Purple Star

Canada and the World

(Click on any star to access other badges)

PURPOSE

To provide opportunities for Cubs to understand better how to actively participate in Canadian society and the world we live in. The Canada and the World Activity area stresses four goals:

To learn about and appreciate Canadian society through active participation in community service projects.
To discover and learn about their own faith and various world religions.
To participate in programs which highlight people and their cultures.
To demonstrate the interrelationships Canadians have with people from other countries.

PURPLE STAR

The Purple star provides a variety of basic and simple introductory activities for children with online limited experience exploring and learning about Canada's rich heritage and land, and the role Canadians play in the world. Living in a pluralistic, multi-cultural democracy involves understanding other peoples points of view and beliefs. As well, participation in community service projects raises awareness of the quality of life Canadians enjoy.

BADGES

The Canada and the World Badges are designed to provide a variety of activities which demonstrate the breadth and depth of Canadian Society.

PURPLE STAR
ABORIGINAL AWARENESS BADGE
CANADIAN HERITAGE BADGE
INTERNATIONAL TRADE BADGE
SPACE EXPLORATION BADGE
WORLD RELIGIONS BADGE
WORLD CUBBING BADGE
LANGUAGE STRIP
RELIGION IN LIFE EMBLEM
SPIRITUALITY AWARD
WORLD CITIZEN AWARD

PURPLE STAR (P-)
To earn the Purple Star, choose and do any six of the A requirements and a minimum of five of the B requirements:
A. Requirements

Give the history and draw a picture of the Canadian flag. Also draw the flags of two other countries. (WCB)
Recite or sing "0 Canada", our national anthem.
Draw or trace a map of Canada and include such features as provincial and territorial boundaries, capital cities, your home location, occupations common to the various regions and natural features. (CHG09)
Make a simple scrapbook describing the life of one or more important Canadians of your choice.
Discuss with your leader the benefits you and your community receive from doing community service projects.
Discuss with an adult what some of our Rights and Freedoms are as Canadians. Also discuss what freedom and prejudice mean to you.
Make a chart of your pack or six and see how many cultures are represented.
Participate in an activity which explores the traditions of your own faith. (RIL)
Participate in an activity which explores the traditions of a religion other than your own.
Participate in an activity where you explore the traditions of a culture or country other than your own.
Look through a catalogue, newspaper or magazine for products which are made in another country and sold in Canada. Find products made in Canada that are sold in other countries. (INT)
Make a presentation describing Canadian technology and travel. (SPC)

B. Requirements

Participate in a local food bank drive.
Participate in a project to collect items for the needy, such as clothes or toys. (RC-B07)
Assist a Service Agency in a service project. (e.g. Red Cross, Cystic Fibrosis Foundation, etc.)
Participate in providing service for your place of worship.
Participate in any environmental cleanup or beautification project.
Participate in an Adopt-a-Friend project for a special person, group, community or environment.
Participate in providing service to your Sponsor or assist your Sponsor in any community service project.
Make a gift and donate it to a worthy cause.
Participate in any project which improves access for or awareness of the disabled.
Participate in providing service to your school.
Assist a Colony as a Keo for three months.
Participate in a project that supports the Canadian Scout Brotherhood Fund or Community Development Projects.
Participate in a community service project not listed above.

BADGE ACTIVITIES

ABORIGINAL AWARENESS BADGE (ABO) (link to CHG07)
Do any four of the following requirements:

Tell about or show four or more items that were invented by Aboriginal people and which we still use today.
Make a list of Aboriginal words that are used as names of places, such as provinces and territories, cities, towns, parks, roads and waterways. Discover the Aboriginal meaning of these words.
Learn about some of the Aboriginal people who first lived in your area. Using historical information and designs, make a model or display that shows their dwellings, how they traveled, their writing and art forms, and objects used for daily living.
Learn an Aboriginal game, song, dance or story and share it with your six or pack.
Tell how an Aboriginal people's way of life is affected by the part of the country in which they live.
Discover and tell how Aboriginal people helped early explorers and pioneers to settle in Canada. (CHG02)
If possible, arrange to visit with an Aboriginal person. Find out how that person's life is similar to or different from how Aboriginal people lived long ago.

CANADIAN HERITAGE BADGE (CHG)
Do any seven of the following requirements:

Learn a Canadian folksong and its origins, and then sing it with your six or pack. (ENT05)
Make a scrapbook about a famous Canadian, telling when he or she lived, and what his or her accomplishments were. (ABO06)
Learn a Canadian legend or folktale. Tell it to your six or pack.
Do either (a) or (b):
1. Visit another part of Canada and make a collection of things that you see there. Present your collection to your six or pack
2. Make a presentation about a city in Canada other than where you live. How big is it? When was it founded? What is it famous for? What is Canada like near that city? Hint: Write to the Chamber of Commerce or Tourism Board to get answers.
Visit a local museum. Draw a picture of some of the exhibits or things you see. Show your pictures to your six or pack, and tell them what you liked about the museum and what you learned from visiting it.
Tell your six or pack about a cultural group in Canada. What are their traditions? What languages does the group speak? How has this cultural group contributed to Canada's culture?
Make a presentation about Aboriginal people in Canada. Meet with an Aboriginal person if possible, to learn more about the history, traditions and contributions of local Aboriginal people. (ABO)
Contact a Cub in another part of Canada. Ask the Cub what Canada is like there and what the people like to do.
Draw or trace a simple map of Canada, showing the provinces and territories, capital cities, and other main features you can discover. (P-A03)
Learn the Wolf Cub Promise, Law and Grand Howl in another language of your choice. (LNG)

INTERNATIONAL TRADE BADGE (INT) (link to P-A11) (Updated November 1999)
Do any five of the following requirements:

Make a list of at least eight items around your home (e.g. groceries, clothes, electronics, etc.) that were grown or produced outside Canada. What countries did they come from? Locate these countries on a map, and find out how the tems got to Canada.
Pick any five spices (e.g. cinnamon, nutmeg, clove, pepper, turmeric). Where did they come from? Find out their history and how they first arrived in other parts of the world.
Identify at least two different gem stones. Where did they come from? Find out how they have been traded through history.
Find a business in your area that exports or imports products to or from other countries. Find out where these products have come from, and/or where they are going. How were they transported?
Find out how airplanes carry both cargo and passengers at the same time. Explain why there are special rules for shipping dangerous goods on airplanes.
Identify four different types of cargo ships and what each has been specially designed to carry.
List six things that Canada produces or grows that other countries may want. In return, what things might these other countries trade with us because we don’t produce or grow them?
Learn about the currencies of at least two other countries (e.g. Malaysian ringgits, Chinese yuan, Russian rubles) and compare their value to Canadian currency.
Many famous explorers went on their voyages looking for new trade routes and new lands. Learn the story of one explorer. Share with your six or leader what the explorer went looking for and what they discovered.

SPACE EXPLORATION BADGE (SPC) (link to P-A12)
Do any four of the following requirements:

Discuss the importance of space technology in Canadian living. This could include:
1. weather forecasts
2. communications
3. search and rescue operations
4. map making
5. promoting international cooperation between Canada and other countries
Make a drawing or model of a satellite, such as Canada's first satellites Alouette I and II, ISIS or Hermes, or another satellite of your choice. (ART08)
Make a presentation about the Space Shuttle, including the Canadarm.
Design and build a space station. Include living requirements, such as water, air and food supplies, power sources, communications and describe what peaceful activities the space station can be used for.
Draw or make a model of a rocket, or of a space craft of your own design. Tell about any special features you have included in your model.
Draw or make a space suit currently in use or one of your own design. Tell about any special features you have included in your model.
Make a report on or a scrapbook about an astronaut (Canadian), mission team or space mission of your choice.

A neat resource from NASA is this link: http://spaceplace.jpl.nasa.gov/cubscouts/

WORLD RELIGIONS BADGE (WRG)
With your parent's or guardian's permission and assistance from your leader, complete the following requirements:

Do either (a) or (b):
1. Visit a place of worship other than your own faith and find out some information about its structure, its contents and the form of worship conducted there
2. Meet with a knowledgeable adult who belongs to a denomination or religion other than your own and discover how that person puts their faith into practice in daily life
Find out about a religion other than your own and tell your leader about any of its sacred books, holy places, religious customs and special festivals or holidays.
Discuss with your leader what values many of the world's religions have in common.

WORLD CUBBING BADGE (WCB) (link to P-A01)

Find out how Scouts Canada helps developing countries to improve their living conditions. (Ask a leader about the Canadian Scout Brotherhood Fund"s Community Development Program and Scoutrees For Canada, or contact your local Scout office.)
Make a simple scrapbook of another country, containing pictures, drawings or samples of some of the following:
1. the country's flag
2. people's daily dress
3. the country's coins and stamps
4. interesting places in the country
5. how people get around
6. people's houses
7. what the weather is like
8. what kind of food people grow and eat
9. the kinds of things children your age like to do
Do either (a) or (b):
1. Make a presentation to your pack or six on the country you"ve chosen. Use your scrapbook and talk about: the language or languages people speak, the religions people follow, the geography and climate,the main cities in the country, the size of the country, the main things people grow and make, the kinds of things people do at home, school, work, in their places of worship, and in the outdoors
2. Learn where the people in your neighbourhood or their ancestors came from. Make a presentation for your pack or six on one of these countries, describing: how people in that country express themselves today (language, beliefs, clothing, religion, ceremonies, etc.) why some people from the country came to Canada some of the country's customs your neighbours have kept (e.g. religion, food, clothing, games, etc.

Language Strip.gif LANGUAGE STRIP (LNG) i.e. Je Parle Francais and Parlo Italiano
While Cubs usually earn this award through school work or knowing a second language, you may want to plan an evening where Cubs have an opportunity to listen to and learn a few words from a new language

Demonstrate that you can communicate in a second language with others in and around your community.

You wear the Language Strip on your uniform. There are Language Strips available for many languages, including sign language and braille. Ask one of your leaders about them.

RELIGION IN LIFE EMBLEM (RIL) (link to P-A08)
This award is designed specifically for Cubs to work with their spiritual advisor to meet requirements that explore their own religious backgrounds and beliefs. Cub leaders should make cubs aware of this award, as it can be tied to school work and school religious education studies.

There are specific Religion In Life Emblems for most religions - only the generic one is illustrated here.

If the requirements for the Religion in Life Emblem have been set by your religious organization, ask your spiritual advisor or leader to help you earn this award.

The Scouts Canada Religion in Life web page has requirements for different Faiths and the Spirituality Award (SPR) requirements. The Spirituality Award is an alternate to the Religion In Life Emblem.

You may earn either a Religion In Life Emblem or a Spirituality Award, but not both.

SPIRITUALITY AWARD (SPR) (link to P-A08)
This award is designed as an alternate to the Religion in Life Emblem. If the Religion in Life badge does not work for you, you can work on the Spirituality award.

The Scouts Canada Religion in Life web page has requirements for different Faiths and the Spirituality Award requirements.

You may earn either a Religion In Life Emblem (RIL) or a Spirituality Award, but not both.

The Spirituality Award goes on your sash where the Religion In Life Emblem goes.

AWARDS

WORLD CITIZEN AWARD (WCZ)
To achieve this award you must complete the following:

Earn the Purple Star (P-).
Earn a total of three of the Canada and the World related badges as follows:
1. The World Religions Badge (WRG) or the Religion in Life Emblem (RIL) or the Spirituality Award (SPR),
2. The Aboriginal Awareness Badge (ABO) or the Canadian Heritage Badge (CHG),
3. One other badge of your choice excluding the Language Strip (INT) (SPC) or (WCB)
Choose a current affairs topic of your choice and follow it in the news for at least one week. Report on what had happened and how people were involved.
Participate in a pack meeting which highlights Canada's role in the United Nations, such as a U.N. night.