance of empathy, respect, and inclusion for all, regardless of their abilities or differences.
- Report the incident: Inform a Scout leader or adult about the incident to ensure appropriate follow-up and guidance are provided.
(b) Scenario 2:
As a Scout demonstrating leadership, you could take the following steps:
- Offer support: Show empathy and understanding to your friend, letting them know you’re there to help and support them.
- Encourage reporting: Advise your friend to report the bullying and the fake social media account to a trusted adult, teacher, or school counselor.
- Help with reporting: Offer to accompany your friend when they report the incident, providing moral support and serving as a witness if necessary.
- Be an upstander: Encourage other students to stand against bullying and support your friend, promoting a more inclusive and respectful environment.
(c) Scenario 3:
As a Scout demonstrating leadership, you could take the following steps:
- Stand up against the comments: Immediately let your friends know that their comments are disrespectful and hurtful, and explain the importance of treating everyone with kindness and respect, regardless of their background.
- Support the new student: Reach out to the new student, make them feel welcome, and offer your friendship. Encourage your friends to do the same.
- Educate your friends: Discuss the value of diversity and the importance of embracing different cultures and backgrounds with your friends. Encourage them to learn about the new student’s culture and experiences.
- Report the incident: If the rude comments persist, inform a teacher or school counselor about the situation so they can intervene and address the issue.
As a Scout demonstrating leadership in various situations, you can continue to:
- Lead by example: Model respectful and inclusive behavior in your daily interactions with others, showing your peers what it means to treat everyone with kindness and dignity.
- Foster a positive environment: Encourage your fellow Scouts, friends, and classmates to participate in activities and discussions that promote understanding, empathy, and appreciation for the diverse perspectives and experiences of others.
- Organize events and projects: Take the initiative to organize activities, service projects, or events that focus on promoting diversity, inclusion, and acceptance in your Scout troop, school, or community.
- Engage in open conversations: Encourage open and respectful conversations about different cultures, identities, and experiences to help increase understanding and acceptance among your peers.
- Provide resources: Share information, educational materials, or resources with your fellow Scouts, friends, and classmates that can help them learn more about different backgrounds, cultures, and experiences. This could include books, articles, documentaries, or online resources.
- Mentor and support others: Offer guidance, support, and mentorship to younger Scouts or classmates who may be struggling with understanding or accepting the differences in others. Help them develop empathy, compassion, and respect for people who may seem different from them.
- Advocate for change: If you notice policies, practices, or behaviors that contribute to a lack of inclusion or respect for diversity within your Scout troop, school, or community, speak up and advocate for change. Work with leaders, teachers, and administrators to implement more inclusive policies and practices.
By continuing to demonstrate leadership and promoting understanding and acceptance of diversity and inclusion, you will help create a more welcoming and supportive environment for everyone in your Scout troop, school, and community.
The Answer for Requirement Number 5
(a) Ideas for Creating a Welcoming Environment in Your Scouting Unit:
| Idea | Description |
|---|---|
| 1. Encourage open communication | Create an environment where Scouts feel comfortable sharing their thoughts, ideas, feelings, and concerns with each other and with leaders. |
| 2. Organize inclusive activities | Plan activities that accommodate different abilities, interests, and backgrounds to ensure all Scouts can participate and feel included. |
| 3. Organize icebreaker activities | Plan and lead icebreaker games or activities that help Scouts get to know each other and build connections. |
| 4. Promote a buddy system | Pair new or less experienced Scouts with more experienced members to help them acclimate and feel supported. |
| 5. Emphasize the Scout Law and Oath | Continuously remind and encourage fellow Scouts to live by the Scout Law and Oath, fostering respect, kindness, and understanding. |
| 6. Celebrate diversity | Organize events or discussions that highlight the diverse backgrounds and experiences of Scouts in your unit. |
| 7. Encourage feedback | Seek feedback from all Scouts on how to improve the unit’s inclusivity and act on suggestions to create a more welcoming environment. |
| 8. Collaborate with unit leaders | Work with your unit leaders to ensure the importance of fostering a welcoming environment and are actively involved in promoting inclusivity and diversity within the unit. |
(b) Inclusive Experience:
There was a new Scout in our unit who seemed shy and was struggling to make friends. I noticed that they often sat alone during our meetings and activities. To help them feel more included and welcomed, I took the following steps:
- Introduced myself: I made a point to introduce myself and engage them in conversation, asking about their interests and experiences.
- Invited them to participate: I encouraged the new Scout to join me and my friends in activities, games, and discussions during our meetings and events.
- Introduced them to others: I introduced the new Scout to other members of our unit, helping them build connections and friendships.
- Checked in regularly: I regularly checked in with the new Scout to see how they were doing and if they needed any support or assistance.
(c) Ensuring All Scouts Are Heard and Included in Decision-Making and Planning:
| Action | Description |
|---|---|
| 1. Encourage open communication | Create an environment where Scouts feel comfortable sharing their thoughts, ideas, and concerns. Encourage Scouts to voice their opinions during meetings and decision-making processes. |
| 2. Use inclusive language | Be mindful of the language you use during meetings and activities. Use language that is inclusive, respectful, and does not alienate or marginalize any of the Scouts. |
| 3. Implement a rotation system | Rotate the responsibility of leading meetings, activities, and discussions among all Scouts. This will ensure that everyone has an opportunity to be involved in decision-making and planning. |
| 4. Establish a suggestion box | Set up a suggestion box where Scouts can anonymously submit ideas, concerns, or feedback. Review the suggestions regularly and incorporate them into your unit’s decision-making and planning processes. |
| 5. Organize small group discussions | Divide the unit into smaller groups for discussions and decision-making. This can help ensure that all Scouts have an opportunity to participate and be heard, especially those who may be less comfortable speaking up in larger groups. |
| 6. Encourage peer feedback and collaboration | Encourage Scouts to provide feedback to one another and collaborate on decision-making and planning. This can help create a more inclusive environment and ensure that all Scouts have an opportunity to contribute. |
| 7. Provide training and support | Offer training and support to help Scouts develop their leadership, communication, and decision-making skills. This can help ensure that all Scouts are equipped to participate fully in the planning and decision-making processes within your unit. |
| 8. Be mindful of accessibility | Ensure that all Scouts have equal access to participate in meetings, activities, and decision-making processes by considering any physical, sensory, or cognitive barriers they may face. Make necessary accommodations to ensure their full inclusion. |
| 9. Address conflicts and disagreements | Encourage constructive dialogue and conflict resolution among Scouts when disagreements or differing opinions arise during decision-making and planning processes. Help Scouts learn to respect and understand differing perspectives. |
| 10. Seek input from all Scouts | Make a conscious effort to seek input from every Scout, particularly those who may be quieter or less confident in expressing their opinions. Encourage active listening and ensure that everyone’s ideas are acknowledged and considered. |
By implementing these strategies, you can help create a more inclusive and welcoming environment within your Scouting unit, ensuring that all Scouts have an opportunity to be heard and contribute to decision-making and planning processes.
This will not only promote a sense of belonging and camaraderie among Scouts but also foster a more diverse and dynamic unit that values and respects the unique perspectives and experiences of each member.
The Answer for Requirement Number 6
(a) Sharing Meaningful Aspects of Identity:
During our conversation, we shared different aspects of our identity that were meaningful to us. We discussed how our cultural, religious, and familial backgrounds have shaped who we are and how we see the world. We also shared our hobbies, interests, and goals, which helped us understand each other’s unique perspectives and experiences.
(b) Sharing an Experience of Exclusion:
We discussed a time when we both felt excluded from a group. We shared our emotions, the situation, and how we dealt with it. We both learned that it is essential to stand up for yourself and for others when they face exclusion and injustice. We discussed the importance of having allies and being an ally for others.
(c) Discussion with Counselor:
From this conversation, I learned the importance of empathy, open-mindedness, and respect for differences. I also learned that it is crucial to stand up for what is right and create a welcoming and inclusive environment for all.
This conversation helped me see the value in learning from others’ perspectives and experiences and how it can broaden my understanding of the world. I will carry these lessons with me and strive to be an ally for all those who may feel excluded or marginalized.
| Action | Description |
|---|---|
| 1. Respectful listening | Listen attentively to the other person’s sharing and try to understand their perspective without judgment or interruption. |
| 2. Mutual sharing | Share about aspects of your own identity that are meaningful to you and encourage the other person to do the same. |
| 3. Empathy building | Reflect on and acknowledge the challenges that come with having different aspects of identity and try to understand the impact these challenges can have on an individual. |
| 4. Open-mindedness | Be open-minded to different perspectives and experiences and try to learn from them. |
| 5. Creating an inclusive environment | Discuss strategies to promote inclusivity and acceptance within Scouting and beyond. |
If discussing scenario (ii):
| Action | Description |
|---|---|
| 1. Identifying emotions | Recognize the emotions you are experiencing, such as feeling sad, embarrassed, or excluded. |
| 2. Problem-solving | Brainstorm ways to address the situation, such as finding another table to sit at, trying again the next day, or introducing yourself to someone new. |
| 3. Seeking support | Reach out to a teacher, counselor, or parent for guidance or support. |
| 4. Fostering inclusivity | If the situation happened at your school, work to foster a more inclusive environment by promoting respect and understanding for different backgrounds and cultures. |
Overall, this activity can help Scouts learn the value of diversity, empathy, and inclusivity and how they can promote these values within Scouting and their communities.
Also Read: Citizenship in Nation Merit Badge
The Answer for Requirement Number 7
(a) Interview with an Individual Promoting Diversity, Equity, and Inclusion:
I interviewed Ms. Smith, a teacher at my school who has been instrumental in promoting diversity, equity, and inclusion within the school community.
| Question | Answer |
|---|---|
| What inspired you to become an advocate for diversity, equity, and inclusion? | Ms. Smith shared that her experiences working with a diverse student population led her to become passionate about promoting inclusivity and equity within her classroom and the school community. She believes that all students deserve to feel seen, heard, and valued for who they are and their unique backgrounds and experiences. |
| What challenges have you faced in your efforts to promote diversity, equity, and inclusion? | Ms. Smith shared that some of the challenges she has faced include resistance from some students, families, and colleagues who may not share the same values or understanding of the importance of diversity and inclusivity. Additionally, she has faced limited resources and support for her initiatives. |
| What do you feel attributed to your success in promoting diversity, equity, and inclusion? | Ms. Smith attributes her success to building relationships with her students and colleagues, actively listening to their needs and concerns, and creating a safe and welcoming environment for all. She also values collaboration and partnership with other teachers, administrators, and community members to promote a culture of inclusivity. |
(b) Discussion of Lessons Learned:
From my conversation with Ms. Smith, I learned the importance of empathy, listening, and relationship-building in promoting diversity, equity, and inclusion. I also learned that promoting these values requires persistence, collaboration, and a willingness to address challenges and resistance.
In my own life, I can apply these lessons by striving to be more empathetic and inclusive, actively listening to other’s experiences and perspectives, and working with others to promote a culture of equity and inclusivity in my school and community.
| Lesson Learned | Application |
|---|---|
| Importance of empathy | I can work on being more understanding and compassionate towards others who have different backgrounds or experiences from me, and strive to view the world through their perspective. |
| Active listening | I can practice active listening by truly listening to what others are saying and asking questions to understand their point of view. |
| Relationship-building | I can work on building relationships with those around me, getting to know them and their experiences. |
| Persistence | I can continue to advocate for diversity, equity, and inclusion in my community and work towards change even in the face of resistance or challenges. |
| Collaboration | I can collaborate with others to promote inclusivity, whether it be in my school, Scouting unit, or community. |
| Addressing resistance | I can learn how to respectfully address resistance and challenge perspectives that do not align with inclusivity and equity. |
| Importance of partnerships | I can form partnerships with others who share my values to make a greater impact in promoting diversity, equity, and inclusion. |
| Creating a safe and welcoming environment | I can work on creating a safe and welcoming environment for those around me, whether it be in my school, Scouting unit, or community. |
Overall, my conversation with Ms. Smith has inspired me to be more mindful of promoting diversity, equity, and inclusion in my daily life and to take action to make my community a more inclusive and accepting place.
The Answer for Requirement Number 8
One event that had a positive outcome on how society viewed a group of people and made them feel more welcome was the Civil Rights Act of 1964.
This act was signed into law by President Lyndon B. Johnson and prohibited discrimination based on race, color, religion, sex, or national origin in employment, education, and public accommodations.
Before the Civil Rights Act, people of color faced widespread discrimination and segregation in many areas of society, such as schools, public transportation, and housing. This act helped to end these forms of discrimination and create more opportunities for people of color to succeed in their careers and daily lives.
In 2021, we can learn from the Civil Rights Act by continuing to fight against discrimination and promoting inclusivity and equity for all people.
While there is still much work to be done to address systemic racism and discrimination in our society, we can look to the Civil Rights Act as an example of how government action can help promote positive change and make marginalized groups feel more welcome and accepted in society.
Additionally, we can learn from the leaders and activists who fought for the passage of the Civil Rights Act, such as Martin Luther King Jr., Malcolm X, and Rosa Parks.
These individuals demonstrated the power of peaceful protest, civil disobedience, and coalition-building in effecting change and promoting justice for marginalized groups. Their legacy can inspire us to continue working towards a more just and equitable society for all people.
The Answer for Requirement Number 9
(a) Making others feel included:
| Area | Plan |
|---|---|
| School | I will try to be more welcoming to new students and sit with different groups of people at lunch. |
| Community | I will volunteer at events that promote diversity and inclusion and try to meet people from different backgrounds. |
| Sports team | I will make an effort to get to know all of my teammates and invite them to hang out outside of practice. |
(b) Practicing active listening:
| Area | Plan |
|---|---|
| Family | I will make an effort to listen more attentively to my family members and ask follow-up questions to show that I am engaged in the conversation. |
| School | I will practice active listening during group projects and discussions and encourage others to share their perspectives. |
| Friendships | I will try to listen more and talk less when I am spending time with friends and ask them more about their lives and experiences. |
(c) Creating an environment where others feel comfortable sharing their ideas and perspectives:
| Area | Plan |
|---|---|
| School | I will encourage classmates to share their ideas during group projects and discussions and make an effort to validate their contributions. |
| Work | I will create a more open and collaborative work environment by encouraging others to share their thoughts and feedback on projects. |
| Team | I will facilitate open and respectful discussions during team meetings and encourage all team members to share their ideas and perspectives. |
(d) Helping others feel valued for their input and suggestions:
| Area | Plan |
|---|---|
| School | I will make an effort to thank classmates who share their ideas during group projects and discussions and acknowledge their contributions. |
| Volunteer work | I will make sure to recognize the contributions of all volunteers and thank them for their hard work and dedication. |
| Family | I will make sure to thank family members who contribute to household tasks and acknowledge their efforts. |
(e) Standing up for others:
| Area | Plan |
|---|---|
| School | I will speak up when I hear someone making discriminatory or derogatory comments and make sure to support classmates who may be targeted. |
| Community | I will report instances of discrimination or harassment to the appropriate authorities and offer support to those who have experienced such incidents. |
| Online | I will speak out against cyberbullying and report instances of online harassment to the appropriate authorities. |
Overall, by actively working on these areas of leadership outside of Scouting, I hope to become a better ally and leader in all areas of my life and make a positive impact on those around me.
The Answer for Requirement Number 10
Stereotyping people can be harmful because it involves making assumptions about individuals based on their group identity, rather than recognizing their unique experiences, perspectives, and personalities.
Stereotypes can lead to prejudice and discrimination because they reinforce negative attitudes and beliefs about certain groups, which can then lead to discrimination in areas such as employment, education, and housing.
To challenge assumptions and celebrate individuality, it is important to take the time to get to know people on a personal level and recognize the diversity and complexity within groups. This can involve:
- Educating oneself about different cultures and perspectives through reading, attending events, or talking to individuals from different backgrounds.
- Challenging negative stereotypes and assumptions when they arise by respectfully correcting others or offering alternative perspectives.
- Encouraging others to share their stories and perspectives, and actively listening to what they have to say.
- Celebrating individuality by valuing and appreciating the unique experiences, perspectives, and talents that individuals bring to the table.
- Creating opportunities for individuals from different backgrounds to connect and share their experiences, whether it be through events, discussions, or collaborative projects.
By taking these steps, we can challenge assumptions and promote a more inclusive and welcoming environment where individuals feel valued and appreciated for who they are, rather than being reduced to stereotypes based on their group identity.
Also Read: Citizenship in the World Merit Badge
The Answer for Requirement Number 11
(a) Ideas on how to support others with different identities:
| Setting | Plan |
|---|---|
| School | I will encourage my classmates to share their perspectives during class discussions and group projects and actively listen to their ideas. I will also speak up when I hear discriminatory or derogatory comments and make sure to support classmates who may be targeted. |
| Workplace | I will create a more open and inclusive work environment by encouraging others to share their thoughts and feedback on projects and decisions. I will also advocate for diversity and inclusion in hiring and promotion practices. |
| Community | I will volunteer at events that promote diversity and inclusion and make an effort to meet people from different backgrounds. I will also challenge negative stereotypes and assumptions when they arise and promote respect and acceptance for all individuals. |
(b) Including diverse thoughts and opinions can:
- Make interactions more positive by promoting understanding, empathy, and collaboration among individuals from different backgrounds.
- Help everyone benefit by considering different perspectives and ideas, leading to more creative and innovative solutions to problems.
(c) Harmful effects of limiting diverse input:
| Example | Impact |
|---|---|
| Hiring only individuals from a certain demographic | Limits the talent pool and perpetuates discriminatory practices. |
| Ignoring feedback or ideas from certain team members | Misses valuable insights and perspectives and creates a culture of exclusion. |
| Promoting only individuals who fit a certain mold | Reinforces negative stereotypes and prevents individuals from different backgrounds from advancing. |
(d) Positive effects of considering diverse opinions:
| Example | Impact |
|---|---|
| Creating a diverse team to work on a project | Results in a wider range of ideas and perspectives, leading to more innovative and effective solutions. |
| Gathering input from individuals from different backgrounds in decision-making | Helps to identify potential issues or challenges that may have been overlooked otherwise. |
| Celebrating diversity in marketing and advertising | Attracts a wider range of customers and promotes a positive image for the company. |
By actively seeking out diverse input and perspectives, we can create a more inclusive and welcoming environment where all individuals feel valued and heard. This, in turn, can lead to more positive interactions, innovative solutions, and greater success in our personal and professional lives.
Frequently Asked Questions (FAQ)
The Citizenship in Society Merit Badge is one of the merit badges offered by the Boy Scouts of America that focuses on developing the skills and knowledge necessary to become an informed and engaged citizen in one’s community and society at large.
The Citizenship in Society Merit Badge is open to all Scouts who meet the age and rank requirements set by the Boy Scouts of America. Scouts must also have the support and guidance of a merit badge counselor to earn the badge.
The Citizenship in Society Merit Badge is important because it helps young people develop the skills and knowledge necessary to become active and engaged citizens in their communities and society at large.
By completing the requirements for the badge, Scouts learn about important topics such as diversity, equity, inclusion, ethical decision-making, and leadership, which are essential for success in both their personal and professional lives.
The exact issues may vary, but they often involve current social, environmental, economic, or political issues that affect local, national, or global communities. They might include topics such as climate change, racial inequality, poverty, health care, or education reform.
Community activities could include attending town hall meetings, participating in a community service project, joining a campaign for a local issue, or even organizing a community event related to a societal issue.
This requirement aims to promote thoughtful dialogue about complex societal issues, which is an important part of being an engaged citizen. It encourages scouts to form and express their own informed opinions and to consider the perspectives of others.
Staying informed about news and current events is crucial for understanding the context of societal issues and for making informed decisions as a citizen. This requirement emphasizes the importance of being an active, informed member of society.
