by Daniel Hanson on Monday, December 12, 2022


Merit Badge College 2023

February 11, 2023

Register online here

Registration opens December 16, 2022, 9 AM

Sign up early as spaces are limited

Landisville Mennonite Church, 3320 Bowman Road, Landisville

Event registration starts at 8:00am, last session ends at 4:00pm

Merit Badge Session one is 9:00 AM-12:00 PM

Merit Badge Session two is 1:00-4:00 PM

Cost: $13 per scout


Merit Badges Include:

Scouts will have the opportunity to work towards 1-5 merit badges at the college.  All merit badges will have prerequisites that need to be completed BEFORE the day of the college.  Even though there is a charge for the college, there is no guarantee that you will complete the merit badge- a partial completion is acceptable, but it is up to the scout to find a counselor to complete the work.  Each scout must complete each requirement as written.  Classes are being led by certified merit badge counselors.

There will be intersession merit badges available.  These merit badges include: Collections, Fingerprinting, Genealogy, Pets, Reading, Scholarship, and Veterinary Medicine.  Merit Badge Counselors for these badges will be available in the lobby to sign off on COMPLETED worksheets for these badges.  Bring evidence that you have completed ALL requirements.  Pre-registrations is not required for these badges.


Purchase lunch on Tentaroo when you register!  Order of the Arrow will provide choice of 1 Manwhich or 2 Hotdogs (chips and drink included) for $7.00.  Scouts are welcome to bring a bag lunch.  Refrigerators are available.  If packing, please clearly label your lunch.

Parents are welcome to stay in the seating area in the lobby, but space is limited.

For more information, contact Kim Kautz at 717-689-0593 or at

2023 Merit Badge Information:


Session size: 12

Available Morning and Afternoon Sessions


4. Bring along supplies for:  Render a subject of your choice in FOUR of these ways

  1. Pen and ink
  2. Watercolors,
  3. Pencil,
  4. Pastels,
  5. Oil paints,
  6. Tempera,
  7. Acrylics,
  8. Charcoal
  9. Computer drawing or painting

5. Do ONE of the following and bring to the college:

    1. Design something useful.  Make a sketch or model of your design.  With your counselor’s approval, create a promotional piece for the item using a picture or pictures.
    2. Tell a story with a picture or pictures or using a 3-D rendering.
    3. Design a logo.  Share your design with your counselor approval, put your logo on Scout equipment, furniture, ceramics, or fabric

6. With your parent’s permission and your counselor’s approval, visit a museum, art exhibit, art gallery, artists’ co-op, or artist’s workshop. Find out about the art displayed or created there. Discuss what you learn with your counselor.

7. Find out about three career opportunities in art. Pick one and find out the education, training, and experience required for this profession. Discuss this with your counselor, and explain why this profession might interest you.

Automotive Maintenance

Both Sessions are Full

Session size:  12


Bring something to wear outside that can get greasy/oily.

Review a vehicle owner’s manual.

11a:  Determine the value of three different vehicles you are interested in purchasing.  One must be new, and one must be used; the third vehicle can be new or used. For each vehicle, find out the requirements and cost of automobile insurance to include basic liability and options for collision, comprehensive, towing, and rental car. Using the three vehicles you chose and with your merit badge counselor’s assistance, complete the operation/maintenance chart provided in the merit badge pamphlet. Use this information to determine the operating cost per mile for each vehicle and discuss what you learn with your counselor.

 Citizenship in the Community

Session is full

Session limit:  20


1. Discuss with your counselor what citizenship in the community means and what it takes to be a good citizen in your community.
Discuss the rights, duties, and obligations of citizenship, and explain how you can demonstrate good citizenship in your community, Scouting unit, place of worship, or school.
2. Do the following:
a. On a map of your community or using an electronic device, locate and point out the following:
(1) Chief government buildings such as your city hall, county courthouse, and public works/services facilities
(2) Fire station, police station, and hospital nearest your home
(3) Parks, playgrounds, recreation areas, and trails
(4) Historical or other points of interest
b. Chart the organization of your local or state government.
Show the top offices and tell whether they are elected or appointed.
3. Do the following:
a. Attend a meeting of your city, town, or county council or school board; OR attend a municipal, county, or state court session.
b. Choose one of the issues discussed at the meeting where a difference of opinions was expressed, and explain to your counselor why you agree with one opinion more than you do another one.
4. Choose an issue that is important to the citizens of your community; then do the following:
a. Find out which branch of local government is responsible for this issue.

b. With your counselor’s and a parent’s approval, interview one person from the branch of government you identified in requirement 4a. Ask what is being done about this issue and how young people can help.
c. Share what you have learned with your counselor.
5. With the approval of your counselor and a parent, watch a movie that shows how the actions of one individual or group of individuals can have a positive effect on a community.
Discuss with your counselor what you learned from the movie about what it means to be a valuable and concerned member of the community.
6. List some of the services (such as the library, recreation center, public transportation, and public safety) your community provides that are funded by taxpayers. Tell your counselor why these services are important to your community.
7. Do the following:
a. Identify three charitable organizations outside of Scouting that interest you and bring people in your community together to work for the good of your community.
b. Pick ONE of the organizations you chose for requirement 7a. Using a variety of resources (including newspapers, fliers and other literature, the Internet, volunteers, and employees of the organization), find out more about this organization.
c. With your counselor’s and your parent’s approval, contact the organization you chose for requirement 7b, and find out what young people can do to help. While working on this merit badge, volunteer at least eight hours of your time for the organization. After your volunteer experience is over, discuss what you have learned with your counselor.
8. Develop a public presentation (such as a video, slide show, speech, digital presentation, or photo exhibit) about important and unique aspects of your community. Include information about the history, cultures, and ethnic groups of your community; its best features and popular places where people gather;
and the challenges it faces. Stage your presentation in front of your merit badge counselor or a group, such as your patrol or a class at school.

Citizenship in the Nation

Both Sessions are Full

Session size: 20


3. List the three branches of the United States government.  Explain:

  1. The function of each branch of government
  2. Why it is important to divide powers among different branches
  3. How each branch “checks” and “balances” the others
  4. How citizens can be involved in each branch of government.

4. Prepare to discuss the importance of:

  1. Declaration of Independence
  2. The Bill of Rights (the first 10 Amendments to the Constitution) and the 14th Amendment
  3. The traditional United States motto “E Pluribus Unum”.

5. Watch the national evening news for five days in a row or read the main stories in a national media organization (e.g., a newspaper or news website) for five days in a row.  Discuss the national issues that you learned about with your counselor.  Choose one issue and explain how it affects you, your family, and community.

6. With your parent’s approval, choose a speech of national historical importance.  Explain:

  1. Who the author was
  2. What the historical context was
  3. What difficulties the nation faced that the author wished to discuss
  4. What the author said
  5. Why the speech is important to the nation’s history.

Choose a sentence or two from the speech that has significant meaning to you, and tell your counselor why.

7. Do TWO of the following:

  1. a. Visit a place that is listed as a National Historic Landmark or that is on the National Register of Historic Places.  Tell your counselor what you learned about the landmark or site and what you found interesting about it.
  2. Tour your state capitol building or the U.S. Capitol.  Tell your counselor what you learned about the capitol, its function, and the history.
  3. Tour a federal facility.  Explain to your counselor what you saw there and what you learned about its function in the local community and how it serves this nation.
  4. Choose a national monument that interests you.  Using books, brochures, the internet (with your parent’s permission), and other resources, find out more about the monument.  Tell your counselor what your learned, and explain why the monument is important to this country’s citizens.

8. Name your representatives in the United States Congress.  Write a letter to your representative in Congress explaining your views on a national issue.  Show your letter, along with any response you might receive, to your counselor.

Citizenship in the World

Session is full

Session size: 20


3.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. b. 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.

4.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’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 world trade and global competition to thrive.

c. Select TWO of the following organizations and describe their role in the world.

1. The United Nations and UNICEF

2. The World Court

3. Interpol

4. World Organization of the Scout Movement

5. The World Health Organization

6. Amnesty International

7. The International Committee of the Red Cross

8. CARE (Cooperative for American Relief Everywhere)

9. European Union

7.Do TWO of the following and share with your counselor what you have learned:

a. Visit the Web site (With your parent/guardian’s permission) of the U.S. State Department. Learn more about an issue you find interesting that is discussed on this Web site.

b. Visit the Web site (With your parent/guardian’s permission) 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.

c. Visit with a student or Scout from another country and discuss the typical values, holidays, ethnic foods, and traditions practiced or enjoyed there. d. Attend a world Scout jamboree. e. Participate in or attend an international event in your area, such as an ethnic festival, concert, or play.


Available Afternoon Session, Morning Session is full

Session size:  15 


2a.  Bring your visual aid to use for your in class presentation. If using Powerpoint or something digital, please bring your own computer.

3.  Write and practice your five minute speech.

4.  Prepare your introduction speech for this person, based on your interview. Bring a printed copy and you will make this introduction in class.

5.  Bring your printed report with the date and location of the meeting, signed by your parent that you attended in person.

6.  Bring the necessary teaching aids to teach this in class to another scout.

7.  Bring a copy of either your letter (a), your printed material (c), or the internet address of your web page or blog.  Don’t plagiarize.

8.  Bring a note from your Scoutmaster that this has been completed.

9.  Bring your information on the chosen profession for class discussion.

Disabilities Awareness

Available Afternoon Session, Morning Session is full

Session limit:  10


2. Visit an agency that works with people with physical, mental, emotional, or educational disabilities.  Collect and read information about the agency’s activities.  Learn about opportunities its members have for training, employment, and education.  Discuss what you have learned with your counselor.  Come prepared to give a brief presentation on the above.

3a, b, or d (pick one).

a:  Talk to a scout who had a disability and learn about this person’s experiences taking part in Scouting activities and earning different merit badges.  Discuss what you have learned with your counselor.

b:  Talk to an individual who has a disability and learn about this person’s experiences and the activities in which this person likes to participate.  Discuss what you have learned with your counselor.

d:  Learn about independent living aids such as service animals, canes, and augmentative communication devices such as teletypewriters (TTYs).  Discuss with your counselor how people use such aids.

4. Do EITHER option A or option B:

Option A.  Visit ONE of the following locations (a place of worship will be covered) and take notes about the accessibility to people with disavitilities.  In your notes, give examples of five things that could be done to improve upon the site and five things about the site that make it friendly to people with disabilities.  Discuss your observations with your counselor.

a. Your School  C. A scouting event or campsite  D. A public exhibit or attraction (such as a theater, museum, or park)

Option B.  Visit ONE of the following locations (a place of worship will be covered) and take notes while observing features and methods that are used to accommodate people with invisible disabilities.  While there, ask staff members to explain any accommodation features that may not be obvious.  Note anything you think could be done to better accommodate people who have invisible disabilities.  Discuss your observations with your counselor

a. Your school  C. A scouting event or campsite  D. A public exhibit or attraction (such as a theater, museum, or park)

5a, b OR c.  Explain what advocacy is.  Do ONE of the following advocacy activities.

a. Present a counselor-approved disabilities awareness program to a Cub Scout pack or other group.  During your presentation, explain and use person-first language.  If you choose this one, bring a letter from the Cubmaster or group representative stating you completed this.  Bring your notes to the college.

b. Find out about disability awareness education programs in your school or school system, or contact a disability advocacy agency.  Volunteer withy a program or agency for eight hours.  If you choose this one, bring a letter from the agency verifying the 8 hours.

c. Using resources such as disability advocacy agencies, government agencies, the internet (with your parent’s permission), and news magazines, learn about myths and misconceptions that influence the general public’s understanding of people with disabilities.  List 10 myths and misconceptions about people with disabilities and learn the facts about each myth.  Share your list with your counselor, then use it to make a presentation to a Cub Scout pack or other group.  If you choose this one, make a poster listing the 10 myths/misconceptions and the facts related to each one.  Be prepared to present your poster.

Emergency Preparedness

Both Sessions are Full

Session limit:  12


1. Bring proof of completed First Aid Merit Badge

2C.  Meet with and teach your family how to get or build a kit, make a plan, and be informed for the situations on the chart you created for requirement 2b. Complete a family plan. Then meet with your counselor and report on your family meeting, discuss their responses, and share your family plan.

6. Be prepared with your local information for discussion on the following:

Do the following:

a. Describe the National Incident Management System (NIMS) and the Incident Command System (ICS)

b. Identify the local government or community agencies that normally handle and prepare for emergency services similar to those of the NIMS
or ICS. Explain to your counselor

1.How the NIMS/ICS can assist a Boy Scout troop when responding in a disaster

2.How a group of Scouts could volunteer to help in the event of these types of emergencies.

c. Find out who is your community’s emergency management director and learn what this person does to prevent, protect, mitigate, respond to, and recover from emergency situations in your community. Discuss this information with your counselor, utilizing the information you learned from requirement 2b

7.Do the following:

a. Take part in an emergency service project, either a real one or a practice drill, with a Scouting unit or a community agency.

b. Prepare a written plan for mobilizing your troop when needed to do emergency service. If there is already a plan, explain it. Tell your part in making it work.

8 B.    Bring along evidence of your pack.  Pictures or actual pack.  Prepare a personal emergency service pack for a mobilization call. Prepare a family kit (suitcase or waterproof box) for use by your family in case an emergency evacuation is needed. Explain the needs and uses of the contents.

9. Do ONE of the following

a. Using a safety checklist approved by your counselor, inspect your home for potential hazards. Explain the hazards you find and how they can be corrected.

b. Review or develop a plan of escape for your family in case of fire in your home.

c. Develop an accident prevention program for five family activities outside the home (such as taking a picnic or seeing a movie) that includes an analysis of possible hazards, a proposed plan to correct those hazards, and the reasons for the corrections you propose.

Family Life

Both Sessions are Full

Session limit:  15


3.Prepare a list of your regular home duties or chores (at least five) and do them for 90 days. Keep a record of how often you do each of them. Discuss with your counselor the effect your chores had on your family.

4.With the approval of your parents or guardians and your merit badge counselor, decide on and carry out a project that you would do around the home that would benefit your family. Submit a report to your merit badge counselor outlining how the project benefited your family.

5.Plan and carry out a project that involves the participation of your family. After completing the project, discuss the following with your merit badge counselor:

a. The objective or goal of the project

b. How individual members of your family participated

c. The results of the project

6. Do the following:
(a) Discuss with your merit badge counselor how to plan and carry out a
family meeting.
(b) After this discussion, plan and carry out a family meeting to include the
following subjects:
(1) Avoiding substance abuse, including tobacco, alcohol, and drugs,
all of which negatively affect your health and well-being
(2) Understanding the growing-up process and how the body changes,
and making responsible decisions dealing with sex*
(3) How your chores in requirement 3 contributed to your role in the family
(4) Personal and family finances
(5) A crisis situation within your family
(6) The effect of technology on your family
(7) Good etiquette and manners
Discussion of each of these subjects will very likely carry over to more than
one family meeting.

Personal Management

Both Sessions are Full

Session Limit:  15


1. Do the following:
(a) Choose an item that your family might want to purchase that is considered a major expense.
(b) Write a plan that tells how your family would save money for the purchase identified in requirement 1a.
(1) Discuss the plan with your merit badge counselor.
(2) Discuss the plan with your family.
(3) Discuss how other family needs must be considered in this plan.
(c) Develop a written shopping strategy for the purchase identified in
requirement 1a.
(1) Determine the quality of the item or service (using consumer publications or ratings systems).
(2) Comparison shop for the item. Find out where you can buy the item for the best price. (Provide prices from at least two different price sources.)
Call around; study ads. Look for a sale or discount coupon. Consider alternatives. Can you buy the item used? Should you wait for a sale?

2. Do the following:
(a) Prepare a budget reflecting your expected income (allowance, gifts, wages), expenses, and savings for a period of 13 consecutive weeks.
(b) Compare expected income with expected expenses.
(1) If expenses exceed budget income, determine steps to balance your budget.
(2) If income exceeds budget expenses, state how you would use the excess money (new goal, savings).
(c) Track and record your actual income, expenses, and savings for 13 consecutive weeks (the same 13-week period for which you budgeted).
(You may use the forms provided in this pamphlet, devise your own, or use a computer-generated version.) When complete, present the records showing the results to your merit badge counselor.
(d) Compare your budget with your actual income and expenses to understand when your budget worked and when it did not work. With your merit badge counselor, discuss what you might do differently the next time.

8. Demonstrate to your merit badge counselor your understanding of time management by doing the following:
(a) Write a “to do” list of tasks or activities, such as homework assignments, chores, and personal projects, that must be done in the coming week. List these in order of importance to you.
(b) Make a seven-day calendar or schedule. Put in your set activities, such as school classes, sports practices or games, jobs or chores, and/or Scout or place of worship or club meetings, then plan when you will do all the tasks from your “to do” list between your set activities.
(c) Follow the one-week schedule you planned. Keep a daily diary or journal during each of the seven days of this week’s activities, writing down when you completed each of the tasks on your “to do” list compared to when you scheduled them.
(d) With your merit badge counselor, review your “to do” list, one-week schedule, and diary/journal to understand when your schedule worked and when it did not work. Discuss what you might do differently the next time.

9. Prepare a written project plan demonstrating the steps below, including the desired outcome. This is a project on paper, not a real-life project. Examples could include planning a camping trip, developing a community service project or a school or religious event, or creating an annual patrol plan with
additional activities not already included in the troop annual plan. Discuss your completed project plan with your merit badge counselor.
(a) Define the project. What is your goal?
(b) Develop a timeline for your project that shows the steps you must take from beginning to completion.
(c) Describe your project.
(d) Develop a list of resources. Identify how these resources will help you achieve your goal.
(e) Develop a budget for your project.

10. Do the following:
(a) Choose a career you might want to enter after high school or college graduation. Discuss with your counselor the needed qualifications, education, skills, and experience.
(b) Explain to your counselor what the associated costs might be to pursue this career, such as tuition, school or training supplies, and room and board.
Explain how you could prepare for these costs and how you might make up for any shortfall.

Public Speaking

Session is full

Session Limit:  8


1. Give a three- to five-minute introduction of yourself to an audience such as your troop, class at school, or some other group.

2. Prepare a three- to five-minute talk on a topic of your choice that incorporates body language and visual aids.

4. Select a topic of interest to your audience. Collect and organize information about the topic and prepare an outline. Write an eight- to 10-minute speech, practice it, then deliver it in a conversational way. Prepare your outline prior to the college. You will discuss the topics during the college. Topics of interest for your audience (the counselor) are as follows:

  1. NFL Football
  2. NHL Hockey
  3. Geocaching
  4. Fire and EMS Service

Reptile and Amphibian Study

Both Sessions are Full

Session Size: 12


1. Describe the identifying characteristics of six species of reptiles and four species of amphibians found in the United States. For any four of these, make sketches from your own observations or take photographs. Show markings, color patterns, or other characteristics that are important in the identification of each of the four species. Discuss the habits and habitats of all 10 species.

2. Discuss with your merit badge counselor the approximate number of species and general geographic distribution of reptiles and amphibians in the United States. Prepare a list of the most common species found in your local area or state.

8. Do ONE of the following:

a. Maintain one or more reptiles or amphibians for at least a month. Record food accepted, eating methods, changes in coloration, shedding of skins, and general habits; or keep the eggs of a reptile from the time of laying until hatching; or keep the eggs of an amphibian from the time of laying until their transformation into tadpoles (frogs) or larvae (salamanders). Whichever you chose, keep records of and report to your counselor how you cared for your animal/eggs/larvae to include lighting, habitat, temperature and humidity maintenance, and any veterinary care requirements.

b. Choose a reptile or amphibian that you can observe at a local zoo, aquarium, nature center, or other such exhibit (such as your classroom or school). Study the specimen weekly for a period of three months. At each visit, sketch the specimen in its captive habitat and note any changes in its coloration, shedding of skins, and general habits and behavior. Discuss with your counselor how the animal you observed was cared for to include its housing and habitat, how the lighting, temperature, and humidity were maintained, and any veterinary care requirements.
Find out, either from information you locate on your own or by talking to the caretaker, what this species eats and what are its native habitat and home range, preferred climate, average life expectancy, and natural predators. Also identify any human caused threats to its population and any laws that protect the species and its habitat. After the observation period, share what you have learned with your counselor.

9. Do TWO of the following:

a. Identify at night three kinds of toads or frogs by their voices.  Imitate the song of each for your counselor.  Stalk each with a flashlight and discover how each sings and from where.

b. Identify by sight eight species of reptiles or amphibians.

c. Using visual aids, give a brief talk to a small group on three different reptiles and amphibians.

Scouting Heritage

Available Morning Session

Session Size: 12


4. Do ONE of the following:

a. Attend either a BSA national jamboree, OR world Scout jamboree, OR a national BSA high-adventure base. While there, keep a journal documenting your day-to-day experiences. Upon your return, report to your counselor what you did, saw, and learned. You may include photos, brochures, and other documents in your report.

b. Write or visit the National Scouting Museum. Obtain information about this facility. Give a short report on what you think the role of this museum is in the Scouting program.

c. Visit an exhibit of Scouting memorabilia or a local museum with a Scouting history gallery, or (with your parent’s permission and counselor’s approval) visit with someone in your council who is recognized as a dedicated Scouting historian or memorabilia collector. Learn what you can about the history of Boy Scouting. Give a short report to your counselor on what you saw and learned.  Bring along scouting memorabilia to the college and have an exhibit during the session.

5. Learn about the history of your unit or Scouting in your area. Interview at least two people (one from the past and one from the present) associated with your troop. These individuals could be adult unit leaders, Scouts, troop committee members, or representatives of your troop’s chartered organization. Find out when your unit was originally chartered. Create a report of your findings on the history of your troop, and present it to your patrol or troop or at a court of honor, and then add it to the troop’s library. This presentation could be in the form of an oral/written report, an exhibit, a scrapbook, or a computer presentation such as a slide show.

6. Bring along your patches and scouting memorabilia and complete as a group.  Make a collection of some of your personal patches and other Scouting memorabilia. With their permission, you may include items borrowed from family members or friends who have been in Scouting in the past, or you may include photographs of these items. Show this collection to your counselor, and share what you have learned about items in the collection. (There is no requirement regarding how large or small this collection must be.)

8. Interview at least three people (different from those you interviewed for requirement 5) over the age of 40 who were Scouts. Find out about their Scouting experiences. Ask about the impact that Scouting has had on their lives. Share what you learned with your counselor.  Interview one person prior to the Merit Badge College and come prepared with interview questions and answers.  The other two interviewers will be provided at the college.  Each interview should have a minimum of one question.

Traffic Safety

Available Morning and Afternoon Sessions

Session Size: 15


4. Do the following:
(a) In a location away from traffic hazards, measure with a tape measure— not in a car—and mark off with stakes the distance that a car will travel during the time needed for decision and reaction, and the braking distances necessary to stop a car traveling 30, 50, and 70 miles per hour on dry, level pavement. Discuss how environmental factors such as bad weather and road conditions will affect the distance.
(b) Describe the difference in nighttime visibility between a properly lit bicycle and rider (or a pedestrian) wearing reflective material and a bicycle and rider with no lights (or a pedestrian) dressed in dark clothing, without reflective material.
(c) Explain how color and shape are used to help road users recognize and understand the information presented on traffic and roadway signs. Explain the purpose of different types of signs, signals, and pavement markings.
(d) Describe at least three examples of traffic laws that apply to drivers of motor vehicles and that bicyclists must also obey.

5. Do ONE of the following:
(a) Interview a traffic law enforcement officer in your community to identify what three traffic safety problems the officer is most concerned about. Discuss with your merit badge counselor possible ways to solve one of those problems.
(b) Using the internet (with your parent’s permission), visit five websites that cover safe driving for teenagers. Then, in a group session with at least three teenagers and your counselor, discuss what you have learned.
(c) Initiate and organize an activity or event to demonstrate the importance of traffic safety.
(d) Accompanied by an adult and a buddy, pick a safe place to observe traffic at a controlled intersection (traffic signal or stop sign) on three separate days and at three different times of the day, for 30 minutes on each visit. At this intersection, survey violations that might occur. These violations might include (but are not limited to) running a red light or stop sign, speeding, using a cell phone while driving, or occupants not wearing their seat belts.
Count the number of violations. Record in general terms the approximate age of the people you observed. Keep track of the total number of vehicles observed so that you can determine the percentage of compliance vs. violations. Discuss your findings with your merit badge counselor.

Truck Transportation

Available Morning and Afternoon Sessions

Session Size: 15


4. Visit a truck terminal and complete items 4a through 4e. After your visit, share what you have learned with your counselor.

  1. Find out what kind of maintenance program the company follows to help keep its fleet, drivers, and the roadway safe.
  2. Find out how dispatchers maintain communication with drivers on the road.
  3. Talk with a professional truck driver about safety. Learn about the trick driver’s rules of the road for safe driving.  List five safe-driving rules every professional truck driver must follow.
  4. Review the driver’s log and find out what kind of information the log contains.
  5. Learn about important federal regulations that help ensure public safety.

10. Learn about opportunities in the field of truck transportation. Choose one career in which you are interested and discuss wit your counselor the major responsibilities of that position and the qualifications, education, and training such a position requires.


Intercession Badges:

Collections, Fingerprinting, Genealogy, Pets, Reading, Scholarship, and Veterinary Medicine.  Merit Badge Counselors for these badges will be available in the lobby to sign off on COMPLETED worksheets for these badges.  Bring evidence that you have completed ALL requirements.  Pre-registrations is not required for these badges.


Lunch will be available to purchase. Meal tickets can be purchased in advance when registering for the Merit Badge College online.

Parents are welcome to stay in the seating area in the lobby, but space is limited.

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