1. Identify the different American Indian cultural areas. Explain what makes them each unique.
will finding preapring for class
for this requirement to be much
easier when utilizing the Indian
Lore Merit Badge pamphlet
coupled with a notebook or merit
badge workbook to make notes on.
Using these notes and drawings
will help aid Scouts in
successful completion of this
requirement in the class.
2. Give the history of one American Indian tribe, group or nation that lives or has lived near you. Visit it, if possible. Tell about traditional dwellings, way of life, tribal government, religious beliefs, family and clan relationships, language, clothing styles, arts and crafts, food preparation, means of getting around, games, customs in warfare, where members of the group now live, and how they live.
Scouts will partake
in group discussion for completion of this component. It is highly recommended that because of the immensity of this requirement, and to save on spending a lot of time in class busy writing, that Scouts prepare as much
as they can using notebook or
merit badge workbook, prior to the class so that they may focus their efforts on active participation in
the discussion element of this requirement.
A Scout will likely not be able
to successfully complete this
requirement in the class without
3. Do TWO of the following. Focus on a specific group or tribe.
a. Make an item of clothing worn by members of the tribe.
b. Make and decorate three items used by the tribe, as approved by your counselor.
c. Make an authentic model of a dwelling used by an Indian tribe, group, or nation.
d. Visit a museum to see Indian artifacts. Discuss them with your counselor. Identify at least 10artifacts by tribe or nation, their shape, size, and use.
Scouts will complete half of
this requirement in class.
Requirement 2c will be done as a
part of this class which leaves
only one of the other three
components of this requirement
to be done by the Scout.
components 2a and 2d can be done prior to the class for those desiring to attempt to complete this requirement by the end of class. Scouts should complete the requirement and be prepared to share their accomplishment with the counselor and class. Regardless of which component a Scout might choose to do, they must bring some sort of proof to the class to show their
work and experience.
Scout not able to do preparation work will have an opportunity to follow up with an Indian Lore Merit Badge counselor after the class to complete any of the three remaining components. Acceptable items for Requirement 2b will be discussed in the class.
4. Do ONE of the following:
a. Learn three games played by a group or tribe. Teach and lead one game with a Scout group.
b. Learn and show how a tribe traditionally cooked or prepared food. Make three food items.
c. Give a demonstration showing how a specific Indian group traditionally hunted, fished, or trapped.
Scouts will complete requirement
component 3a in class, however it is highly encouraged that Scouts research this requirement (3a) in preparation for the class as they will have an opportunity to share the game with the class. While the requirement states to learn three games, if Scouts have additional ones, and time allows, this activity will be extended
to allow all Scouts to share all
5. Do ONE of the following:
a. Write or briefly describe how life might have been different for the European settlers if there had been no native Americans to meet them when they came to this continent.
b. Sing two songs in an Indian language. Explain their meanings.
c. Learn in an Indian language at least 25 common terms and their meanings.
d. Show 25 signs in Indian sign language. Include those that will help you ask for water, for food, and where the path or road leads.
e. Learn an Indian story of up to 300 words (or several shorter stories adding up to no more than 300 words). Tell the story or stories at a Scout gathering or campfire.
f. Write or tell about eight things adopted by others from American Indians.
g. Learn 25 Indian place names. Tell their origins and meanings.
h. Name five well-known American Indian leaders, either from the past or people of today. Give their tribes or nations. Describe what they did or do now that makes them notable.
i. Attend a contemporary American Indian gathering. Discuss with your counselor what you learned and observed. Include in your discussion any singing, dancing, drumming, and the various men's and women's dance styles you saw.
will challenge Scouts. Scouts will need to do a little preparation work but will then complete this requirement in the class. Requirement 4g will be the selected component. Many of our great 50 United States owe their namesake to Native American origins. Many of the towns, counties, rivers, lakes, mountains, and other natural resources or locations within these states have similar origins. Many of the things we see around us like animals, tools, plants, and foods have American Indian names or names that were influenced from different American Indian cultures.
Scouts should prepare by coming to class with their 25 Indian Place names and meanings (or best they can come up with) with at least one of them being a State name, a county name, and a town, river, lake, or mountain range name, in the list. Scouts will share their lists in class as a part of completing this requirement.
For fun here is a list of everyday items whose
name is derived from Native American origins. The word is shown in
italic-bold with the Indian Tribe or Nation that it originates from, the
bayou from the
chipmunk from the Ojibwa "ajidamoon,"
hickory from the Virginia
igloo from the Canadian Inuit "iglu,"
kayak from the Alaskan Yupik "qayaq"
moccasin from the Virginia
moose from the Eastern Abenaki "mos"
papoose from the Narragansett "papoos,"
pecan from the Illinois "pakani"
powwow from the Narragansett "powwaw,"
quahog from the Narragansett "poquauhock"
squash from the Narragansett "askutasquash"
succotash from the Narragansett "msickquatash,"
tepee from the Sioux "tipi,"
toboggan from the Micmac "topaghan"
tomahawk from the Virginia
totem from the Ojibwa "nindoodem,"
wampum from the Massachusett "wampumpeag"
wigwam from the Eastern Abenaki "wik'wom"