First Class
NOTE: These requirements are in effect beginning January 1, 2016. They  may be worked on simultaneously with those requirements for Tenderfoot and Second Class ; however these ranks must be earned in sequence. Click the  following link to view video clips of the requirements for First Class.

Camping and Outdoor Ethics
   1a. Since joining, participate in 10 separate troop/patrol activities, six of which include overnight camping.
         These 10 activities do not include troop or patrol meetings. On at least five of the six campouts, spend
         the night in a tent that you pitch or other structure that you help erect (such as a lean-to, snow cave, or
   1b. Explain each of the principles of Tread Lightly! and tell how you practiced them on a campout or outing.
         This outing must be different from the ones used for Tenderfoot requirement 1c and Second Class
         requirement 1b.

   2a. Help plan a menu for one of the above campouts that includes at least one breakfast, one lunch, and
         one dinner, and that requires cooking at least two of the meals. Tell how the menu includes the foods
         from MyPlate or the current USDA nutritional model and how it meets nutritional needs for the planned
         activity or campout.
   2b. Using the menu planned in First Class requirement 2a, make a list showing a budget and the food
         amounts needed to feed three or more boys. Secure the ingredients.
   2c. Show which pans, utensils, and other gear will be needed to cook and serve these meals.
   2d. Demonstrate the procedures to follow in the safe handling and storage of fresh meats, dairy products,
        eggs, vegetables, and other perishable food products. Show how to properly dispose of camp garbage,
         cans, plastic containers, and other rubbish.
   2e. On one campout, serve as cook. Supervise your assistant(s) in using a stove or building a cooking fire.
         Prepare the breakfast, lunch, and dinner planned in First Class requirement 2a. Supervise the cleanup.

   3a. Discuss when you should and should not use lashings.
   3b. Demonstrate tying the timber hitch and clove hitch.
   3c. Demonstrate tying the square, shear, and diagonal lashings by joining two or more poles or staves 
   3d. Use lashings to make a useful camp gadget or structure.

   4a. Using a map and compass, complete an orienteering course that covers at least one mile and requires    
         measuring the height and/or width of designated items (tree, tower, canyon, ditch, etc.).
   4b. Demonstrate how to use a handheld GPS unit, GPS app on a smartphone, or other electronic
         navigation system. Use GPS to find your current location, a destination of your choice, and the route
         you will take to get there. Follow that route to arrive at your destination.

   5a. Identify or show evidence of at least 10 kinds of native plants found in your local area or campsite
         location. You may show evidence by identifying fallen leaves or fallen fruit that you find in the field, or
         as part of a collection you have made, or by photographs you have taken.
   5b. Identify two ways to obtain a weather forecast for an upcoming activity. Explain why weather forecasts
         are important when planning for an event.
   5c. Describe at least three natural indicators of impending hazardous weather, the potential dangerous
         events that might result from such weather conditions, and the appropriate actions to take.
   5d. Describe extreme weather conditions you might encounter in the outdoors in your local geographic
         area. Discuss how you would determine ahead of time the potential risk of these types of weather
         dangers, alternative planning considerations to avoid such risks, and how you would prepare for and
         respond to those weather conditions.

   6a. Successfully complete the BSA swimmer test.
   6b. Tell what precautions must be taken for a safe trip afloat. Tell what precautions must be taken for a
         safe trip afloat.
   6c. Identify the basic parts of a canoe, kayak, or other boat. Identify the parts of a paddle or an oar.
   6d. Describe proper body positioning in a watercraft, depending on the type and size of the vessel. Explain
         the importance of proper body position in the boat.
   6e. With a helper and a practice victim, show a line rescue both as tender and as rescuer. (The practice
         victim should be approximately 30 feet from shore in deep water.) With a helper and a practice victim,
         show a line rescue both as tender and as rescuer. (The practice victim should be approximately 30 feet
         from shore in deep water.)

First Aid and Emergency Preparedness
   7a. Demonstrate bandages for a sprained ankle and for injuries on the head, the upper arm, and the
   7b. By yourself and with a partner, show how to:
         - Transport a person from a smoke-filled room.
         - Transport for at least 25 yards a person with a sprained ankle.
   7c. Tell the five most common signals of a heart attack. Explain the steps (procedures) in cardiopulmonary
         resuscitation (CPR).
   7d. Tell what utility services exist in your home or meeting place. Describe potential hazards associated
         with these utilities and tell how to respond in emergency situations.
   7e. Develop an emergency action plan for your home that includes what to do in case of fire, storm, power
         outage, and water outage.
   7f. Explain how to obtain potable water in an emergency.

   8a. After completing Second Class requirement 7a, be physically active at least 30 minutes each day for
         five days a week for four weeks. Keep track of your activities.
   8b. Share your challenges and successes in completing First Class requirement 8a.  Set a goal for
         continuing to include physical activity as part of your daily life.

   9a. Visit and discuss with a selected individual approved by your leader (for example, an elected official,
         judge, attorney, civil servant, principal, or teacher) the constitutional rights and obligations of a U.S.
   9b. Investigate an environmental issue affecting your community. Share what you learned about that issue   
         with your patrol or troop. Tell what, if anything, could be done by you or your community to address the
   9c. On a Scouting or family outing, take note of the trash and garbage you produce. Before your next
         similar outing, decide how you can reduce, recycle, or repurpose what you take on that outing, and
         then put those plans into action. Compare your results.
   9d. Participate in three hours of service through one or more service projects approved by your
         Scoutmaster. The project(s) must not be the same service project(s) used for Tenderfoot requirement
         7b and Second Class requirement
   8e. Explain how your service to others relates to the Scout Law.

   10. Tell someone who is eligible to join Boy Scouts, or an inactive Boy Scout, about your Scouting  
         activities. Invite him to an outing, activity, service project, or meeting. Tell him how to join, or encourage   
         the inactive Boy Scout to become active. Share your efforts with your Scoutmaster or other adult

Scout Spirit
   11. Demonstrate Scout spirit by living the Scout Oath and Scout Law. Tell how you have done your duty to
         God and how you have lived four different points of the Scout Law (different from those points used for
         previous ranks) in your everyday life.
   12. While working toward the First Class rank, and after completing Second Class requirement 11,
         participate in a Scoutmaster conference.
   13. Successfully complete your board of review for the First Class rank.

NOTE: Alternate Requirements for the First Class rank are available for Scouts with physical or mental disabilities if they meet the criteria listed in the Boy Scout Requirements book. (No. 34765)
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Since March 17, 2013