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 PREFACE

This guidebook is designed for the Young Marine Private, Young Marine Private
First Class, and Young Marine Lance Corporal. There are three other
guidebooks that you will receive as you progress through your career in the
Young Marines; the Junior Young Marine Guidebook, the Senior Young Marine
Guidebook, and the Advanced Young Marine Guidebook. Each guidebook
contains additional knowledge as well as other degrees of performing, leading
and instructing that will aid you in becoming a leader in your unit as well as in
your community.

This guidebook does not replace the Recruit Training Manual, but should be used
as a reference for material covered during your recruit training period.

Upon your completion of this guidebook, you should maintain it in your personal
Young Marine Library as reference material in the future.

The proponent of this publication is the Young Marines National Headquarters.

Send comments and recommendations to:

National Executive Director

Young Marines National Headquarters
P.O. Box 70735
Southwest Station
Washington, DC. 20024-0735

In the Young Marines program you are given opportunities to earn ribbons,
visit places you have never been, to obtain a great amount of knowledge and
the ability to become a leader. All of your accomplishments are kept in your
record book. To view your online record book go to [Link]
and click on the Fall In logo. You will see a picture of a compass that will have
information about Maintaining a Healthy Drug Free Lifestyle, Guidebooks,
Ribbons and Awards, Scholarship information, Special Programs, SPACES
(Summer Programs of Adventures, Challenges, Encampments and Schools)
and the ability to view your record book. You will want to check your record
book periodically to ensure that it is up to date. If you find an error, please
notify your Unit Commander.
 TABLE OF CONTENTS
BASIC YOUNG MARINE GUIDEBOOK

YOUNG MARINES VISION, MISSION, OBJECTIVES,

GUIDING PRINCIPLES & MOTTO.................................................................................................. PAGE 1

PERFORMANCE OBJECTIVE 1 – CLOSE ORDER DRILL............ . .....................................BYM-1 -1

EO1 – ADOPT THE POSITIONS OF ATTENTION, PARADE REST,
AT EASE, AND REST…………………………………………………………..BYM-1-2
EO2 - FALL-IN AND FALL-OUT OF RANKS…………………………………..BYM-1-4
EO3 - EXECUTE DRESS RIGHT AT NORMAL INTERVAL &
CLOSE INTERVAL…………………………………………………………..BYM-1-5
EO4 - EXECUTE THE FACING MOVEMENTS ....................................................BYM-1-6
EO5 - MARCHING IN QUICK TIME . ............................................................... BYM-1-8
EO6 - MARCHING IN DOUBLE TIME ........................................................... BYM-1-10
EO7 - MARCHING IN MARK TIME . ................................................................BYM-1-11
EO8 - EXECUTE THE HALT ..................................................................................... BYM-1-12
EO9 - FORM A COLUMN FROM LINE ......................................................BYM-1-13
EO10 - EXECUTING COLUMN MOVEMENTS . ....................................... BYM-1-13
EO11 - EXECUTE THE HAND SALUTE ................................................BYM-1-15

PERFORMANCE OBJECTIVE 2 – ESSENTIAL SUBJECTS . ...............................................BYM-2-1

EO1 - OBSERVE YM UNIFORM REGULATIONS . .................................................BYM-2-1
EO2 - OBSERVE GROOMING & PERSONAL
APPEARANCE STANDARDS.............................................................................BYM-2-4
EO3 - RECITE THE YM OBLIGATION, YM CREED........................................BYM-2-6
EO4 - IDENTIFY THE RANK STRUCTURE IN THE YM ....................................BYM-2-9
EO5 - OBSERVE MILITARY CUSTOMS & COURTESIES................................... BYM-2-10
EO6 - RESPOND TO QUESTIONING ON YM HISTORY ...............................BYM-2-1 3
EO7 - IDENTIFY THE PERSONAL, ACHIEVEMENT,
SERVICE, & QUALIFICATION AWARDS ................................................. BYM-2-15
EO8 - KNOW & UNDERSTAND MILITARY
TERMS/MARINE JARGON................................................................ ...BYM-2-15

PERFORMANCE OBJECTIVE 3 – QUALIFIED FIELD SKILLS............................................BYM-3-1

EO1 - SELECT PERSONAL CLOTHING & EQUIPMENT.....................................BYM-3-1
EO2 - PACK & CARRY INDIVIDUAL CLOTHING
& EQUIPMENT............................................................................................................. BYM-3-3
EO3 - APPLY PRINCIPLES OF OUTDOOR TOOLS SAFETY................................BYM-3-4
EO4 - ASSEMBLE A SURVIVAL KIT . .....................................................................BYM-3-4
EO5 - STOVE & LANTERN SAFETY.................................................................BYM-3-5
EO6 - DISCUSS THE PRINCIPLES OF OUTDOOR
COOKING WITH WATER PROCURED IN THE FIELD .............................BYM-3-6
EO7 - CONSTRUCT A SHELTER ......................................................................... .BYM-3-7
EO8 - FOLLOW CAMP ROUTINE & DISCIPLINE
IN THE FIELD.........................................................................................................................BYM-3-8
EO9 - DISCUSS NATURAL HAZARDS ..................................................................BYM-3-9
 EO1 0- DEMONSTRATE A CONCERN
FOR THE ENVIRONMENT ...............................................................................BYM-3-13
EO1 1- TIE A KNOT (THUMB, FIGURE EIGHT,
REEF KNOTS, CLOVE DOUBLE FIGURE EIGHT, HALF HITCH) ......BYM-3-15
EO12- LIGHT A FIRE ............................................................................................................BYM-3-17

PERFORMANCE OBJECTIVE 4 – MAP & COMPASS............................................................. BYM-4-1

EO1 - INTRODUCTION TO MAPS & MAP READING ....................................BYM-4-1
EO2 - STATE THE MEANING OF CONVENTIONAL
SIGNS FOUND ON A TOPOGRAPHICAL MAP ........................................BYM-4-3
EO3 - ORIENT A MAP WITHOUT USE OF A COMPASS ................................. BYM-4-7
EO4 - LOCATE A SPECIFIC POINT ON A MAP
USING A FOUR OR SIX FIGURE GRID REFERENCE
AND A PROTRACTOR..............................................................................................BYM-4-8
EO5 - INTRODUCTION TO THE COMPASS .....................................................BYM-4-1 0

PERFORMANCE OBJECTIVE 5 – DRUG RESISTANCE .....................................................BYM-5-1

EO1 - IDENTIFY ALCOHOL, TOBACCO, MARIJUANA,
COCAINE, INHALANTS, HALLUCINOGENS,
AND METHAMPHETAMINE ..................................................................BYM-5-1

PERFORMANCE OBJECTIVE 6 – PUBLIC SPEAKING ....................................................... BYM-6-1

EO1 - LIST THE BASIC ELEMENTS
OF SPEECH PREPARATION ..........................................................................BYM-6-1
EO2 - TALK FOR THREE MINUTES ON A TOPIC
OF THE YOUNG MARINE’S CHOICE ......................................................... BYM-6-2

PERFORMANCE OBJECTIVE 7 – LEADERSHIP ...................................................................BYM-7-1

EO1 - CARRY OUT THE DUTIES OF A TEAM MEMBER ................................BYM-7-1
EO2 - CARRY OUT THE DUTIES OF THE TEAM LEADER . ........................... BYM-7-2
EO3 - DUTIES OF A YOUNG MARINE FLAG BEARER ................................... BYM-7-2
EO4 - UNDERSTAND THE DUTIES OF FIRE WATCH . ................................... BYM-7-3

PERFORMANCE OBJECTIVE 8 – CITIZENSHIP . ............................................................... BYM-8-1

EO1 - DISCUSS UNITED STATES (US) CITIZENSHIP
AND ITS RESPONSIBILITIES ....................................................................BYM-8-1
EO2 - PROVIDE A SHORT HISTORY OF THE U.S. FLAG.................................. BYM-8-2
EO3 - SING OR RECITE FROM MEMORY, THE FIRST
STANZA OF THE NATIONAL ANTHEM............................................................BYM-8-2
EO4 - RECITE FROM MEMORY, THE PLEDGE
OF ALLEGIANCE...............................................................................................BYM-8-3
EO5 - PERFORM 50 HOURS OF COMMUNITY SERVICE................................BYM-8-4
PERFORMANCE OBJECTIVE 9 – PHYSICAL FITNESS, HEALTH,
AND FIRST AID.........................BYM-9-1
EO1 - IDENTIFY THE COMPONENTS OF
PHYSICAL FITNESS..............................................................................................................BYM-9-1
EO2 - COMMIT TO A PERSONAL PHYSICAL
FITNESS PROGRAM.............................................................................................BYM-9-2
EO3 - EXPLAIN THE TEN TIPS ON HEALTHY EATING ........................................BYM-9-2
EO4 - PASS THE YOUNG MARINES PHYSICAL FITNESS TEST......................BYM-9-4
EO5 - APPLY BASIC FIRST AID TECHNIQUES ....................................................BYM-9-13

Full color reference photos for some examples are at the back of the book
The Young Marines organization is supported by the following vision, mission,
guiding principles, objectives, and motto. It is not required that you learn them
however, they will come in handy as a reference when speaking about our
program.

Vision. To earn and preserve a reputation as a leader in youth development and

drug demand reduction.

Mission. The mission of the Young Marines is to positively impact America’s

future by providing quality youth development programs for boys and girls that
nurtures and develops its members into responsible citizens who enjoy and
promote a healthy, drug-free lifestyle.

Guiding Principles.

1. The health, welfare and safety of the Young Marines are paramount.
2. We value our volunteers and will provide them with the tools they need to
succeed.
3. We will never forget that this program is for our youth. We will uphold the core
values of Honor, Courage and Commitment.
4. We pledge to the parents to serve as positive role models to their children.
5. We get by giving.

Objectives. The objectives of the Young Marines is to:

• Promote the physical, moral, and mental development of its members

• Advocate a healthy, drug-free lifestyle through continual drug prevention
education
• Instill in its members the ideals of honesty, fairness, courage, respect, loyalty,
dependability, attention to duty, love of God, and fidelity to our country and its
institutions
• Stimulate an interest in and respect for academic achievement and the history
and traditions of the United States of America
• Promote physical fitness through the conduct of physical activities, including
participation in athletic events and close order drill

Motto. “Strengthening the lives of America’s Youth.”

 Performance Objective 1:Close Order Drill

Enabling Objectives:

1. Adopt the Positions of Attention, Parade Rest, At Ease, and Rest.

2. Fall in and Fall out of Ranks.
3. Execute Dress Right Dress.
4. Execute the Facing Movements.
5. Marching in Quick Time.
6. Marching in Double Time.
7. Marching in Mark Time.
8. Execute the Halt.
9. Form a Column from Line.
10. Executing Column Movements.
11. Execute the Hand Salute.

1. Introduction. One of the first things you, as a new recruit, will learn in great
detail is Close Order Drill. Even as a Young Marine Private and Young Marine
Private First Class, you will need to study this chapter well. Close Order Drill is
used for a few different reasons. One is to move you as a group from one place
to another all at the same time and in step with each other. It is also used to instill
discipline by having you move when you are directed to without having to think
about it or ask questions. It also helps the Young Marine who is drilling, or marching
you, to get better and gain more confidence while doing so. This Young Marine will
be you someday, so study this very hard and practice often.

2. Words of Command. There are two words of command that you will be given
while conducting Close Order Drill. One is called the Preparatory Command,
and the other is called the Command of Execution.

a. The preparatory command is the command that tells you to get ready
to do something.

b. The command of execution is the command that tells you to do it.

Throughout this chapter, all preparatory commands will be in small letters, and
the commands of execution will be in caps, or all big letters. Here is an
example:

1. squad, ATTENTION. Squad is the preparatory command, and attention

is the command of execution.

2. right, FACE. Right is the preparatory command, and face is the

command of execution.

OK?... Good, then let’s get started, and remember... Close Order Drill is a very
big and important part of being a Young Marine.

BYM-1-1
E.O. 1 Adopt the Positions of Attention, Parade Rest, At Ease, and Rest.

1. Position of Attention. The position of attention is the beginning position for all
Close Order Drill. In this position you are ready for anything. This is also the
position you should be in when you are speaking with adult instructors, Young
Marine recruit instructors, or important officials like the Mayor, Senators, or the
National Executive Director of the Young Marines. This is always the position
that you will “Fall In” at. After “Falling In”, when you are being told to be at
attention, it will be ordered like one of these;

a. squad, ATTENTION
b. platoon, ATTENTION

Upon hearing the command “ATTENTION”, follow the steps below.

a. Bring your left heel against the

right heel sharply and quickly.

b. Your toes should point away from

each other at a 45 degree angle keep-
ing the heels touching.

c. Keep your legs straight but not

stiff. A little flex in the knees is good. If
you lock your knees you will become
dizzy and pass out.

d. Keep your hips and your shoul-

ders level and facing to the front, and
lift your chest like taking a big breath.
Don’t forget to breath, ha, ha.

e. Let your arms hang naturally at

your side. Make a loose fist with the
fingers curled and your palms facing
the side of your leg. Your thumbs
are placed along the seam of your
trousers.

f. Keep your head and body straight

and tall and look straight ahead.

g. Stand still and do not talk or look

around. Keep your mouth closed and
tuck your chin in just a little.

Figure 1-1

BYM-1-2
2. Parade Rest. Parade Rest is a way to relax from the position of attention but still
keeping your head and eyes to the front. We call this the modified position of atten-
tion. You can stand this way longer than you can at attention and still look sharp and
uniform with everyone else. It’s a very impressive position if I say so myself. You can
only go to Parade Rest from attention. The command is “parade, REST”.
Parade Rest is performed as follows:

a. Lets say you are standing at atten-

tion and you are given the command,
“parade, REST.”

b. At “parade”, you will shift the

weight of your body to the right leg
without noticeable movement.

c. On “REST” and for the count of

one, smartly move your left leg to the
side so that your left heel is about 12
inches from your right heel.

d. Keep your legs straight but not

stiff, resting the body weight equally
on both legs.

e. Clasp the hands behind the back

while moving the left foot.

f. Place the left hand at the small of

your back, just below the belt, and
place the right hand inside the left.

g. Grasp the thumb of the left hand

lightly with the thumb of the right
hand.

h. Extend and join all the fingers,

and palms facing the rear. Align the
elbows with the body.

i. Hold your head and eyes in the

same position as you would at atten-
tion.

Figure 1-2

Note: The only command you may receive while at parade rest is back to the position
of attention. The command is “squad, ATTENTION.”

On the command of execution, smartly bring the left heel against the right heel.

BYM-1-3
 At the same time, drop the arms to the sides and assume the position of attention.

3. At Ease. At ease is another way to relax from the position of attention. It is almost like
Parade Rest, except you can move to make adjustments to your uniform and
equipment as long as you keep your right foot in place. You cannot talk at this position.

Remember – there is no preparatory command for “AT EASE”. “At ease” is performed as
follows:

a. Assume that you are halted at attention and that you have received the command
“AT EASE” (this command is not preceded by a preparatory command.)

b. On “AT EASE” and for the count of one, keep your right foot in place. Move about to
adjust your uniform and equipment only.

c. Mainta i n s i l e n c e . Note: The only command you may receive while at ease is
“ATTENTION.”

i. When you hear “squad” or “platoon”, assume the position of parade

rest.

ii. On “ATTENTION,” smartly bring the left heel against the right heel and
assume the position of attention.

4. Rest. Rest is still another way to relax from the position of attention. Just like “at ease”,
you keep your right foot in place and you can make adjustments to your uniform. You
may speak in low conversational tones.

a. Assume that you are halted at attention and that you have received the command
“REST” (like the command AT EASE, there is no preparatory command).

b. On “REST” and for the count of one, keep your right foot in place. Move about only
to adjust equipment.

Note: The only command you may receive while at rest is the command “ATTENTION.”

i. When you hear “squad” or “platoon”, assume the position of Parade Rest.

ii. On “ATTENTION” smartly bring the left heel against the right heal and assume the
position of attention.

E.O. 2. Fall in and Fall out of Ranks.

1. Fall-In. Assume that you are within earshot and receive the command, “fall IN.”

a. Quickly move to the designated area. (You will know this by the person who gave the
command.)

b. Get in your squad and get your distance and interval by raising your left arm straight

BYM-1-4
 out to your side with your fingers extended and joined. Once your fingers touch the
shoulder of the person to your left, you have your proper distance and can drop
your arm to your side and remain at attention until given other orders.

c. If you are the squad leader of a squad other than the first squad, when you fall in,
raise your right arm out in front of you with your fingers extended and joined. Get your
distance between you and the squad leader in front of you this way. The proper
distance should be about 40 inches. Once you have this distance, drop your arm and
remain at attention until given other orders.

2. Fall-Out. Assume that you are halted at attention and that you have received the
command, “fall-OUT.”

a. On “fall OUT” leave your position in ranks.

b. Go to a pre-designated area or remain in the immediate vicinity.

Note: The only command you may receive from “fall OUT” is “fall IN.”

E.O. 3. Execute Dress Right at Normal Interval and Close Interval.

1. Dress Right. Assume that you are in rank and at the position of attention.

a. On the command “dress

right, DRESS.”

b. You raise your left arm

shoulder height with hand and
fingers joined and extended.

c. At the same time, turn your

head to the right.

d. Move right or left until your

right shoulder touches the
extended arm of the person to
your left. Move forward or back-
ward until you are in line with
the person to your right.

e. On the command “ready,

FRONT.”

f. Drop your left arm to your

side in the position of attention
and turn your head to the front.

g. If you have someone to your

front, align yourself directly be-
hind the person in front of you.
Figure 1-3

BYM-1-5
E.O. 4. Execute the Facing Movements.

Facing movements are those individual movements that you perform either as
one or as part of a squad or a platoon. Facing movements are done in one place
and do not require movement from one place to another.

1. Right Face. This command tells you to turn to the right. The preparatory
command is “right”, and the command of execution is “FACE”.

a. Assume that you are halted

at attention and that you have
received the command “right,
FACE.”
(The preparatory command
“right” tells you the direction you
are about to move in).

b. On “FACE” and for the count

of one, slightly lift the toe of the
right foot and the heel of the left
foot.

c. Then face 90 degrees to

the right by pivoting on the right
heel assisted by slight pressure
from the left toe.

d. Hold the left leg straight

without stiffness. Remember
to keep your thumbs along the
seams of the trousers.

e. For the count of two, smartly

bring the left heel against the
right heel, assuming the position
of attention (TWO).

f. Remain in this position until

given another command.

Figure 1-4

BYM-1-6
2. Left Face. This command tells you to turn to the left. The preparatory
command is “left”, and the command of execution is “FACE”.

a. Assume that you are halted

at attention and that you have
received the command “left,
FACE.”

b. On “FACE” and for the count

of one, slightly lift the toe of the
left foot and the heel of the right
foot.

c. Then face 90 degrees to the

left by pivoting on the left heel,
assisted by slight pressure from
the right toe.

d. Hold the right leg straight

without stiffness. Remember
to keep your thumbs along the
seams of the trousers.

e. For the count of two, smartly

bring the left heel against the
right heel, assuming the position
of attention.

f. Remain in this position until

given another command.

Figure 1-5

3. About Face. This command tells you to face in the opposite direction. The
preparatory command is “about”, and the command of execution is “FACE”.

BYM-1-7
 a. At “about,” shift the weight of
your body to the left leg without
noticeable movement.

b. On “FACE” and for the

count of one, place the ball of
the right foot in position, touch-
ing the deck at one-half of your
foot’s length to the rear and
slightly to the left of your left
heel.

c. Keep the right leg straight

without stiffness. Rest the body
weight on both legs.

d. For the count of two, face to

the rear by turning to the right.

e. Pivot on the heel of the left

foot and the ball of the right foot,
assuming the position of atten-
tion (TWO).

Figure 1-5

Note: If properly executed, the heels will be on line and touching when the movement
is completed, and you will be facing in the opposite direction from where you were.
Remain in this position until given another command.

E.O. 5. Marching in Quick Time.

Quick Time Cadence. Quick Time is the term for marching at a regular pace.
Cadence is the number of steps per minute, or the “beat” you march to. Regular
cadence in Quick Time is 120 steps, or beats per minute. A regular Quick Time
step is 30 inches for adults. In the Young Marines though, the Platoon Sergeant may
adjust the length of the steps for shorter Young Marines.

BYM-1-8
1. From the Halt. Assuming that you are halted at attention and that you have
received the command “forward, MARCH.” The preparatory command is
“forward”, and the command of execution is “MARCH”.
a. At “forward,” shift the weight of your body to the right leg without
noticeable movement.

b. On “MARCH” smartly take a normal step to the front with the left foot.

c. At the same time, begin to swing your arms in their natural arc, 6 inches to the
front and 3 inches to the rear of your legs.

d. Continue to march without stiffness or exaggeration of movement, swinging the

arms as indicated above until given another command.

e. Make sure you keep the same distance between you and the Young Marine in
front and to the right of you. You should always be in line with the Young Marine
to your right.

2. While Marking Time. (See E.O. 7) Assume that you are marking time and
you received the command “forward, MARCH.” The preparatory command is
“forward”, and the command of execution is “MARCH”. (Note: The command
of execution may be given as either foot strikes the deck. For example, the
command is given as the left foot strikes the deck.)

a. On “MARCH,” take one more 2-inch vertical step in place with your right foot.

b. Take a normal step to the front with your left foot.

c. Continue to march, taking normal steps, swinging your arms 6 inches to the
front and 3 inches to the rear of your legs until given another command.

d. Make sure you keep the same distance between you and the Young Marine in
front and to the right of you. You should always be in line with the Young Marine
to your right.

3. While Marching Forward at Double Time. (See E.O. 6) Assume you are
marching forward at double time and you receive the command “quick time,
MARCH.” The preparatory command is “quick time”, and the command of
execution is “MARCH”. (Note: The command of execution may be given as either
foot strikes the deck. For example, the command is given as the left foot strikes
the deck).

a. On “MARCH” take a 36-inch step to the front with your right foot.

b. Take a normal step to the front with the left leg

c. At the same time, decrease the cadence to normal steps and lower your arms
to the quick-time position.
d. Continue to march, taking normal steps, swinging your arms 6 inches to the
front and 3 inches to the rear of your legs until given another command.

BYM-1-9
e. Make sure you keep the same distance between you and the Young Marine in front
and to the right of you. You should always be in line with the Young Marine to your
right.

4. While Marching at Half Step. Assume you are marching at half step and you
receive the command “forward, MARCH.” The preparatory command is “forward”, and
the command of execution is “MARCH”. (Note: The command of execution may be
given as either foot strikes the deck. For example, the command is given as the left
foot strikes the deck.)

a. On “MARCH” take one more half step to the front with your right foot.

b. Take a normal step to the front with your left foot.

c. Continue to march, taking normal steps, swinging your arms 6 inches at the front
and 3 inches to the rear of your legs until given another command.

d. Make sure you keep the same distance between you and the Young Marine in front
and to the right of you. You should always be in line with the Young Marine to your
right.

E.O. 6. Marching in Double Time.

Double Time Cadence. Double Time is the term for running or jogging. Cadence is the
number of steps per minute, or “beat” you run to. Regular cadence in Double Time is 180
steps, or beats per minute. A regular step in Double Time is 36-inches for adults. In the
Young Marines though, the Platoon Sergeant may adjust the length of the steps for shorter
Young Marines.

1. From the Halt. Assume you are halted at attention and you receive the command,
“double time, MARCH. The preparatory command is “double time”, and the
command of execution is “MARCH”.

a. At “double time”, shift the weight of your body to the right leg without noticeable
movement.

b. On “MARCH” smartly take a slightly longer than normal step to the front with the
left foot.

c. Simultaneously, raise the forearms to a horizontal position along the waistline,

fingers closed and knuckles out.

d. Continue to march, taking slightly longer than normal steps, swinging your arms
in their natural arc across the front of your body until given another command.

e. Make sure you keep the same distance between you and the Young Marine in front
and to the right of you. You should always be in line with the Young Marine to your
right.

BYM-1-10
E.O. 7. Marching in Mark Time.

Mark Time Cadence. Mark Time is the term for marching in place without moving
forward or backward. Cadence is the number of steps per minute, or “beat” you Mark
Time to. Regular cadence in Mark Time is 120 steps or beats per minute. These are
vertical steps you make in place.

1. From the Halt. Assume you are halted at attention and you receive the command
“mark time, MARCH.” The preparatory command is “mark time”, and the command of
execution is “MARCH”.

a. At “mark time” shift your body weight to the right leg without noticeable movement.

b. On “MARCH” take a vertical step in place with your left foot. The ball of your foot
should rise about two-inches and the heel about 4 inches from the deck. Alternate
feet in this manner.

c. At the same time, begin swinging; your arms six inches to the front and three
inches to the rear of your leg.

d. Continue marching in place, taking 120, two-inch vertical alternating steps per minute,
swinging your arms 6 inches to the front and 3 inches to the rear of your legs until
given another command.

e. Make sure you keep the same distance between you and the Young Marine in front
and to the right of you. You should always be in line with the Young Marine to your
right.

2. While Marching at Quick Time. Assume you are marching at quick time and you re-
ceive the command “mark time, MARCH.” The preparatory command is “mark time”,
and the command of execution is “MARCH”. (Note: The command of execution may be
given as either foot strikes the deck. For example, the command is given as the left foot
strikes the deck.

a. On “MARCH” take one more normal step to the front with your right foot.

b. Bring the left foot along side the right foot as in halt.

c. Without losing cadence, take a two-inch vertical step in place with your right foot.

d. Continue marching in place, taking two-inch vertical alternating steps, swinging your
arms 6 inches to the front and 3 inches to the rear of your legs until given another
command.

e. Make sure you keep the same distance between you and the Young Marine in front
and to the right of you. You should always be in line with the Young Marine to your
right.

BYM-1-11
E.O. 8. Execute the Halt.

Halting. When you “halt”, you are stopping what you are doing. If you are marching
forward, to halt would mean to stop marching forward and come to the position of
attention in the direction you are facing. Once you have halted, you will remain at the
position of attention until given another command. The command of execution may be
given as either foot strikes the deck except for side step.

1. To Halt while Marching Forward at Quick Time Cadence. Assume you are marching
forward at quick time and you received the command, “squad, HALT.” The preparatory
command is “squad”, and the command of execution is “HALT”. (Note: The
command is given as either foot strikes the deck.)

a. On the count of one, take one more normal step.

b. For the second count of halt, smartly bring your rear heel against the forward
heel.

c. Assume the position of attention until given another command.

2. To Halt while Marching at Double Time Cadence. Assume that you are marching
forward at double time and that you have received the command, “squad, Halt.” The
preparatory command is “squad”, and the command of execution is “HALT”.
(Note: The command is given as either foot strikes the deck.)

a. For the first count of halt and for your next step, take one more 36-inch step to
the front.

b. For the second count of halt take one more step at quick time, and then smartly
bring the rear heel forward against the other.

c. Assume the position of attention.

d. Remain in this position until given another command.

3. To Halt while Marking Time. Assume you are marking time and you received the
command, “squad HALT.” The preparatory command is “squad”, and the command of
execution is “HALT”. (Note: The command is given as either foot strikes the deck.
For example, the command is given as the left foot strikes the deck.)

a. For the first count of halt and for your next step, take one more 2-inch vertical step
in place with the right foot.

b. For the second count of halt, take a 2-inch vertical step in place with the left
foot, bringing the left heel smartly against the right heel and assume the position of
attention.

c. Remain in this position until given another command.

BYM-1-12
4. To Halt while Marching at the Half Step. Assume that you are marching forward at
a half step and that you have received the command “squad, HALT.” The preparatory
command is “squad”, and the command of execution is ”HALT”. (Note: The command of
execution may be given as either foot strikes the deck. For example, the command is
given as the left foot strikes the deck.)

a. For the first count of halt and for your next step, take one more 15-inch step to the
front with your right foot.

b. For the second count of halt and for your next step, smartly bring the left heel against
the right heel.

c. Assume the position of attention.

d. Remain in this position until given another command.

E.O. 9. Form a Column from Line.

Form a Column. Forming a column is basically executing a right or left face like you are
preparing to march forward. When you fall in, you are in line. Once you have completed
a right or left face, you are in column.

Formation on Line. Young Marine units always form on line—the long-line facing forward.

1. To Form Column from Line. Assume you are at attention in a formation in line and you
receive the command “right, FACE.” The preparatory command is “right”, and the com­
mand of execution is “FACE”.

a. At “FACE” face to the right, and form a column.

b. Remain in this position until given another command.

2. To Form Line from Column. Assuming you are at attention in a formation in column
and you receive the command “left, FACE.” The preparatory command is “left”, and the
command of execution is “FACE”.

a. At “FACE” face to the left, and form a line.

b. Remain in this position until given another command.

E.O. 10. Executing Column Movements.

Column Movements. A column movement is when you are marching forward in column
formation and you are going to turn in a new direction. This is just like making a right or
a left face, only you’re doing so while marching. When marching, the command of execution
“MARCH”, is given on the foot in the direction of the turn. The commands are:

a. “Column right, MARCH.” On “MARCH” the column turns 90 degrees to the right.

BYM-1-13
 b. “Column left, MARCH.” On “MARCH” the column turns 90 degrees to the left.

c. “Column half-right, MARCH.” On “MARCH” the column turns 45 degrees to the right.

d. “Column half-left, MARCH.” On “MARCH” the column turns 45 degrees to the left.

In the example below, the squad will perform a “Column left”.

Direction of Squad Leader Each person in New Direction of

march. pivots and line pivots in the march.
turns to the same location
Left. as the Squad
Leader.
e. Base Element. The base element is the squad that is closest to the turn. If you are
turning to the left, the first squad would be the “base element”. The pivot Young
Marine for the movement is the first Young Marine in the base squad, excluding the
platoon commander or the guide. Each person that follows the pivot Young Marine
will pivot, or execute their turn in the same spot as the pivot Young Marine.

1. Column Movements while Marching. Assume that you are marching in column and
receive one of the commands listed above.

a. The pivot Young Marine on “MARCH” faces the right or left in the direction of the
turn.

i. Then takes up a half step.

ii. Resume the full step when other Young Marines in your rank are abreast.

b. Other Young Marines of the leading rank turn twice to an oblique (45-degree
turn) right or left without changing interval.

i. Place yourselves abreast of the pivot Young Marine.

ii. Conform to his or her steps.

iii. Execute the first oblique at the command of execution.

iv. Execute the second oblique opposite their new line of march so that when the
BYM-1-14
 oblique is completed, they will be marching in the new direction with proper
interval.

v. Ranks in rear of the Leading Rank, execute the movement on the same
ground and in the same way as the leading rank.

2. Column Movement from the Halt. Assume you are halted and receive one of the
commands listed above.

a. On “MARCH,” the pivot Young Marine faces the right or left by turning to the right or
left on your right toe.

b. Step one full step with your left foot in the new direction.

c. Then take a half step.

d. Resume the full step when the other Young Marines of your rank are abreast.

e. Other Young Marines of the leading rank. Turn twice to the oblique right or left in
marching without changing interval.

f. Place yourselves abreast of the pivot Young Marine.

g. Conform to his or her step.

h. Execute the two oblique movements the same as when the column movement is
ordered while marching.

i. At the same time, march forward and execute the movements the same as
when marching.

E.O. 11. Execute the Hand Salute.

1. Hand Salute. Assume you are halted at attention and you have received the
command, “hand, SALUTE.”

a. On “SALUTE” raise the right hand until the tip of the right forefinger touches the
lower portion of the headdress above or slightly to the right of the right eye.

b. Keep the wrists and forearm

straight.

c. Incline the forearm at a

45-degree angle.

d. Keep the upper arm parallel

to the deck and the elbow in line
with the body.

Figure 1-5

BYM-1-15
 e. Extend and join the fingers with the thumb along the hand and the palm
down. Ensure that you are able to see the entire palm when looking straight
ahead.

f. On “ready, TWO” smartly and in the most direct manner, return the right hand to the
right side.

g. Assume the position of attention.

h. Remain in position until another command is given.

2. Present Arms without Arms. Assume you are halted at attention and you receive the
command, “present, ARMS.”

a. On “ARMS” execute the hand salute.

b. The next command will be “order, ARMS” smartly and in the most direct manner,
return the right hand to the right side.

c. Assume the position of attention.

d. Remain in position until another command is given.

3. Hand Salute without Commands. A salute shall be rendered to Colors, all Federally
Commissioned Officers, and the unit commander only.

a. Render the salute when colors or the person to be saluted is at a six-pace distance
or at the nearest point of approach if it is within six paces.

b. Do not render the salute if the person to be saluted does not approach within 30
paces.

c. Assume that you are walking down the street and an officer comes within saluting
distance:

i. Execute a hand salute

ii. At the same time, turn your head in the direction of the officer.
iii. Offer an appropriate greeting while saluting the officer such as
“Good Morning, sir or Ma’am.”

d. When you are in a group but not in a formation, the entire group salutes at one time.
When you are in a formation, the senior person calls the formation to attention, if not
already at attention, and salutes for the unit.

BYM-1-16
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 1: Close Order Drill
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
1 Adopt the Positions of Attention, Parade Rest, At Ease,
and Rest.
a When given the proper command, did the Young Marine
properly assumed the position of Attention?
b When given the proper command, did the Young Marine
properly assumed the position of Parade Rest?
c When given the proper command, did the Young Marine
properly assume the position of At Ease?
d When give the proper command, did the Young Marine
properly assume the proper position of Rest?
2 Fall in and Fall out of Ranks.

a When given the proper command, did the Young Marine

properly Fall-in?
b When given the proper command, did the Young Marine
properly Fall-out?
3 Execute Dress Right

a When given the proper command, did the Young Marine

properly execute Dress Right?
4 Execute the Facing Movements.

a When given the proper command, did the Young Marine

properly execute Right Face?
b When given the proper command, did the Young Marine
properly execute Left Face?
c When given the proper command, did the Young Marine
properly execute About Face?
5 Marching in Quick Time.

a When given the proper command, did the Young Marine

properly march in Quick Time?
When asked to orally describe Quick Time without the help
of any aids, did Young Marine describe Quick Time in their
b own words?

BYM-1-17
 PERFORMANCE QUALIFICATION REVIEW
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
6 Marching in Double Time.

a When given the proper command, did the Young Marine

properly execute Double Time?
b When asked to orally describe Double Time without the help
of any aids, did the Young Marine describe Double Time?
7 Marching in Mark Time.

a When given the proper command, did the Young Marine

properly execute Mark Time?
8 Execute the Halt.

a When given the proper command, did the Young Marine

properly execute Halt?
9 Form a Column from Line.

While in formation (Squad or Team on-line) and given the

proper command, did the Young Marine execute the proper
a movement to form Column from Line?
10 Executing Column Movements.

a While in formation (Squad or Team on-line) and given the

proper command, did the Young Marine properly execute
Column Right and Column Half Right?
b While in formation (Squad or Team on-line) and given the
proper command, did the Young Marine properly execute
Column Left and Column Half Left?
c While in formation (Squad or Team on-line) and given the
proper command, did the Young Marine properly execute
Column Right and Column Left from the Halt?
d When asked to orally describe the Base Element without
the help of any aids, did the Young Marine properly describe
the Base Element?
11 Execute the Hand Salute.

a When given the proper command, did the Young Marine

properly execute the Hand Salute?
b When asked to orally describe the proper times to render
a Hand Salute without the help of any aids, did the Young
Marine know when to properly render a Hand Salute?

BYM-1-18
 Performance Objective 2: Essential

Subjects Enabling Objectives:

1. Observe Young Marines Uniform Regulations

2. Observe the Grooming and Personal Appearance Standards.
3. Recite the Pledge of Allegiance, first verse of the National Anthem,
the Young Marine Obligation, Creed, and the Young Marine
Hymn.
4. Identify the rank structure in the Young Marines.
5. Observe Military Customs and Courtesies.
6. Respond to questioning on the Young Marine History.
7. Identify the Personal, Achievement, Service and Qualification Awards.
8. Know and understand Military Terms/Marine Jargon.

Introduction. Essential subjects are those things every Young Marine needs to know
to be the best Young Marine they can be. From uniform appearance to personal
appearance, looking your best will help you to feel your best. Understanding and
knowing the Young Marine Obligation, Creed, and Rank Structure will make your time
in the Young Marines helpful and enjoyable. Learn our Customs and Courtesies,
know our history, and be able to identify all Awards. You will go far in our organization
if you can do these things.

E.O. 1 Observe Young Marines Uniform Regulations

1. Uniform Regulations. Young Marines are authorized to wear appropriately modified

versions of the Marine Corps uniform. The National Executive Director issues the
modifi­cations designed to clearly identify the wearer as a member of the Young Marines.
The Young Marine uniform is worn during Young Marine Drills (Meetings) or other
authorized Young Marine activities as determined by the unit commander.

BYM-2-1
2. Young Marine Uniform. The only official uniform in the Young Marines Program for
both youth and adult is the woodland pattern camouflage blouse, trousers and khaki
web belt, boots, cover and white T-shirt as shown in Figure 2-1. This uniform is required
for all Young Marine events. The camouflage uniform can only be modified as in
figure 2-2. Either the red National T-shirt or the unit T-shirt can be substituted for the
white T-shirt. This is the only modification that can be made at the unit commander’s
discretion. No other modifications or deviations are authorized such as shooting
badges, scuba bubbles, jump wings, fourragiere, lanyards or other uniforms such as
the digital uniform. The unit may designate a Physical Training (PT) uniform consisting
of Shorts and T-Shirt, white socks and athletic shoes, as in Figure 2-3. A sweatshirt
and pants may be added for cold weather. The Service A and C uniforms in Figure 2-4
and Figure 2-5 may be worn by Young Marines on special occasions such as parades,
and birthday balls. Young Marines do not travel in the service A or C uniform.
Young Marines should always travel in civilian attire with the red National T-shirt. The
Service A and C uniforms are optional uniforms and not required. For information
concerning the service A and C uniform, please see the Registered Adult Manual,
Appendix A, Uniform Regulations.

3. Care and Wear of the Uniform. The Young Marine is responsible for keeping their
uniform clean and neatly pressed at all times. The parts are the uniform are:

a. Cover. The woodland-style authorized camouflage utility cap is worn with the
authorized woodland-style camouflage uniform. The cover will be machine or hand
laundered in warm water. It may be starched or sized but may not be bleached.
The authorized cover comes with the ironed on Marine Corps emblem and is
authorized by all personnel. Adults and Young Marines do not wear rank or any
other device on their covers.

b. Camouflage Blouse. Worn with the olive drab Young Marine breast pocket
patch centered above the left breast pocket, flush to the pocket seam and flush
to the edges of the pocket, (see figure 2-6). The Young Marine shoulder patch is
worn on the wearers left sleeve with the unit designation arc centered above the
patch, on the shoulder seam, (see figure 2-7). The blouse will be machine or hand
laundered in warm water. It may be starched or sized but may not be bleached.

c. Nametape. An olive drab nametape is worn centered over the right pocket, flush to
the pocket seam and flush to the edges of the pocket.

d. Ribbons. Ribbons are worn so that the lowest row of ribbons is 1/8-inch above the
left breast pocket patch and centered. Ribbons are worn in the order of precedence
as established in the Young Marine Awards Manual. They are preferably worn
in rows of three, (see figure 2-6). However, they may also be worn in rows of four.
Ribbons that become soiled or faded should be replaced.

e. Chevrons. Rank insignia is worn on both collars of the camouflage blouse, khaki
shirt or field jacket. They are placed vertically with the single point up and center of
the insignia on a line bisecting the angle of the point of the collar. The lower outside
edges of the chevron are placed 1/2 inch from the edge of the collar (see figure
2-8).

BYM-2-2
f. White T-shirts. Will be worn with the camouflage uniform. Unit Commanders should
pay particular attention to times when the camouflage blouse is removed to expose
the white t-shirt. In order to protect the dignity of our female members, the camouflage
blouse should never be removed if participating in events where water is involved
i.e., water tag, working parties, inclement weather, etc. During these type events, the
white t-shirt can become transparent, potentially leading to unnecessary embarrassment
or harassment. The unit T-shirt or the red National T-shirt may be substituted by the unit
commander for such events.

g. Camouflage Trousers. Worn with straight or pouch pockets. Nametapes will be sewn
over the right rear pocket of the trousers, centered and flush over the top seam. The
trouser will be machine or hand laundered in warm water. It may be starched or sized
but may not be bleached.

h. Khaki Web Belt. Worn with brass buckle. Either Marine Corps style brass buckle or
anodized buckles are authorized. Green or black cargo type belts are also authorized
except during formal inspections. The belt will be machine or hand laundered in warm
water.

i. Boots. The standard black leather or black hot weather tropical (jungle) combat boots
for wear with the utility uniform will be worn. Old-style black combat boots (with
eyelet lacing) may also be worn. Whenever possible, boots should be kept polished
with a high shine on the toes and heels. Black or green socks will be worn with the
boots.

j. Unit or Special T-Shirts. Each unit should have a unit T-shirt with the unit name and the
Young Marine designation imprinted on the shirt. Colors may vary. These T-shirts should
be part of each Young Marines PT uniform. They may also be worn for activities and
functions where the camouflage uniform is inappropriate, for example, car washes,
certain community service projects, etc. The unit T-shirt or the red National T-shirt
may also be worn under the camouflage uniform on the unit level if the unit commander
desires. All Young Marines are expected to keep themselves clean and well groomed
whether in uniform or not.

BYM-2-3
4. Uniform Marking. All uniform items and items used on Young Marine activities must
be marked with the Young Marines Last and First Name with a permanent black
laundry marker. The listed items below must be marked in the following manner:

a. Web Belt. On one side only, inside near the buckle end.
b. Cover. Inside on the sweatband.
c. Blouse. Inside on the neckband.
d. Drawers. Inside the waistband.
e. Gloves. Inside at the wrist.
f. Necktie. On the inside of the neck loop.
g. Dress Shirts and Undershirts. Inside back, on neckband.
h. Shoes/Boots. Inside near the top.
i. Socks. On the instep.
j. Sweater. Stamped on manufacturing label or use marking tape/label sewn
on inside the back of sweater, below the neckband, with thread to match the
sweater.
k. Trousers; Skirts; Slacks. Inside near the top.
l. PT Shorts. Inside immediately below the waistband.
m. Bag, Duffel. On the outside of the bottom of the bag.

5. Responsibility for the Uniform. You should follow these rules to help safeguard your
uniform:

a. Don’t leave your uniform unattended.

b. Mark your name in every item of clothing

c. Promptly replace damaged or poorly fitting parts of your uniform.

E.O. 2 Observe Grooming and Personal Appearance Standards

1. Grooming and Personal Appearance Standards. Young Marines shall adhere to the
following standards:

a. Male Young Marines.

1) Hair will be neat and closely trimmed. Hair will be short enough so that it does not
touch the ears or hang on the nape of the neck. The hair may be clipped at the
edges of the side and back and will not be over 3 inches in length fully extended
on the upper portion of the head. Head hair will be styled so as not to interfere with
the proper wear of uniform headgear. Hair, which protrudes from beneath properly
worn headgear in an unsightly manner, is considered excessive, regardless of
length. Male Young Marines are not authorized to wear braids of any sort or to have
eccentric designs cut in their hair.

2) Beards are unauthorized. However, mustaches and sideburns may be worn,

as long as they conform to current Young Marine grooming standards. When
worn, the mustache will be neatly trimmed and must not extend beyond
the length of the upper lip. The individual length of a mustache hair fully
extended must not exceed 1/2 inch. Except for a mustache, sideburns,
eyebrows, and eyelashes; hair may be grown on the face only when a medical
officer has deter- mined that shaving is temporarily harmful to the individual
Young Marines health. Sideburns will not extend below the top of the orifice of

BYM-2-4
 the ear. Sideburns will not be styled to taper or flare. The length of an individual
hair of the sideburn will not exceed 1/8 inch when fully extended.

3) The only jewelry permitted is watches, medical items, religious medallions, class
or Young Marines ring. All jewelry will be removed for physical training activities.

Front Facial View Side Facial View Front Facial View Side Facial View
Male Male Female Female
Figure 2-9 Figure 2-10 Figure 2-11 Figure 2-12

b. Female Young Marines.

1) Grooming. Hair may touch the collar, but will not fall below the collars lower
edge. Hair that would fall naturally below the collars lower edge will be neatly and
inconspicuously fastened or pinned. During physical training periods in which
physical training clothing is worn, hair will be allowed to fall naturally, without
being fastened or pinned. This does not apply when conducting physical training in
the utility uniform.

2) Hair will be styled so as not to interfere with the proper wear of the uniform
headgear. All headgear will fit snugly and comfortably around the largest part of
the head without distortion or excessive gaps. Hairstyles, which do not allow the
headgear to be worn in this manner, are prohibited.

a) Faddish and exaggerated styles to include shaved portions of the scalp other
than the neckline, designs in the hair, unsecured ponytails and styles that are
distinctly unbalanced or lopsided are prohibited. Multiple braiding and buns
are authorized. If hair extensions are used in the braiding of the hair, the
extensions must have the same general appearance as the individual’s
natural hair. Braided hairstyles will be conservative, and conform to other
guidelines listed herein.

b) Barrettes, combs, rubber bands, etc. are authorized, if concealed by the hair.
Inconspicuous hairpins and bobby pins, if required, are authorized. Hairnets
will not be worn unless authorized for a specific type of duty.

BYM-2-5
 3) Cosmetics. Cosmetics are authorized for wear in uniform if permitted by the
parent or legal guardian. It shall be applied conservatively and must complement the
individual’s complexion and skin tone. Exaggerated or faddish cosmetic styles
are considered inappropriate and shall not be tolerated. Non-eccentric lipstick
and nail polish colors, to include colorless nail polish are authorized for wear with
the uniform. Fingernails with multiple colors and decorative ornamentation are
considered eccentric and MAY NOT be worn. Nail length, to include false nails, will
be no longer than 1/4 inch from the tip of the finger.

4) Jewelry. The only jewelry permitted is watches, medical items, religious

medallions, class or Young Marines ring. All jewelry will be removed for physical
training activities. Small, polished ball or round stud earrings, (post, screw-on, or
clip), not to exceed six millimeters (about 1/4 inch) in diameter, may be worn with
any uniform. When worn, earrings will fit tightly against, and will not extend below, the
earlobe. Only one earring will be worn on or in each earlobe in the lowest hole.

E.O. 3 Recite the Young Marine Obligation and Creed.

1. Young Marine Obligation. The first step in becoming a Young Marine is to want to be a
Young Marine. The second step is to solemnly take the following Young Marine Obliga­
tion:

Young Marine Obligation

From this day forward, I sincerely promise, I will set an example for
all other youth to follow and I shall never do anything that would
bring disgrace or dishonor upon my God, my Country, and its flag,
my parents, myself, or the Young Marines. These I will honor and
respect in a manner that will reflect credit upon them and myself.

Semper Fidelis

When the Young Marine takes the Young Marine Obligation, it becomes the Young Ma­
rines everyday duty and responsibility to always be on their best behavior, always give
their very best effort in all they do, and never bring embarrassment or dishonor to the
things they hold very important, like their God, country, family, themselves and the Young
Marines.

2. Young Marine Creed.

a. The Young Marine Creed helps Young Marines live up to their obligations. The creed
is statements of what Young Marines believe are the right things to do.

Young Marine Creed

1) Obey my parents and all others in charge of me whether young or old.

2) Keep myself neat at all times without other people telling me to.
BYM-2-6
 3) Keep myself clean in mind by attending the church of my faith.

4) Keep my mind alert to learn in school, at home or at play.

5) Remember having self-discipline will enable me to control my body and

mind in case of an emergency.

b. Obey my parents and all others in charge of me whether young or old. The first
statement says that Young Marines obey their parents or guardians. They also obey
those in charge of them. They may be a caretaker, teachers and school counselors,
coaches, police officers, etc., and during Young Marine activities, Young Marines obey
the instruction of their adult leaders and senior Young Marines regardless of their age.
By being obedient, the Young Marine will quickly earn the respect and confidence of
others.

c. Keep myself neat at all times without other people telling me to. The second
statement says that Young Marines always keep themselves neat without being told.
Young Marines are always presentable and prepared to meet anyone at a moments
notice.

d. Keep myself clean in mind by attending the church of my faith. The third
statement says that Young Marines believe in a greater power that guides mankind
to a greater good. This faith is established within the Young Marines family and
strengthened by the Young Marines regular attendance at their place of worship.
Young Marines are respectful of other faiths and religions, because the first settlers to,
what is now known as the United States, settled here to attain religious freedom.

e. Keep my mind alert to learn in school, at home or at play. The fourth statement
says that Young Marines have a lot to learn, to prepare them for the future. It is the
Young Marines parent or guardians responsibility to send Young Marines to school.
It is, however, the Young Marines responsibility to learn. Young Marines always give
their best effort whether in school, at home, or play. Everything a Young Marine
learns has a purpose and much of what they learn can be used in the future. Young
Marines never sell themselves short. They take advantage of every opportunity and
do not rely on others, before they can rely on themselves.

f. Remember having self-discipline will enable me to control my body and mind in

case of an emergency. The fifth statement says that the key to a Young Marines
success is self-discipline. Self-discipline is the ability of one to control themselves,
their actions and impulses. Self-discipline is the foundation of Young Marine training
and the foundation for success in life. Self-disciplined Young Marines succeed in
meeting all their goals. Many Young Marines have earned lifesaving awards and
attributed their success to the self-discipline and training taught by their Young Marine
unit.

BYM-2-7
3. Young Marine Hymn

a. The Young Marine Hymn is the official song of the Young Marines. It is to the
same tune as the Marines Hymn.

Young Marine Hymn ®

From the North and from the South we’ll come
From the East and from the West
We will all enlist in the Young Marines
And forever do our best

From the halls of all our grammar schools

To the shores of all our lakes
We will be the finest Young Marines
No matter what it takes

Let the Boy Scouts and the Girl Scouts march;

Let the Cub Scouts strut and beam
Oh, you haven’t seen the greatest yet
Till you’ve seen the Young Marines

We salute the sailor boys in blue

And the Army in their greens
We are proud to bear the title of
The U.S. Young Marines.

E.O. 4 Identify the rank structure in the Young Marines.

1. Young Marine Rank Insignia. Young Marines are divided into four groups based on
the Young Marine rank they hold. When addressing Young Marines by their rank, the
words “Young Marine” precede the rank. For example, if the Young Marine holds the
rank of Lance Corporal, the Young Marine should be addressed as “Young Marine
Lance Corporal.” When writing the Young Marine rank, the rank can be written in full,
such as “Young Marine Lance Corporal” or shortened, such as “YM/LCPL.”

BYM-2-8
 a. Basic Young Marine (BYM) Rank.

Young Marine Private Young Marine Private First Young Marine Lance
(YM/PVT) Class (YM/PFC) Corporal (YM/LCPL)
Figure 2-13 Figure 2-14 Figure 2-15

b. Junior Young Marine (JYM) Rank.

Young Marine Corporal Young Marine Sergeant

(YM/CPL) (YM/SGT)
Figure 2-16 Figure 2-17

c. Senior Young Marine (SYM) Rank.

Young Marine Staff Young Marine Gunnery

Sergeant (YM/SSGT) Sergeant (YM/GYSGT)
Figure 2-18 Figure 2-19

BYM-2-9
 d. Advance Young Marine (AYM) Rank.

Young Marine Master Young Marine Master Gunnery

Sergeant (YM/MSGT) Sergeant (YM/MGYSGT)
Figure 2-20 Figure 2-21

e. Young Marine Billets

Young Marine First Young Marine Sergeant

Sergeant (YM/1stSGT) Major (YM/GYSGT)
Figure 2-22 Figure 2-23
(This is a billeted rank for YM/MSGT only) (This is a billeted rank for YM/MGYSGT only)

E.O. 5 Observe Military Customs and Courtesies.

1. Military Customs and Courtesies. Military customs and courtesies exist to ensure that
every member of the organization are properly recognized and paid the respect due their
position or rank.

a. Addressing Junior, Senior, and Advance Young Marines. When the Basic Young
Marine addresses a Junior, Senior, and/or Advance Young Marine (hereafter referred
to as “senior” Young Marines), the Basic Young Marine will:

1) Approach the senior Young Marine.

BYM-2-10
 2) Address the more senior Young Marine by rank or rank and last name then state your
business.

3) When the conversation is ended, Say “thank you” and return to your business.

b. Addressing Young Marine adult leaders. When addressing an adult leader, all Young
Marines will:

1) Approach the adult leader.

2) If a Young Marine recruit, you will stand at attention.

3) Render a Hand Salute when outdoors and in uniform to all adults if they are in fact
a retired, active or reserve commissioned officer in the United States Military.
Registered adults in the Young Marines do not rate a salute unless they meet the
criteria above.

4) Address the adult leader by their appropriate title Mr./Mrs./Miss/Ms./Dr./Officer/ Detective/

Instructor, etc. and their last name, or “sir”/”ma’am” if you do not know their title. If the
adult leader is on active duty or in the reserves or retired from the armed forces
and their military rank is known, all Young Marines will address them by rank and last
name.

5) If a Young Marine recruit, state your rank and last name and request permission to
speak. Example—Young Marine Recruit Smith request permission to speak. (Do
not say anymore until given the command, “Speak.”) If a Young Marine, address
the adult by their appropriate title and state your business.

6) The Young Marine Recruit will remain at attention during the conversation.
(Unless given the command “At Ease.”)

7) When the conversation is ended, the Young Marine Recruit will return to the
position of attention, if placed earlier “At Ease” by the adult.

8) The Young Marine Recruit will say an appropriate parting remark, such as “Thank
you/Good Morning/Afternoon/Evening, Sir/Ma’am.”

9) Render a Hand Salute as explained in sub paragraph 3 above.

10) The Young Marine Recruit will take one step back and do an about face and
continue to move away from the adult leader. A Young Marine will move off and
carry on with their business.

c. Addressing all other Adults. When addressing any adult either during or outside
Young Marine activities, all Young Marines will:

1) Approach the adult.

2) If a recruit, stand at attention.

BYM-2-11
 3) Address the adult by their appropriate title Mr./Mrs./Miss/Ms./Dr./Officer/
Detective/Instructor, etc. and their last name, or “sir”/”ma’am” if they do not know
their title. If the adult is on active duty or in the reserves or retired from the
armed forces and their military rank is known, all Young Marines will address
them by rank and last name. If the adult is a Military Officer either active, retired,
or reserve, the Young Marine will render a salute and an appropriate greeting.
(Good morning Sir, etc.)

4) If a Young Marine recruit, state your rank and last name and request permission to
speak. Example—Young Marine Recruit Smith request permission to speak. (Do
not say anymore until the adult asks you to speak.) If a Young Marine, address
the adult by their appropriate title and state your business.

5) The Young Marine Recruit will remain at attention during the conversation.
(Unless given the command “At Ease.”)

6) When the conversation is ended, the Young Marine Recruit will return to the
position of attention, if placed earlier “At Ease” by the adult.

7) The Young Marine Recruit will say an appropriate parting remark, such as “Thank you/
Good Morning/Afternoon/Evening, Sir/Ma’am.” If a military officer, as stated above,
render a salute and appropriate parting remark.

8) The Young Marine Recruit will take one step back and do an about face and
continue to move away from the adult. A Young Marine will move off and carry on
with their business.

d. Entering a Young Marine Office. Before entering an office the Young Marine Recruit
will knock loudly three times and stand at attention in the doorway. When ordered to
enter, the Young Marine will:

1) Enter the office and take the most direct route to adult present

2) Center on the adult present. Remain in the position of Attention and report by
saying, “Young Marine Recruit Smith, reporting as ordered, sir or ma’am”.

3) Do not leave the office, until given the command “Dismissed.”

4) When given the command “Dismissed,” respond to the adult by saying “aye, aye,
sir/ma’am.”

5) Take one step back and do an about face and take the most direct route out
the office.

Note: Young Marines do not salute indoors unless otherwise directed by the unit
commander.

Note: In all instances, Young Marines and Young Marine recruits, if they do not know
the title of the adults will address them as “sir” or “ma’am”.

BYM-2-12
e. Rendering Honors to the National Colors and National Anthem. Young Marines in and
out of uniform will always come to their feet and stand at attention for the United
States Flag and/or the National Anthem.

1) National Colors (Flag). Young Marine will come to attention when the Flag
approaches within six (6) paces of them.

a) In Uniform. If outdoors, The Young Marine will stand at attention and render the
proper hand salute until the Flag is six paces past the Young Marine. If indoors,
the Young Marine, if uncovered, will stand at attention until the Flag passes six
paces beyond. If covered, by direction, the Young Marine will salute.

b) Out of Uniform. The Young Marine will stand at attention until the Flag is six
paces past the Young Marine. The Young Marine will place the right hand over
their heart. If the Young Marine is wearing a cap, the Young Marine will remove
the cap from their head with their right hand and place the cap over their heart.

2) Playing of the National Anthem.

a) In Uniform. If outdoors, The Young Marine will stand at attention, face the Flag,
and render the proper hand salute until the music stops. If indoors, the Young
Marine will stand at attention until the music stops. If there is no flag, the Young
Marine will face the music at attention and remain that way until the music
stops.

b) Out of Uniform. The Young Marine will stand at attention and face the Flag until
the music stops. The Young Marine may place the right hand over their heart. If
the Young Marine is wearing a cap, the Young Marine will remove the cap
from their head with their right hand and place the cap over their heart. If there
is no flag, the Young Marine will face the music at attention and remain that way
until the music stops.

E.O. 6 Respond to questioning on the Young Marine History.

1. The Young Marine should know the:

a. Young Marine Birthday. The Young Marines official birthday is October 17, 1965.
This is the date that the Young Marines was officially chartered by the Marine Corps
League. Young Marine units are encouraged to celebrate its birthday each October.

b. History of the Young Marines. The Young Marines was founded in 1959 in Waterbury,
CT. The official charter was issued to the Young Marines on October 17th, 1965.
Membership was extended to females in 1975. The organization went international in
1995 with its first units in Okinawa, Japan.

c. Marine Corps League. The Young Marines are a subsidiary organization of the
Marine Corps League. The Young Marines were founded by the Brass City
Detachment of the Marine Corps League located in Waterbury, CT.

BYM-2-13
 d. United States Marine Corps. The Marine Corps has supported the Young Marines
since July of 1993. The Young Marines is a service affiliated educational activity and
was identified as the focal organization for the Marine Corps’ Youth Drug Demand
Reduction effort in support of the Defense Authorization Act for Fiscal Year 1993.

e. Young Marines Mission. The mission of the Young Marines is to positively impact
America’s future by providing quality youth development programs for boys and
girls that nurtures and develops its members into responsible citizens who enjoy and
promote a healthy, drug-free lifestyle.

2. Young Marine -Core Values. Every United States Marine upholds the core values of
Honor, Courage and Commitment. These values give Marines their strength, regulates
their behavior, and bonds them together into a force, like no other, capable of over
coming every obstacle and meeting any challenge. The Young Marines Core values are
Discipline, Leadership and Teamwork.

a. Discipline. Discipline requires that Young Marines show instant willingness and
obedience to the rules of the Young Marine program, their parent’s rules, and the
laws of the land. Discipline also dictates a respect for authority. Young Marines will:

1) Follow all rules and regulations set forth in the Young Marines Guidebooks and
Manuals.

2) Follow the rules of the home and of their parents, completing chores, obeying
curfews, and assisting in the home when needed.

3) Follow all laws of our government and have respect for our leaders, police and
those in charge of us.

b. Leadership. Leadership is the ability to influence others. A good leader is able to

effectively pass on from their leaders all that is expected to be accomplished. A true
leader leads by example. Young Marines will:

1) Aspire to positively influence their fellow Young Marines all the time.

2) Accomplish their mission by completing all tasks assigned by their leaders and those in
charge of them from their parents, teachers, coaches and Young Marine adult leaders.

c. Teamwork. Teamwork is cooperation between those working together on a task. To truly

understand teamwork, Young Marines must learn to listen to their leaders and
peers, ask questions to ensure complete understanding, persuade their team that they
can accomplish the mission, respect those on their team and their suggestions, help
those on their team to accomplish the mission, share in the glory and the failures of the
team, and participate in the task as a member of the team. Young Marines will:

1) Always work together to accomplish the mission.

2) Keep their team motivated at all times even when the mission or task is not a
popular one.

BYM-2-14
 3) Not grab all the glory for a team effort, but spread it amongst all team members.

E.O. 7 Identify the Personal, Achievement, Service and Qualification Awards.

1. Young Marine Awards. Young Marines are encouraged to earn awards. Young Marine
Awards are divided into four categories—Personal Awards, Achievement Awards, Service
Awards, and Qualification Awards.

a. Personal Awards. Personal Awards are awarded to Young Marines who distinguish
themselves with exceptional achievement, service, and/or personal courage.

b. Achievement Awards. Achievement Awards are awarded to Young Marines or Young

Marine Units that distinguish themselves with outstanding achievement.

c. Service Awards. Service Awards are awarded to Young Marines or Young Marine
Units that distinguish themselves with outstanding service.

d. Qualification Awards. Qualification Awards are awarded to Young Marines who meet
the qualification requirements for the award.

The flag raising on Iwo Jima signifies valor, virtue, loyalty

and sacrifice of the United States Marine Corps. The motto
“Semper Fidelis” is latin and translates “Always Faithful”.
The Young Marines honor the United States Marine Corps
by adopting these symbols as our own.

Figure 2-26

E.O. 8 Know and Understand Military Terms/Marine Jargon.

Throughout the history of our military there have been terms used to describe actions
and/or events. Additionally, Marines use certain jargon or words to describe things such
as direction, location, and other items.

Below is a list of terms you will hear often as a Young Marine.

BYM-2-15
As You Were Cancel the previous command, or go back to the last position
you were at.
Aye, Aye, Sir!/ I heard what you said, I understand what you said, and I will
Ma’am! obey
Bulkhead Wall
Carry On Continue with what you were doing
Chow Food. Can also be used in place of the words breakfast, lunch,
or dinner. Example: We will P.T. right after chow.
Cover This means three things.
a. The uniform article that covers your head
b. To put your cover on your head
c. Align yourself in formation from front to rear
Deck Floor
Esprit de Corps Readiness for action and courage

Evening Colors Ceremony of lowering the flag at sundown

Field Day General housecleaning. When a field day is performed, every
thing is cleaned from top to bottom.
Firewatch Person or individuals assigned the duty of maintaining order
after lights out
Galley Kitchen
Gear Personal belongings, Issued equipment
Grinder Drill field
Gung Ho “Can Do!”
Hatch Door
Head Bathroom, washroom, or restroom
Ladder Stairway
Mess Hall Dining hall or dining room
Morning Colors Ceremony of raising the flag at sunrise
Overhead Ceiling
Passageway Doorway or corridor
Pipe down! Quiet!
Pogey Bait Candy, cookies, snacks
Police To straighten up or tidy up
Port Left side (as you face to the front)
P.T. Physical Training
Rack Bed, bunk

BYM-2-16
Scuttlebutt Gossip, or a water fountain
Secure Lock up, or to stop work
Semper Fidelis Always Faithful (The Marine Corps Motto)
Skivvies Underwear
Square Away To straighten, make ship shape, or to get settled
Stand By Get ready
Starboard Right Side
Stow To put your gear away
Swab A mop
Topside Upstairs or upper deck
Uncover To remove your headgear

BYM-2-17
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 2: Essential Subjects

E.O. Enabling Objective Description and Authorized

No. Performance Requirement Evaluators
Signature
1 Observe Young Marines Uniform Regulations.
a. Wears the Young Marine uniform correctly.
b. Can describe the only modifications that the unit
commander can make to the official uniform.
c. Knows what style boots can be worn with the Young Marine
Uniform.
d. Knows how to mark all articles of the Young Marine Uni­
form.
2 Observe Grooming and Personal Appearance Stan­
dards.
a. Knows how hair is worn for both male and female Young
Marines.
b. Knows the only jewelry permitted while wearing the official
Young Marine Uniform.
c. Knows how to properly clean and press the Young Marine
Uniform.

3 Recite the Young Marine Obligation and Creed.

a. Can properly recite the Young Marine Obligation.
b. Can properly recite the Young Marine Creed.
c. Can give examples of each of the 5 statements of the
Creed.

4 Identify the Rank Structure of the Young Marines.

a. Knows how to properly state a Young Marine Rank.

b. Knows the ranks in the Basic group, Junior group, Senior

group, and Advanced group.
c. Knows which 2 Young Marine ranks are billets only.

5 Observe Military Customs and Courtesies.

a. Knows how to address senior Young Marines, Unit
Commanders, and other adult staff.
b. Knows the procedure for entering and exiting a Young
Marine office.
c. Knows how to render honors to the National Standard in
and out of uniform.

BYM-2-18
 PERFORMANCE QUALIFICATION REVIEW
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
d. Knows how to render honors to the National Anthem in and
out of uniform.

6 Respond to questioning on Young Marine History.

a. Knows the Young Marine Birthday.
b. Knows where and when the Young Marines were founded.
c. Knows the relationship between the Young Marines and the
Marine Corps League.
d. Knows the relationship between the Young Marines and the
Marine Corps.
e. Knows the 3 Young Marine core values.
f. Can give an example of each of the core values
7 Identify the Personal, Achievement, Service and
Qualification Awards.
a. Can explain what a personal award is.
b. Can explain what an achievement award is.
c. Can explain what a service award is.
d. Can explain what a qualification award is.
e. Can explain how to earn the Drug Demand Reduction
Ribbon Award.
f. Can explain how to earn the Academic Achievement Ribbon
Award.

8 Know and understand Military Terms/Marine Jargon.

a. Knows what each of the 20 shaded terms or Marine Jargon
mean (see pages BYM-2-16 & BYM-2-17)
b. Knows what each of the 19 un-shaded terms or Marine
Jargon mean (see pages BYM-2-16 & BYM-2-17)

BYM-2-19
 Performance Objective 3: Qualified Field Skills
Enabling Objectives:

1. Select personal clothing and equipment.

2. Pack and carry individual clothing and equipment.
3. Apply principles of outdoor tools safety.
4. Assemble a survival kit.
5. Stove and lantern safety.
6. Discuss the principles of outdoor cooking with water procured in the field.
7. Construct a shelter.
8. Follow camp routine and discipline in the field.
9. Discuss natural hazards.
10. Demonstrate a concern for the environment.
11. Tie a knot (thumb, figure 8, and reef knots; clove and half hitch).
12. Light a fire.

1. Introduction. Outdoor field skills and knowledge are some of the key elements in the
Young Marine training program. Many of the greatest challenges and rewards in this
program will occur in adventurous outdoor training. Once you are confident in outdoor
safety, survival and hiking skills, you will be prepared to fully explore and discover our
vast and remote American wilderness.

2. Wilderness Journal. Start now to keep a written record of your adventures and
experiences. Keep copies of routes that you travel, write down stories or anecdotes,
and draw pictures of the animals, plants and scenery you encounter. Record your
favorite and least favorite, places, people and events, and the lessons that you learn
from and experience. At the end of your Young Marine career this journal will tell a
wonderful story.

E.O. 1 Select Personal Clothing and Equipment

1. Preparing for Outdoor Activities.

a. When you select your personal clothing and equipment for an outdoor activity, the
elements of weather and season will have a significant impact on your choices. Air
temperature, wind, precipitation, altitude, humidity and the UA index (intensity of the
sun’s rays) are elements of weather that will need consideration.

b. When you are in the outdoors keep your eyes open for changes in your environment
that could lead to weather changes, and be ready to adapt your clothing and
equipment choices. Changes in air temperature, air pressure, wind direction or cloud
cover often signal upcoming weather changes. More people die from being
improperly prepared for weather changes than any other cause in the outdoors.

2. Clothing. Clothing that you wear for outdoor activity must protect you from sun, wind,
rain and snow, variations of temperature and insects. The components of outdoor
clothing can be identified as:

BYM-3-1
 a. Hat—your hat should be wide brimmed for sun and rain protection, with holes for
ventilation;

b. Shell (jacket)—your shell is your primary protection from wind and rain or snow and
keeps your insulation layer dry;

c. Insulation—you will want to have appropriate insulation for the coldest weather
expected during your activity outside;

d. Shirt—in warm weather you need a long sleeve shirt to protect you from the sun and
insects;

e. Undershirt and underwear—your undershirt can be one of your best methods of

moving moisture away from your skin to assist cooling as well as keep you dry;

f. Pants—choose pants with full length legs that have closures at the cuffs and an
adjustable waist;

g. Socks—Wear socks that provide the appropriate amount of insulation required for
your activity and comfort; and,

h. Footwear—the activities you participate in will have a direct impact on your choice of
appropriate footwear. Make sure that your boots and socks fit properly. There should
be just enough room for your toes to move a little forward. Breaking in footwear prior
to a hike will go a long way in preventing blisters.

In general, your clothing should be comfortable and loose fitting. Try all your individual
items on before going out to ensure fit and that there is no damage or missing parts. You
can complement your cold weather clothing with mitts and a watch cap made from a good
insulator that sheds moisture. Keep all your clothes as clean as possible, repair and wash
when required.

Remember “COLD” if you don’t want to be cold:

C — clean clothes breathe and insulate better

O — avoid overheating by ventilating
L — dress in loose layers
D — stay dry

3. Personal Equipment. Items you would ordinarily carry in your pockets are:

a. Whistle (plastic);

b. Folding pocket knife with a large (10 cm) and small blade;

c. Personal identification and medical insurance card;

d. Map and compass;

e. Matches;
BYM-3-2
 f. Survival kit;

g. Lip balm;

h. Notepad and pencil; and,

i. Small flashlight.

4. Accessories. Some small items you should always carry in your pack:

a. Stainless steel cup, knife/fork/spoon (KFS);

b. Insect repellant and sunscreen;

c. A small tarp (at least 2m X 2m);

d. Small trowel for digging;

e. Sewing kit;

f. A first aid kit; and,

g. Hygiene products (as required).

E.O. 2 Pack and Carry Individual Clothing and Equipment

1. Packing a Backpack. When packing your backpack, follow these general rules:

a. Fasten all pocket covers and don’t let anything hang or dangle from the outside of
your pack

b. Use an open plastic garbage bag that you can seal, as a liner in the main
compartment of your pack to keep items dry.

c. Place heavy objects close to the back of the frame, centered and higher on the
load

d. Carry long items vertically. The width of your load should not exceed 60 cm

e. The shape of the load should be kept as flat as possible;

f. Snug up all compression straps to keep your load compact;

g. Place all toiletries in a protective bag inside your pack to avoid toothpaste flavor
clothes

h. Carry all fuels in an approved sealed container;

i. Pack all the things you’ll need in an emergency in pockets or in the top of your
pack;

BYM-3-3
 j. Pack things in the order you are likely to use them;

k. Pack your days meals and snacks in an outside pocket;

l. Position water bottles in convenient pockets or pouches;

m. Avoid carrying more than 35 lbs; and,

n. Always protect and pad sharp edges of equipment and tools.

E.O. 3. Apply Principles of Outdoor Tools Safety.

1. Safe use of common field tools. When using an axe, shovel or bow saw:

a. Store tools in a secure place, never leave them lying around or touching the ground;

b. Always use the right tool for the job;

c. Follow the safety procedures for using the equipment; and,

d. Keep edges and blades sharp and handles tight and clean and lightly oil steel parts
before storage.

2. Bow Saw Safety. To use your saw safely use steady strokes without excessive weight
on the blade. Be sure to firmly secure the wood, and be careful not to saw your finger!

3. Axe Safety. To use your axe safely:

a. Set yourself up a safe distance from other people;

b. Check that the axe head is secure on the handle;

c. Always limb (cut off branches) by working from the bottom of the tree towards the top,
and stand on the opposite side of the trunk from the branches you are cutting off;

d. Ensure that your swing is not aimed at your foot;

e. Secure your target in a safe manner—not with your hand; and use both hands on
the handle.

E.O. 4 Assemble a Survival Kit

1. Field Survival Kit. You should carry a compact survival kit when traveling or working
in the wilderness. Carry your kit in a pocket—it is possible that you will become
separated from your pack (voluntarily or not) in an emergency. This is a suggested list
of items that you can select from to fill your kit. Add to this list when you discover another
useful item:

a. Matches—at least 20, the kind that will strike anywhere and are waterproof;

b. Candle—tea light or small candles;

BYM-3-4
 c. Strong thin cord—30ft;

d. Fishing gear—15ft of 15 lb line, barbed hooks, a lead weight and a cork;

e. Adhesive bandages of various sizes;

f. Small safety pins;

g. Plastic bags—2 large garbage, 2 small bags;

h. Food—concentrated soup or hard candy;

i. Aluminum foil—small box;

j. Fuel tablets / fire starters—sealed in plastic to avoid contaminating the rest of your kit;

k. Mirror—unbreakable and shatter proof (not glass), for signaling:

l. Small simple compass;

m. Emergency blanket;

n. Spare flashlight bulb and batteries;

o. Young Marine sewing kit,

p. Crayon (will write anywhere) and paper.

Note: If you can carry only the bare minimum, carry matches, a signaling device (whistle),
protection for your body from the elements (garbage bags), a container to heat water,
quick energy food and adhesive bandages.
2. Action in an Emergency Situation. In an emergency situation, remember STOP.

STOP Stop where you are! Don’t panic. Many lost people waste valu-
able energy, and risk injury by panicking—running aimlessly,
continuing to travel after dark, walking in circles, etc.
THINK Think about immediate and future dangers and the factors
involved in your situation. Consider the time of day, your physical
condition, and the last time you had a drink or something to eat.
Try to list the options that are open to you.
OBSERVE Observe your immediate environment, weather, terrain, and
resources available, and how each of these affect your options.
Look for a location for a shelter, for fresh drinking water, and for
clues to your location or the route you took to get where you are
now (e.g. “I followed a stream until it went into a swamp, then I
walked over this hill behind me…)
PLAN Plan your best course of action. Include in your plan the methods
you will use to signal rescuers.

E.O. 5 Stove and Lantern Safety

1. Safety Procedures for the Stove.

BYM-3-5
 a. Fill, light, and use the stove outside of tents, buildings and confined shelters;

b. Ensure no pots or objects are placed on the stove when filling or lighting;

c. Never open a pressurized fuel tank when the stove is lit;

d. Only fill or pack up a stove that is cool to your touch;

e. Always fill the fuel tank in a different place than where you plan to use the stove – stay
downhill and downwind from other sources of fire;

f. Set the stove on a stable, level and clean surface when you use and fill it; and,

g. Always fill using a funnel.

2. Safety Procedures for the Lantern.

a. Fill, light and use the lantern outside of tents, buildings and confined shelters;

b. Only fill or pack up a lantern that is cool to your touch;

c. Always fill the lantern in a different place than where you plan to use it – stay
downhill and downwind from other sources of fire;

d. Set the lantern on a stable, level and clean surface when you use and fill it;

e. Always fill using a funnel; and,

f. Ensure that the heat shield is in place.

E.O. 6 Discuss the Principles of Outdoor Cooking with Water Procured in the Field

1. Finding Drinking Water.

a. We have to be careful of the water we drink—even water in remote wilderness

areas can be unsafe. Drinking water can contain hazards that are either natural or
a result of pollution by human activity. Water is essential to survival. If there is
no safe drinking water available to you, you will have to find your own.

b. To find safe drinking water, collect rainwater or clean water from a spring or a fast
moving stream. No matter where you have collected your water in the wilderness,
bring water to a rolling boil, then cool, before drinking.

2. Outdoor Cooking. Eating regularly in the field is a very important factor in maintaining
your strength and energy. Even though you may be preoccupied with other things
going on, you must eat as much healthy food as possible when engaged in physical
outdoor activities. Cold weather, strenuous exercise and constant activity use up a lot
of your energy reserves, and only a good, healthy meal can replace them.
a. As a Young Marine, you may be introduced to at least one form of military field
ration—most likely a Meal Ready to Eat (or “MRE”). Each MRE is divided between

BYM-3-6
 cooked meat, vegetables and fruit in sealed foil pouches, and dried foods in paper
pouches. The foil pouches can be heated in boiling water until hot, and dried food
must be hydrated. All of the food items are safe to eat cold—they might not taste as
good, though. You will also find high sugar items like chocolate, hard candies and
drink mixes, as well as coffee and tea.

b. For snacks on the trail you can supplement your MRE with high calorie trail
mixtures of nuts, seeds, granola, dried fruit, cereals, candies, etc.

c. You may also have the opportunity to learn about other ways to cook fresh food in
the field:

1) Boiling is one of the simplest and surest ways of cooking fresh food. Almost
every food source can be made safe to eat by boiling. Save the water left over
from cooking plants and animals to make a soup;
2) Food can be baked over a fire, or wrapped in aluminum foil (or wet leaves
and mud) and covered in hot coals;
3) Fresh meat and fish can be smoked to cure it, or leave it to dry in bright sun on a
rack; and,

4) Food can be fried in a pan on a stove, or on a rock by a fire.

E.O. 7 Construct a Shelter

1. Wilderness Shelter. When you construct your shelter in the wilderness you will
need to consider several factors. Not only do you need protection from wind,
precipitation and direct sunlight, you must also consider the effect your activities
have on the environment around you.

2. Selecting a Wilderness Shelter Site.

a. To protect yourself and your shelter:

1) Avoid overhanging tree branches and other overhead hazards;

2) Avoid open hilltop—you’ll be exposed to wind and lightning;

3) Orient the opening of your shelter away from the wind;

4) Avoid depressions where water might pool after rainfall;

5) Ensure you are at least 100ft from your cooking area (bears and other animals
will be attracted to food smells); and,

6) Never site your shelter on a road or path.

b. To lessen the impact on the environment and other wilderness users:

1) Ensure you are at least 100ft from open water—local wildlife relies on water
access for survival and your presence at the waters edge may interrupt their
habits;

BYM-3-7
 2) Select a shelter site out of the direct view of other wilderness users—at least 30ft
from a trail, path or road; and,

3) Construct your shelter on a durable surface like sand, rock or grass—fragile plant
life may be permanently damaged by your use of the area. Avoid moving large
stones and branches.

3. Improvised Shelter.

Type A Shelter The easiest improvised shelter is the “A-frame”

shelter. Check for sufficient height by sitting up
inside—it should not touch your head. Keep the
sides low to protect you from wind, and to trap
body heat. To construct an “A” type shelter:
a. Tie a line 3 to 4 feet off the ground from
one tree to another.
b. Drape a tarp, or poncho evenly over the
line and stake lower portion to the ground.

Figure 3-3

E.O. 8 Follow Camp Routine and Discipline in the Field

1. Hygiene. A high standard of personal hygiene is important in the field because it pro­
tects you against illness and promotes good health. Keep yourself, your clothing and your
equipment clean and dry. Change your clothes, especially socks and undergarments,
regularly. Avoid non-biodegradable soap, and soaps or shampoos with perfumes or strong
odors—animals and insects will find you more irresistible than you would probably prefer.
Be sure to read E.O. 10 along with these healthy hints:

a. Wash yourself daily—completely when possible with clean water or snow. Wash
your hands carefully with water and biodegradable soap after dirty work or using the
washroom, and before cooking or eating;

b. Keep your hair neat and wash with soap or shampoo at least once a week;

c. Brush your teeth and use floss at least twice a day;

d. Use body powder on your feet and crotch to help avoid chaffing in warm weather;

e. It is very important to go to the washroom regularly;

f. Eat all your food despite whether you think it tastes good or not. Your body requires
food for energy;

BYM-3-8
 g. Always treat injuries properly and immediately. Wounds that will not heal or that get
bright red could be infected—get medical help immediately; and keep alert, cheerful
and work hard.

2. Safety Regulations, Routine and Discipline. In a campsite, there are general rules
that you are expected to remember and follow whenever you are camping with Young
Marines. These are called “Standard Operating Procedures” or SOP s:

a. You will not go into water above your knees without supervision and an approved
personal floatation device;

b. You will use tools safely;

c. You will know the location of the group first aid kit, the fire fighting equipment and the
location of your leader’s shelter;

d. You will keep your shelter and the surrounding area tidy and free from hazards;

e. Male and female Young Marines will not enter the others shelter;

f. You will know the action to take in case of a fire, or other emergency;

g. You will inform your leader before leaving the campsite;

h. You will not venture further than the head by yourself; and,

i. You will protect yourself, your teammates, and your equipment from fire, animals,
insects, heat and cold injuries, lightning and dehydration.

E.O. 9 Discuss Natural Hazards

1. Natural Hazards. The American wilderness is a great classroom for learning. There
are some lessons however, that you may not want to learn the hard way. Poisonous
plants, biting and stinging insects, nuisance animals, lightning, heat and cold injuries,
and hazardous terrain can make an other wise enjoyable experience a nightmare.

BYM-3-9
 2. Poisonous Plants. Poison ivy is the most
common poisonous plant in the United States.
Contact between the sap of the plant and your
skin can cause irritation, redness, swelling and
eventually blisters on your skin that can spread
if you scratch. The effects of poison ivy will
last 14 to 20 days or longer if you spread it by
scratching, or by not taking care of it. Your
simplest defense is to wear long pants when in
areas where poison ivy grows, wash clothing and
boots after suspected contact and take a good
look for it before setting up your shelter for the Figure 3-4
night.

3. Insects. Biting and stinging insects are found everywhere in our wilderness. They
are the most common hazard for the nature enthusiast. For most people, insects are a
nuisance that can be defended against by protective clothing and repellant. Wear
protective clothing, avoiding dark colors (insects are attracted to them), and use a
repellant if necessary.

a. About 15 percent of people will react seriously to bee and wasp stings and insect
bites. For them, an insect bite can produce a condition known as “anaphylactic
shock”— where tissues swell extensively and can constrict their airway.

b. Reactions can start with headaches, fever and muscle spasms, and can develop into
widespread hives, nausea, dizziness, and difficulty breathing. Some will require
immediate assistance and professional medical aid.

c. Usually those people allergic to stings will carry a kit with them with appropriate
medication in it. If you are allergic, or one of your teammates is, make sure you know
how to use the medication in the case of an emergency.

d. Mosquitoes, black flies, horse flies and deer flies may also cause reactions in people.
Although not as severe as bee and wasp stings, swelling and fever may result from
multiple bites.

e. Ticks can also cause irritation and in some cases carry harmful germs. Wear long
pants, tucked into socks or closed at the ankle when walking in the woods, and
check your body each day for ticks embedded in your skin paying close attention to
warm areas such as under the arms and the groin region—they’re about the size
of a pinhead.

i. If you find one, pull it out immediately with tweezers—do not use your [Link]
can use a sterile needle to remove any remaining parts. A tick bite may show
upearly on as a red bump at the site, followed 3 to 30 days later by a red rash with
a white center—a “bull’s eye.”

ii. Save the tick part(s) that you remove in a plastic container and bring it to a
physician if you suspect disease. Wash the bite with soap and water.

BYM-3-10
4. Nuisance Animals.

a. Raccoons, skunks, mice, squirrels and chipmunks are common woodland animals
that are not shy of human activity. Keep all food containers sealed, avoid spilling
food on your clothing, and wash dishes and cutlery away from shelters. Do not feed
wild animals, and dissuade animals that hang around your campsite.

b. Never eat in your shelter. Hang food containers from an overhanging branch well
away from your shelter to keep persistent animals out.

c. Bites from animals are rarely harmful, but wolves, coyotes, fox, dogs, bats, skunks
and raccoons are known to carry rabies. Squirrels, rabbits, mice and rats may
become rabid but rarely transmit the disease—however they may carry other
infections.

5. Heat and Cold Injuries. “Hypothermia” is the rapid lowering of your body’s core
temperature. “Hyperthermia” is the raising of your body’s core temperature and
comes in two general stages: Heat exhaustion and then heat stroke. Both of these
conditions develop over periods of continued exposure to the elements, and can be
exacerbated by poor planning and poor supervision.

a. Hypothermia. Hypothermia or “exposure,” is the most severe form of cold-related

injury. Hypothermia is a major danger because the symptoms come on so gradually
that many victims and their teammates don’t notice them until it’s too late.

1) Hypothermia is usually first noticed when a person is shivering and cannot stop.
At this point, the condition is not serious and can be treated by getting the person
warm, dry and sheltered. Warm food and drink will also help.

2) Severe hypothermia starts when the person stops shivering—their body is giving
up trying to stay warm. They will become drowsy and eventually lapse into
unconsciousness and die without treatment.

3) You can become hypothermic in almost any weather, in any season—but

especially in cold, wet and windy environments. Protect yourself from wind and
precipitation, keep warm and dry, and make sure you are fit, well fed and well
rested before working in the cold.

b. Frostbite. In cold weather you must also beware of frostbite. Frostbite happens when
soft tissue freezes. It is a particular danger on days with a high wind-chill factor.
Prevent frostbite by wearing appropriate clothing, mitts, hat/watch cap, socks and
footwear. Treat frostbite by slowly warming the affected area. Do not allow this area
to freeze again or the flesh cells will die. In cold weather partner Young Marines (and
yourself!) together to watch each other for signs of cold related injuries.

c. Heat Exhaustion and Heat Stroke. Heat Exhaustion and Heat Stroke can be avoided
by drinking plenty of water before and during activity in warm weather (up to 1 quart
per hour), wearing a hat and sunscreen, and by moderating activity in extremely hot
environments.

BYM-3-11
 1) Heat Exhaustion. A person suffering from heat exhaustion may be pale, dizzy, or
nauseous, and have cold and clammy skin. They may also have a headache or
cramps. In fact, a headache is often the first sign that you are dehydrated.
Giving the victim cool water to drink and allowing them to rest in the shade can
treat heat exhaustion. If there is little or no improvement after 30 minutes, seek
medical attention. Untreated, heat exhaustion symptoms will progressively get
worse leading to heat stroke and eventually death.

2) Heat Stoke. Heat Stroke is the next step from untreated heat exhaustion.
Symptoms are all of the above getting worse, leading to disorientation and
irrational or even violent behavior. If conscious, the victim will complain of
chills and nausea and their skin will become hot and dry as their body looses
its ability to sweat. Heat stroke requires immediate medical attention.

d. Sunburn. Sunburn is the result of the sun’s ultraviolet rays on your skin over a
period of time. It can start with a minor burn that shows red on your skin, followed
by more serious burns that could include second degree (blisters) or third degree
burns. Protect yourself by:

1) Covering up—wear light clothing, long sleeve shirts and full-length pants. Always
wear a hat;

2) Applying sunscreen no less than SPF 30 to exposed skin every 2 hours, or more
often in the water or if sweating. Put sunscreen on your skin at least 20 minutes
before you go out in the sun, paying particular attention to the most exposed
parts—ears, face, neck, shoulders and back, knees and tops of feet. Do not
forget your lips, ears and nose; and,

3) Reducing or avoiding extended exposure during the peak sun hours, 1000 to
1600 hours.

4) Dark skin gives an SPF protection of only about 8.

6. Dehydration.

a. For ordinary activity, it is recommended that you drink at least 1 quart of water
each day.

b. For strenuous activity, or activity in a warm environment you may need to consume as
much as 1 canteen or 1 quart per hour. Take advantage of all rest stops to drink.

c. Drink slowly, take small sips and hold the water in your mouth for a short time before
swallowing. The two main ways of telling if you are dehydrating are:

1) You have a headache; and/or

2) Your urine is dark yellow, or you’ve gone 24 hours without urinating.

7. Lightning and Dangerous Terrain.

BYM-3-12
 a. Lightning. Lightning strikes kill people every year. When you notice a
thunderstorm approaching, stop whatever you are doing and take steps to ensure
your safety.

1) Get out of the water,

2) Do not stay on a hill top or in an open field,

3) Stay out from under tall single trees, and stay away from towers and poles.

4) If the storm has caught you off-guard, crouch down as low as you can with your
feet close together (this will reduce the surface area of your body exposed to
possible ground current from a nearby strike).

5) Place yourself in a cluster of trees; spread out 30ft from other members of your
team.

6) Avoid depressions where water may gather, as it will conduct ground current.

b. Dangerous Terrain. You should take extra care when crossing dangerous terrain.
Steep slopes and cliffs, wet rocks, obstacles on a trail, and deep flowing water all
create risks to your safety when you try to cross them, or pass near them. For difficult
obstacles:

1) Pass your backpack over to a teammate first, and then cross; or use a “spotter”
at the obstacle to assist teammates;

2) Do not try to wade through water when you cannot see the bottom.

3) Only attempt to cross water obstacles deeper than knee-deep with supervision
and the required safety equipment.

c. Traveling at Night. If you are required to travel at night, ensure that you can see and
be seen. Stay off roads where visibility is limited to avoid being hit by vehicles that
can’t see you, and do not try to pass through dense brush where you can lose your way,
become separated from your group or walk off a cliff.

E.O. 10 Demonstrate a Concern for the Environment

1. Minimum Impact Camping. The goal of minimum impact camping is to leave behind no
trace that you have used or passed through a wilderness area. By acting responsibly
and taking a few precautions, you can leave a campsite or a trail in the same natural
condition for the next person to enjoy. You will also help the wildlife and plants to recover
faster from your visit.

a. By using popular areas and trails you actually limit the extension of damage to the
wilderness. Many trails have been created to allow people to use the wilderness
without harming it—they have established toilets, water points and campsites that
take the environment into consideration for you.

BYM-3-13
 b. Remember that you are not the only one using the wilderness—you are a guest in
someone else’s home. Always clean up after yourself. Any garbage that you bring in,
you must bring out. When possible, clean up other garbage that you find along your
way or at your campsite. Keep noise and lights at night, to a minimum and try not to
disturb the natural setting by unnecessarily moving or damaging trees, plants or
rocks.

c. Respect burial sites, private property, local residences and the privacy of other
wilderness users.

2. Trail Etiquette.

a. Wear shoes or boots with shallow treads so you do not rip up the ground.

b. When following an established trail, avoid taking short cuts or walking around wet or
muddy sections. This deviation from the trail will widen it or unnecessarily damage
the land around it.

c. When walking in pristine areas spread out and take a slightly different route than the
person in front of you—you can still follow your leader, but you will not make a
permanent trail.

d. Travel in small groups (4-12 people) whenever possible.

e. Be respectful to others you might meet along the way.

f. Check your clothes regularly and remove hitchhiking noxious weed seedlings and
burrs.

3. Cooking.

a. Avoid dropping or draining food on the ground in your cooking area. Waste water
from cooking, when cooled, should be evenly distributed across the ground away
from the cooking area and campsite. Don’t dump wastewater into ground water.

b. Eat all of your meal and pack up any garbage immediately. Pack wet waste in
a sealed container or plastic bag. Remember to divide garbage up for recycling—
cardboard, paper, metal, plastic, glass, etc.

4. Human Waste. Whenever possible you should use an established toilet, outhouse or
portable toilet. Where these do not exist, you will have to use an alternative.

a. In small groups, you should use a “cat-hole” or “one-sit hole.” Each person
selects a private and dry place and digs a small hole only 1.5 to 2 feet deep.
Make your deposit and then mix in the dirt from the hole with a stick, covering
everything well.

b. In a group of more than 12 people, you should dig a field latrine—a hole
about 4 feet long, 2 feet wide, 4 feet deep. Cut the covering vegetation in one
piece and set it aside. Leave the pile of loose earth and the shovel beside the
BYM-3-14
 hole to allow users to spread some dirt over their deposit. When the hole is
full to about 1.5 feet from the top, cover it with the remaining dirt and original
natural cover.

c. The primary considerations for an appropriate location for a latrine or cat hole
are privacy and the prevention of fecal matter entering ground water. Choose a
site at least 100 yards from a ground water source, on dry ground, in a location
downwind from your campsite and cooking area, and off trails and roads.

5. Washing. Soap, body oils, sunscreen, grease and fuel residue can all contribute to
ground water pollution if you are not careful. Wash using a basin and cloth, at least
120 yards from open water.

E.O. 11 Tie a Knot

1. Ropes. Ropes, like other pieces of equipment, require care and maintenance to
ensure they work when you need them to. Some rules of rope care to remember are:

a. Do not step on a rope;

b. Distribute wear on the rope;

c. Keep it dry and clean—wash with mild soap when dirty;

d. Store coiled, in a dry place with all knots and kinks removed;

e. Do not store near strong chemicals (acids, cleaning solutions) as the fumes may
damage the rope fibers;

f. Rope ends should be whipped, melted or bound to keep rope from unraveling;

g. Avoid snagging on, or dragging across, sharp rocks; and

h. Always inspect a rope before and after use for damage.

2. Knots

The Thumb Knot—or “overhand knot.” It

is used to keep the end of the rope from
unraveling, or to stop a rope from passing
through a pulley or eye.

Figure 3-5

BYM-3-15
The Figure Eight Knot. This knot has the
same uses as the thumb knot, but is easier
to undo.

Figure 3-6

The Double Figure of Eight Knot. It is

used to anchor a rope around a tree trunk,
pole or such item.

Figure 3-7

The Reef Knot. This knot is used for join-

ing two ropes of equal thickness. To tie the
knot remember: ‘left over right and under,
right over left and under.’

Figure 3-8

BYM-3-16
The Clove Hitch. It is used to secure a
rope to a spar, rail or similar fitting.

Figure 3-9

The Half Hitch. This knot used whenever

the end of a rope is to be fastened around
a spar or ring.

Figure 3-10

E.O. 12. Light a Fire

1. Safety. Some safety guidelines to follow are:

a. Ensure you have fire safety equipment available to you before starting a fire. This
equipment could be a shovel, rake, pail with sand or water, or a fire extinguisher. This
equipment stays by the fire all the time. Never light a fire beside a lantern, stove
or fuel container;

b. Never leave your fire unattended and always ensure the fire is fully extinguished
before leaving it;

c. Choose a site that is already established as a fire ring/pit/mound, or select a site

that is free from combustible ground cover, has no overhanging branches, and is
away from buildings (10 feet). Think about where sparks might fly and pick a site that
is appropriate—do not start a fire on a windy day;

d. Ensure that you know the regulations concerning fires for the area that you are in.

BYM-3-17
 Some parks, conservation areas and training areas do not allow fires at any time, or
may restrict fires when the weather has been hot and dry; and,

e. A small hot fire is more efficient and useful than a large bonfire. Always keep the size
of your fire under control, and do not use more wood than necessary to keep it burning.

2. Lighting a Fire.

a. Fire requires three components to burn: fuel, oxygen, and heat. Fuel comes in four
basic categories:

1) Tinder—small dry material used to ignite the fire (small twigs, pine needles,
moss, birch bark);

2) Kindling—thin wood smaller in diameter than your finger;

3) Softwood fuels—from dry evergreen branches, will burn hot and fast and is
good for getting a fire going;

4) Hardwood fuels—difficult to ignite, but will burn hot for a long time and create
hot coals for cooking.

b. To start a fire,

1) Take a handful of tinder and make

a pile.

Figure 3-11

2) Cover loosely with some kindling.

Be sure to allow space between the
kindling for air to get in.
3) Put your back to the wind and ignite
the tinder. If there is no wind you
may need to blow on the smoldering
tinder to ignite it.
4) Once the kindling is burning well,
add small softwood, then hardwood
fuel. Add more fuel only as required
making sure not to smother the fire.

Figure 3-12
BYM-3-18
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 3: Qualified Field Skills

E.O. Enabling Objective Description and Authorized

No. Performance Requirement Evaluators
Signature
1 Select personal clothing and equipment.
a. Knows what the acronym C. O. L. D. stands for.
b. Can name three personal equipment items that should be
carried in pockets.

2 Pack and carry individual clothing and equipment.

a. Knows where to place heavy objects in a backpack.
3 Apply principles of outdoor tools safety.
a. Can discuss the various outdoor tools and describe how to care
for each.

4 Assemble a survival kit.

a. Can list the bare minimum that can be carried in a field survival
kit.

5 Stove and lantern safety.

a. Describe the safety procedures for a stove.
b. Describe the safety procedures for a lantern.
c. Knows when the only time to open a fuel container on a stove or
lantern is.
6 Discuss the Principles of Outdoor Cooking with Water
Procured in the Field.
a. Knows two ways to collect safe drinking water.
b. Knows how to prepare water found in the field for drinking.
c. Knows the safest and simplest way to cook fresh food in the
field.

7 Construct a shelter.
a. Can name three things to do or not do when selecting a wilder­
ness shelter site.
b. Knows how far away from open water ones shelter should be.
c. Knows how far away from a trail ones shelter site should be.
8 Follow Camp Routine and Discipline in the Field.
a. Knows why a high standard of personal hygiene is important in
the field.
b. Knows how often to wash in the field.
c. Knows how many times a day to brush their teeth in the field.

BYM-3-19
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 3: Qualified Field Skills
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
d. Knows how deep into the water to go without adult supervision
and a floatation device.
e. Knows what to do before leaving the campsite.
9 Discuss Natural Hazards.
a. Can describe the defensive measures taken to protect against
poison ivy.
b. Can describe the defensive measures taken to protect against
insects.
c. Can describe what to do if bitten by a tick.
d. Can describe how to store food containers in the field.
e. Can describe the effects and treatment of Hypothermia.
f. Can describe the effects and treatment of frostbite.
g. Can describe how to protect against heat exhaustion and heat
stroke.
h. Knows the two main ways of telling if you are dehydrating.
i. Can name two methods to help avoid being struck by lightning.
j. Understands how to travel at night.
10 Demonstrate a Concern for the Environment.
a. Can describe what minimum camping impact means.
b. Can describe how to walk in pristine areas.
c. Knows where not to dump waste water.
d. Can describe the dimensions of a field latrine.
e. Knows how far away from a ground water source latrines or cat
holes should be dug.
f. Knows how far away from a ground water source the washing
site should be.

11 Tie a Knot.
a. Can name three ways to care for a rope.
b. Can tie a thumb knot.
c. Can tie a figure eight knot.
d. Can tie a double figure eight knot.
e. Can tie a reef knot.
f. Can tie a clove hitch.
g. Can tie a half hitch.
BYM-3-20
 PERFORMANCE QUALIFICATION REVIEW
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
12 Light a fire.
a. Knows what safety equipment to have on hand before starting a
fire.
b. Knows the three components required to start a fire.
c. Knows the four basic categories of fuel for a campfire.
d. Knows what kindling is.

BYM-3-21
 Performance Objective 4: Map and Compass

Enabling Objectives:

1. Introduction to Maps and Map Reading.

2. State the meaning of conventional signs found on a topographical map.
3. Locate a specific point on a map using a four and six figure grid reference
and a Protractor.
4. Orient a map without the use of a compass.
5. Introduction to the Compass

E.O. 1. Introduction to Maps and Map Reading.

1. Introduction. Examples of types of maps are:

a. Political maps show countries, provinces or other political borders—e.g. globes and
atlases;

b. Street and road maps are designed to assist commuters and tourists;

c. A statistical map shows statistical information like the production levels of crops or
minerals across a country;

d. Relief maps are built to show a three dimensional view of the mapped area;

e. Outline maps show only borders, rivers, coastlines, etc.;

f. Topographical maps show water, vegetation, structural and contour details;

g. Orienteering maps are used for the sport of orienteering; and,

h. Air photomaps are the actual pictures used to create all these maps.

2. Care of Maps. Ways to protect your map:

a. Place your map in a clear plastic bag, or permanently laminate it;

b. Fold it properly and refold it only along the original fold lines to view other parts;

c. If it gets wet, dry it on a flat, clean surface;

d. Don’t open it fully in a strong wind;

e. Use only pencil to mark your map and erase all markings gently—maps protected by
plastic can be marked using grease pencils or erasable markers; and,

f. Store maps in a dry place, rolled, folded or laid flat.

BYM-4-1
3. Folding a Map.

Step 1—Lay map face up, fold map in half by bringing the top of the map sheet down
to the bottom of the map sheet.

Step 2—Fold the top half of the map sheet up into half again, then turn map over and
fold bottom half to match the top half.

Step 3—Fold the ends of the map into half from left to right.

Step 4—Fold each of the open ends back into half again so that the map name and
index to adjacent map sheet appears on the outside.

Figure 4-1

4. Topographical Maps.

a. A topographical map illustrates water features, vegetation, elevation and depression,

wetlands, urban development, transportation and communication routes (roads,
railways, telephone lines, etc.), structures, natural features and place names.

b. 1:50,000- or 1:250,000-scale topographical maps are produced of all areas of the

United States by the federal government. The information is stored in the National
Topographical Data Base as part of the National Topographical System (NTS). The
mapping information is based on the North American Datum of 1983 (NAD 83).

BYM-4-2
5. Map Scale. Modern maps share one thing in common, they are all drawn to scale—
meaning they are an exact representation of the area that they illustrate. The scale of
a map is an expression of the ratio between one unit on the map and the distance
it covers, in the same units, on the real ground. For example, a 1:50,000-scale map
illustrates an area where one cm on the map represents 50,000cm (500m) on the
ground. The 1:50,000 map covers an area of about 1000 square kilometer. This
makes it an excellent size for expeditions. A 1:250,000-scale map covers the same
area of land as sixteen 1:50,000 maps.

E.O. 2 State the Meaning of Conventional Signs found on a topographical Map

1. Map Symbols and Colors. In mapmaking, symbols and color are used to represent all
the information. Colors can show area features like lakes, forests, and cleared fields; or
can be used to illustrate information about a symbol—e.g. marsh symbols are printed
in blue, and orchard symbols are in green. Symbols are used to illustrate different
objects or features. Symbols and colors used on a map are commonly referred to as
“conventional signs.”

2. Conventional Signs. The five basic colors of a topographical map are:

a. Red—is used for paved roads

and highway numbers—it is also
used to shade in areas of urban
development;
b. Brown—is used for contour
lines, contour elevations, spot
elevations, sand, cliffs, and
other geological features;
c. Blue—is used for water or
permanent ice features (like
rivers, lakes, swamps and ice
fields), names of water features,
and the grid lines;
d. Green—is used for vegetation
features like woods, orchards
and vineyards;
e. Black—is used for cultural
features (buildings, railways,
transmission lines, etc.),
toponymy (place names), some Figure 4-2
symbols and precise elevations.

3. Map and Compass Terms. The following terms are used in map reading:

BYM-4-3
a. Contour line – A contour line is a line on the map joining points of equal elevation
above sea level. Contour lines are drawn on maps to give you a three-dimensional
view of the ground.

b. Hill – A hill is a point or small area of high ground. When you are located on a hilltop
the ground slopes down in all directions. A hill is shown on a map by a number of
closed contour lines.

BYM-4-4
c. Saddle – A saddle is the low ridge between two peaks.

d. Cliff – A cliff is a near vertical slope. The closer the lines are to each other, the steeper
the slope. A cliff will be shown on a map by the close contour lines that touch or have
tick marks on them. These tick marks will point towards the lower ground.

BYM-4-5
 e. Valley – A valley is level ground bordered on the sides by higher ground. Contour lines
indicating a valley are somewhat U-shaped.

f. Depression – A depression is a low point or hole in the ground surrounded on all sides
by higher ground.

4. Marginal Information. Marginal information is found in the margin of your map,

normally located at the bottom. Some useful information is:

a. Name of map sheet—for ease of reference the name of the map is usually the major
community or district the map covers (find this at the bottom center of the margin, as
well as the bottom right corner);

b. Number of the map sheet and index of adjourning maps, the center block of the index
identifies your map, plus the 8 maps around it (find this at the bottom right corner);

c. Date of map data—helps to indicate the amount of change that may have occurred
since the map has been printed (find it in the copyright information in the bottom left
and right corners);

d. Map Scale—ratio scale for the map (find it under the map name, bottom center); e.g.
“Scale 1:50,000”;

BYM-4-6
 e. Scale Bars—used to help measure distance on the map (find them under the map
scale, bottom center). Notice how the left end of the scale bars are divided into tenths
for measuring accurate distances;

f. Contour Interval—indicates the distance between the contour lines (find this in the
bottom margin, just right of the scale bars). The contour interval could be in feet or
meters—make sure you check; and,

g. Legend of conventional signs—(find this in the bottom margin, plus a more complete
list on the back of the map).

E.O. 3 Orient a Map without use of a compass

1. Orient a Map by Inspection.

Step 1 – Identify your approximate location on the map.

Step 2—Identify 2 or 3 prominent landmarks on the ground and find them on the map.
Try to use landmarks in different directions.

Step 3—Rotate your map until all identified objects on the map line up with the
direction in which objects are located on the ground. If you are near a straight
stretch of road, orient your map by using the road. Line up the road on the
map parallel with the road on the ground.

Step 4—Check all around you to verify that the features to your front are in front of
your position on the map, and so on.

2. Pacing. Pacing is a very important skill in map using. You need to know how many of
your paces fit into 100m. Pace along the length of a football field counting every left foot
(begin by stepping off with the right foot)—an average adult will pace about 60-70 paces
in 100m. Once you know your pace for 100m, you can keep track of how far you have
traveled on a route recording 100m sections. Keep in mind that going up or down slopes,
or crossing obstacles, will affect your pace. Try counting every third step on slopes.
Factors affecting pacing:

a. Walking uphill—you take smaller paces;

b. Walking downhill—you take larger paces;

c. Type of terrain—mud, thick brush will shorten paces;

d. Weather—heavy rain or snow will shorten your pace;

e. Fatigue—if tired your pace will shorten; and,

f. Equipment—will shorten your pace in relation to the amount of equipment you are
carrying.

BYM-4-7
3. Choosing a Route. There are some strategies that you can use to help make
navigating cross country easier:

a. Plot your start and finish points. Estimate the distance between the two by
comparing the distance on the map to the same on the bar scale. Another way of
estimating is to measure the width of your thumb on the bar scale, then see how
many “thumbs” long your route is;

b. “Handrails” are obvious linear features on the ground that you can follow towards your
target. Handrails make the trip easier by doing the navigation for you. They might be
creeks, trails, power lines, fences or even slopes of ridges and hills. You might be
able to string several handrails together to lead you to your target;

c. “Collecting features” are landmarks along your route that you can check off as you
pass. They allow you to concentrate on only a few navigation waypoints instead of
trying to keep track of every thing you pass. Break down a long route into smaller
sections between collecting features; and,

d. A “Catching feature” is the stop sign that tells you, you have gone too far. It should
be a large and obvious feature across your route that you would not be able to miss
like a creek or a road. Always pick out a catching feature.

Sometimes the target point that you are looking for is small or hard to recognize. Do not
try to rush straight through the woods to find a tiny target. When you plan your route, look
for something large and easy to find close to your target. This is called using an “Attack
point.” Your route is effectively broken down into one long, easy route from the start to
your attack point, and a short, difficult route from attack point to your target.

E.O. 4 Locate a Specific Point on a Map Using a Four or Six Figure Grid Reference
and a Protractor.

1. Identifying Locations. To assist in identifying a location on a map, there is

a rectangular grid printed over the map face. These grid lines are shown in blue on
a topographical map. The grid lines are exactly parallel to each other. On a
1:50,000-scale map, these grid lines are 1000m (or 1 km) apart.

a. N-S Grid line. Each vertical grid line is numbered. The vertical lines are numbered
from the west going towards the east. In the bottom and top margins you will find
each vertical grid lines number, usually a two-digit number at the top and bottom ends
of the line.

b. W-E Grid line. Each horizontal grid line is also numbered, this time starting with zero
at the bottom. In the left and right margin you will find the two-digit numbers at the
ends of each horizontal line. Horizontal grid lines are numbered from south to
north.

2. Four-Figure Grid References. When you identify a location using the grid system it is
called using a “grid reference.” For centuries, mathematicians have always stated the X
coordinate (vertical) before the Y coordinate (horizontal), so map users have adopted
BYM-4-8
 that procedure. N-S grid lines are stated before W-E grid lines. Listing the numbers
of the grid lines that intersect at its bottom left corner identifies every 1-kilometer (km)
grid square.
For example: The school
is located in the grid square
identified as 6742.

Figure 4-3
Remember: a four-figure grid reference refers to the entire grid square. The easiest
way to remember to list the N-S grid lines, then W-E grid lines is the saying , “Read right
and up.”

3. Six-Figure Grid References. We often need to be more accurate than a 1 km square.

Each small easting and northing is numbered 1 to 9, from west to east and from south
to north respectively. Then each smaller (100m x 100m) square can be identified
listing all N-S grid line, then W-E grid line.

For example: Grid refer-

ence 678427 is given, the
easting is 678 or 67 and
8/10, and the northing is
427 or 42 and 7/10.

Figure 4-4
Remember: that a six figure grid reference describes a square 100m x 100m—in other
words, it is accurate to about 100m.

BYM-4-9
 Protractor. A protractor is a
device used for measuring
a point within a grid square
rather than estimating. To
use, place the corner of your
protractor on the grid square
and read across the number
of tenths and up the number
of tenths. The grid reference
for the building in the example
above is 678427.

The corner where the pro-

tractor “cut out” reads zero is
placed where the four digit grid
reference 4267 meet.

Figure 4-5

E.O. 5 Introduction to the Compass.

The compass of choice in the Young Marines is the “Brunton” model 9020G, pictured
below.

This compass is very easy to use, light-weight yet sturdy enough for
Young Marine use. A search on the internet will get you to Brunton’s
website where you may order this compass, or speak with your unit
[Link] will learn more about the compass in the Young Marine
Junior Guidebook.

BYM-4-10
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 4: Map and Compass
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
1 Introduction to Maps and Map Reading.
a. Can describe three different types of maps
b. Can describe how to care for their map.
c. Knows the two scales used on topographical maps.
d. Knows what a map scale of 1:50,000 means.
2 State the meaning of conventional signs found on a topo­
graphical map.
a. Can define the five basic colors on a topographical map.
b. Can point out a contour line on a map.
c. Can point out a ridge on a map.
d. Can locate the date of the map.
e. Can locate the legend on the map.
3 Orient a map without use of a compass.
a. When given a map of the area they are in, they can correctly
orient themselves without the use of a compass.
b. When given a set course, can accurately determine their pace
count.
c. Knows what a “catching feature” on a map is.
4 Locate a Specific Point on a Map Using a Four and Six Fig­
ure Grid Reference and a Protractor.
a. Using a four figure grid coordinate, locate a specific grid square
on a map.
b. Using a six figure grid coordinate, locate a specific item on a
map.
c. Properly use a protractor to pin point a location on a map.

BYM-4-11
 Performance Objective 5: Drug

Resistance Enabling Objectives:

1. Identify alcohol, tobacco, marijuana, cocaine, inhalants, hallucinogens,

and methamphetamine.

E.O. 1. Identify alcohol, tobacco, marijuana, cocaine, inhalants, hallucinogens, and

methamphetamine.

1. Alcohol. Alcohol is also known as Booze, Sauce,

Brews, Brewskis, Hooch, Hard Stuff, and Juice.
In the United States, It is legal for adults over 21
years old to use alcohol.

2. Alcohol affects on Your brain. Drinking alcohol

leads to a loss of coordination, poor judgment,
slowed reflexes, distorted vision, memory lapses,
and even blackouts.

3. Alcohol affects on Your body. Alcohol can dam-

age every organ in your body. It is absorbed
directly into your bloodstream and can increase
your risk for a variety of life-threatening diseases, Alcohol Figure 5-1
including cancer.

a. Alcohol affects on your self-control. Alcohol depresses your central nervous

system, lowers your inhibitions, and impairs your judgment. Drinking can lead
to risky behaviors.

b. Alcohol can kill you. Drinking large amounts of alcohol can lead to coma or
even death. Also, in 1998, 35.8 percent of traffic deaths of 15-20 year olds
were alcohol-related.

c. Alcohol can hurt you—even if you are not the one drinking. If you are around
people who are drinking, you have an increased risk of being seriously injured,
involved in car crashes, or affected by violence. At the very least, you may
have to deal with people who are sick, out of control, or unable to take care of
themselves.

4. Tobacco. Tobacco is also known as Cigarettes: Smokes, Cigs, Butts. Smokeless

Tobacco: Chew, Dip, Spit Tobacco, and Snuff.

a. Tobacco damages your health. Smoking is the most common cause of lung cancer.
Smoking is also a leading cause of cancer of the mouth, throat, bladder,
pancreas, and kidney. Smokeless tobacco can cause mouth cancer, tooth loss, and
other health problems.

BYM-5-1
 b. Tobacco affects your body’s development. Smoking
is particularly harmful for teens because your body
is still growing and changing. The 200 known
poisons in cigarette smoke affect your normal
development and can cause life-threatening
diseases, such as chronic bronchitis, heart disease,
and stroke.

c. Tobacco is addictive. Cigarettes contain nicotine--a

powerfully addictive substance. Three-quarters of
young people who use tobacco daily continue to do Tobacco Figure 5-2
so because they find it hard to quit.

d. Tobacco can kill you. Smoking is the leading preventable cause of death in this
country. More than 400,000 Americans die from tobacco-related causes each
year, and most of them began using tobacco before the age of 18.

5. Marijuana. Street terms for marijuana are Weed,

Pot, Grass, Reefer, Ganja, Mary Jane, Blunt,
Joint, Roach or Nail.

a. Marijuana’s Affect on Your Body. THC (active

ingredient in marijuana) affects the nerve
cells in the part of the brain where memories
are formed. Marijuana can seriously affect your
sense of time and your coordination, impacting Marijuana Figure 5-3
things like walking and driving. There are more
than 400 known chemicals in marijuana. A single joint contains four times as much
cancer-causing tar as a filtered cigarette. Marijuana can limit your body’s ability to
fight off infection. Long-term marijuana use can even increase the risk of developing
certain mental illnesses.

b. Other Dangers. Marijuana can be laced with other dangerous drugs without your
knowledge. “Blunts”—hollowed-out cigars filled with marijuana—sometimes have
substances such as crack cocaine, PCP, or embalming fluid added. Marijuana
can be addictive. Not everyone who uses marijuana becomes addicted, but some
users do develop signs of dependence.

6. Cocaine and Crack. The word “cocaine”

refers to the drug in both a powder (cocaine)
and crystal (crack) form. It is made from the
coca plant and causes a short-lived high that
is immediately followed by opposite, intense
feelings of depression, edginess, and a craving
for more of the drug. Cocaine may be snorted as
a powder, converted to a liquid form for injection
with a needle, or processed into a crystal form
to be smoked. Cocaine Figure 5-4

BYM-5-2
 a. Cocaine affects your body. People who use cocaine often don’t eat or sleep
regularly. They can experience increased heart rate, muscle spasms, and
convulsions. If they snort cocaine, they can also permanently damage their nasal
tissue.

b. Cocaine affects your emotions. Using cocaine can make you feel paranoid,
angry, hostile, and anxious, even when you’re not high.

c. Cocaine is addictive. Cocaine interferes with the way your brain processes
chemicals that create feelings of pleasure, so you need more and more of the drug
just to feel normal. People who become addicted to cocaine start to lose interest
in other areas of their life, like school, friends, and sports.
d. Cocaine can kill you. Cocaine use can cause heart attacks, seizures, strokes, and
respiratory failure. People who share needles can also contract hepatitis, HIV/
AIDS, or other diseases.

7. Inhalants. Inhalants are substances or fumes

from products such as glue or paint thinner that
are sniffed or “huffed” to cause an immediate
high. Because they affect your brain with much
greater speed and force than many other
substances, they can cause irreversible physical
and mental damage before you know what’s
happened.

a. Inhalants affect your heart. Inhalants starve the

body of oxygen and force the heart to beat
irregularly and more rapidly—that can be
dangerous for your body.

Inhalants Figure 5-5

b. Inhalants damage other parts of your body.
People who use inhalants can lose their sense of smell; experience nausea and
nose bleeds; and develop liver, lung, and kidney problems. Chronic use can lead
to muscle wasting and reduced muscle tone and strength.

c. Inhalants can cause sudden death. Inhalants can kill you instantly. Inhalant users
can die by suffocation, choking on their vomit, or having a heart attack.

8. Hallucinogens. Hallucinogens are also

know as acid, cid, blotter, illusion, lysergic
acid diethylamide, LSD, magic mushrooms,
mushrooms, shrooms, PCP or Angel Dust.
Hallucinogens affect your brain.

a. Hallucinogens affect your brain. Hallucinogens

alter how the brain perceives time, reality, and
the environment around you. They also affect the
way you move, react to situations, think, hear, and
see. This may make you think that you’re hearing Hallucinogens Figure 5-6
voices, seeing images, and feeling things that
don’t exist.
BYM-5-3
 b. Hallucinogens affect your heart. The use of hallucinogens leads to an increase
in heart rate and blood pressure. Hallucinogens can put you in a coma. They can
also cause heart and lung failure. Hallucinogens affect your well-being. The use
of hallucinogens may change the way you feel emotionally. They may cause you
to feel confused, suspicious, and disoriented. Use of PCP may interfere with
hormones related to normal growth as well as with the learning process.

c. Hallucinogens affect your self-control. The impact of hallucinogens varies

from time to time, so there is no way to know how much self-control you might
maintain. They can cause you to mix up your speech, lose control of your
muscles, make meaningless movements, and do aggressive or violent things.

9. Methamphetamine. Methamphetamine is also

known as Speed, Meth, Crystal, Crank, Tweak,
Go-fast, Ice, Glass, Uppers, and Black beauties.

a. Methamphetamine affects your brain. In the

short term, meth causes mind and mood
changes such as anxiety, euphoria, and
depression. Long-term effects can include
chronic fatigue, paranoid or delusional thinking,
and permanent psychological damage.

b. Methamphetamine affects your body. Over

“amping” on any type of speed is very risky.
Creating a false sense of energy, these drugs
push the body faster and further than it’s
meant to go. It increases the heart rate, blood
pressure, and risk of stroke. Methamphetamine Figure 5-7

c. Methamphetamine affects your self-control. Meth may be as addictive as crack

and more powerful.

d. Methamphetamine is not what it seems. Even speed drugs are not always
safe. Giga-jolts of the well-known stimulants caffeine or ephedrine can cause
stroke or cardiac arrest when overused or used by people with sensitivity to
them. Methamphetamine can kill you. An overdose of meth can result in heart
failure. Long-term physical effects such as liver, kidney, and lung damage may
also kill you.

10. Oxy Contin. Street terms for OxyContin: Hillbilly heroin, Oxy, Oxycotton.

[Link]® is the brand name of a time-

release formula of the analgesic chemical
oxycodone. OxyContin® is prescribed as a pain
medication. Instances of abuse of this drug have
increased in recent years.

Oxy Contin Figure 5-8

BYM-5-4
 b. Long-term usage can lead to physical dependence.
• A large dosage can cause severe respiratory depression that can lead to death.
• Withdrawal symptoms include restlessness, muscle and bone pain, insomnia,
diarrhea, vomiting, cold flashes with goose bumps, and involuntary leg
movements.
Other “Predatory” or “Club” drugs include:

Ecstasy

GHB

Ketamine

Rohypnol

A Young Marine is always well informed. Below are websites where you can access further
information on the dangers of these and other drugs.

A true Young Marine leader will be well informed of the type of drug activity that goes on
in their neighborhood and work with their Young Marine peers to keep them away from
it.

[Link]
[Link]
[Link]
[Link]
[Link]
[Link]

BYM-5-5
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 5: Drug Resistance

E.O. Enabling Objective Description and Authorized

No. Performance Requirement Evaluators
Signature
1. Identify alcohol, tobacco, marijuana, cocaine, inhalants,
hallucinogens, and methamphetamine.
a. Young Marine must attend and receive a certificate of atten­
dance/completion for all required quarterly Drug Resistance
classes as specified by Chapter 11, paragraph 2 of the Regis­
tered Adult Manual.
b. Submit to the unit commander a report about the dangers of
drugs and the effects they have on the human body.

BYM-5-6
 Performance Objective 6: Public Speaking

Enabling Objectives:

1. List the basic elements of speech preparation.

2. Talk for three minutes on a topic of the Young Marines choice.

E.O. 1 List the Basic Elements of Speech Preparation

1. Preparation. Points to consider when preparing a speech:

a. Select and limit the subject—do not pick a topic that is too large to talk about in the
time allotted;

b. Determine the purpose—once you know the purpose or reason for your speech, it is
easier to prepare your notes;

c. Analyze the audience and occasion—talk at the level of the audience and prepare a
speech that you think they can relate to and will be interested in;

d. Gather the data and know your material—every speech contains facts, make sure
they are correct. Gather additional information when you can, it is always nice to
know a little more about the subject that you are speaking about in case there are
questions for the audience;

e. Outline the material—your information can be divided into:

1) “Must knows”—points that are vital to your message;

2) “Should knows”—points that will augment your message; and

3) “Could knows”—points that you can bring up if you have time;

f. Organize and develop the speech into the introduction, body and conclusion—your
audience will be able to follow you more closely if your thoughts are well organized.
The introduction should have your name, the topic and purpose of your speech. The
body should contain all the key information required to make your point. Do not add
unnecessary information. Instead, use questions to the audience or visual aids to fill
in time. The conclusion should wrap up all your main points and leave the audience
with a clear understanding of the topic—not new thoughts;

g. Plan visual aids—a simple diagram or picture can help you to explain your point of
view, after all “a picture is worth a thousand words;” and,

h. Practice aloud and rehearse—in front of family and friends. Practice makes perfect— it
will also give you confidence. Revise your speech as required during your practices.

BYM-6-1
 2. Presentation. Here are some additional tips and hints for when you are speaking.

a. Is the audience comfortable and can they see you? Is the room set up the way
you like it? If not, change it if you can;

b. Write the main points of your speech out on a small card so that you can refer to
it in case you forget the information, or what you were going to say next. Hold this
card at your side or back and do not read from it for the whole speech;

c. Be yourself. Your audience will forgive your nervousness, but they will be turned
off by false modesty or bravado;

d. If you feel nervous do not apologize to the audience for it, they may not have noticed
before and thought that you were doing fine. Do not fidget or pace;

e. Make eye contact with the members of your audience and keep each person
engaged in your speech;

f. Take your time and use visual aids to help explain your points; and,

g. Ask questions to the audience to see if you are making your point, and to keep them
interested in your topic.

E.O. 2 Talk for Three Minutes on a Topic of the Young Marines Choice

1. Critical Factors. The Young Marines three minute speech will be assessed using the
following factors—did the Young Marine:

a. Select and limit the subject of the speech?

b. Determine the purpose of the speech?
c. Analyze the audience and occasion?

d. Gather together enough data/information?

e. Outline the material?

f. Develop an introduction, body and conclusion?

g. Plan visual aids?

h. Show evidence of having rehearsed the speech?

i. Did the audience enjoy the speech?

REMEMBER
Tell them what you’re going to tell them...
Tell them...
Tell them what you told them

BYM-6-2
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 6: Public Speaking
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
1. List the Basic Elements of Speech Preparation
a. Did the Young Marine list the eight basic elements of speech
preparation?
2. Talk for Three Minutes on a Topic of the Young Marines
Choice
a. Did the Young Marine select and limit the subject of the speech?
b. Did the Young Marine determine the purpose of the speech?
c. Did the Young Marine analyze the audience and occasion?
d. Did the Young Marine gather together enough data/information?
e. Did the Young Marine outline the material?
f. Did the Young Marine develop an introduction, body and conclu­
sion?
g. Did the Young Marine plan visual aids?
h. Did the Young Marine show evidence of having rehearsed the
speech?
i. Did the audience enjoy the speech?

BYM-6-3
 Performance Objective 7: Leadership

Enabling Objectives:

1. Carry out the duties of a Team Member (Young Marine Recruits)

2. Carry out the duties of a Team Leader (Young Marines Only)
3. Duties of a Young Marine Flag Bearer (Young Marines Only)
4. Understand the duties of Firewatch

Introduction. Young Marines have always prided themselves on their ability to demonstrate
good leadership. This is a skill that will serve you well all your life, regardless of the career
you choose.

E.O. 1. Carry Out the Duties of a Team Member

1. Team Member Duties. Duties of a team member are:

a. Comply with rules and orders;

b. Make responsible decisions for your own (and your teammates’) safety;

c. Maintain good personal habits and manners;

d. Admit your mistakes and learn from experience;

e. Cooperate with others and work as a member of a team;

f. Accept constructive criticism;

g. Take care of all personal and group equipment—repair or report items of

equipment and clothing when they break or become damaged; and,

h. Encourage your teammates.

2. Teamwork. As a Young Marine, you will develop a sense of teamwork, trust and
friendship. Simply put, “TEAM” means:

• T—Together
• E—Everyone
• A—Accomplishes
• M—More

a. In the Young Marines there are lots of tasks and responsibilities that everyone has
to do. You may need to rely on your teammates and leaders to help complete a
task. You should lend a hand freely, and expect others will help you when you
need it. Being a good team member is the first step in becoming a leader. Your
leaders began where you are today. Trust their experience and work on your
skills so you can become a good leader.

BYM-7-1
 b. Be honest with yourself, and your teammates, about your personal limits—things you
cannot or will not do. Do not try to hide behind foolish or misleading behavior. Accept
your teammates limit’s, but be encouraging and supportive to try to get them to
improve. Never resort to violent or vindictive behavior, and never leave a teammate
behind. Be patient and understanding when things go wrong, when people make
mistakes, or when plans change at the last minute. Expect the unexpected.

c. Making responsible decisions means doing the right thing even when no one is
watching.

E.O. 2. Carry out the Duties of the Team Leader

1. Team Leader Duties. As a Young Marine team leader, your responsibility is to the
members of your team. You are responsible for their safety and training. Additionally,
you must ensure your team is well informed.

a. Ensures team members are squared away for inspections and tests such as PT tests.

b. Assists the Squad leader with supervision and the carrying out of all orders and
assignments for their team.
c. Ensures their team is taken care of before themselves.

i. Team Leaders eat only after their team has gotten their chow.

ii. Team Leaders ensure their team members have appropriate shelter and sleeping
comforts before themselves.

iii. Team Leaders always look out for the welfare of their team.

d. Take responsibility for your teams actions.

E. O. 3 Duties of a Young Marine Flag Bearer

Being selected as a Young Marine Flag Bearer is a very prestigious honor. This means
you will carry the colors of our nation or the colors of our Young Marine organization. You
will become part of your units Color Guard. When Young Marines carry the colors, they do
so with respect and dignity.

1. Carrying the National Colors. The National Colors, also known as the American Flag,
National Standard, National Ensign, or even Old Glory, always occupy the same
location in a color guard. They are always to the right of all other flags carried. Some
things to know when carrying our National Colors:

a. The National Colors should never be allowed to touch the ground.

b. The National Colors are never dipped or lowered. They are held aloft with pride and
dignity at all times.

c. In a color guard, the National Colors are held higher than the other flags. Normally
the staff can be adjusted for this purpose.

BYM-7-2
2. Carrying the Young Marine Colors or other flags in a Color Guard. In addition to the
Young Marine Unit Colors, there are other flags that can be part of a color guard. The
United States Marine Corps Flag, your State Flag, the MIA/POW Flag, or others
that the unit commander may deem acceptable. When these flags are carried, they
are done so in this way.

a. These flags are always to the left of the National Colors in a color guard.

b. These flags are always held at the same level or lower than the National Colors.

c. When performing “Eyes, Right”, or rendering honors, these flags will dip.

Note: As a color bearer in a color guard, you are responsible for the care and mainte­
nance of your flag. Regardless of which flag you carry, always treat it with the utmost
respect.

E. O. 4 Understand the duties of Firewatch

As a Young Marine, it is your duty to look after your peers and subordinates. Firewatch is
performing that duty while they are sleeping. While performing firewatch, you are on the
lookout for anything that could bring harm to your fellow Young Marines. For example,
if you are camping and you are on firewatch, one of your jobs may be to control the
campfire so that it does not get out of hand and cause a forest fire. Another duty may
be to en­sure everyone is in the rack, except those authorized to be up. Whatever
your duties are as a firewatch, you should remain alert and carry out your duties to the
best of your ability. The below Young Marine General Orders will help assist you in
performing this duty. Learn them well and live by them when performing firewatch.

YMGO #1 – While on firewatch I will remain awake and alert until relieved by my
replacement or authorized adult.

YMGO #2 – I will enforce all orders given me by the adult in charge.

YMGO #3 – I will report all dangerous activity immediately to the adult in charge.

YMGO #4 – I will never forget that I am a Young Marine and will perform my duties
to the best of my ability.

BYM-7-3
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 7: Leadership
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
1 Carry out the duties of a Team Member.
a. Did the Young Marine comply with rules and orders?
b. Did the Young Marine make responsible decisions on their
safety and the safety of their teammates?
c. Did the Young Marine maintain good personal habits and
manners?
d. Did the Young Marine admit mistakes and learn from
experience?
e. Did the Young Marine cooperate with others and work as a
member of a team?
f. Did the Young Marine accept constructive criticism?
g. Did the Young Marine take care of all personal and group
equipment—repair or report items of equipment and clothing
when they break or become damaged?
h. Did the Young Marine encourage their teammates?
2 Carry out the duties of a Team Leader.
a. Did the Young Marine ensure that their team was squared away
for inspections?
b. Did the Young Marine make responsible decisions on their
safety and the safety of their teammates?
c. Did the Young Marine ensure that their team members were
taken care of before themselves?

3 Carry out the duties of a Young Marine Flag Bearer.

a. Did the Young Marine know where the National Colors belong in
a color guard?
b. Did the Young Marine not dip the National Colors while
performing “Eyes, Right” or rendering appropriate honors?
c. Did the Young Marine carry the flag they were given in a
professional and dignified manner?

4 Understand the duties of Firewatch.

a. Did the Young Marine correctly recite the 4 Young Marine
General Orders?

BYM-7-4
 Performance Objective 8: Citizenship

Enabling Objectives:

1. Discuss United States (U.S.) Citizenship and its responsibilities.

2. Provide a short history of the U.S. Flag.
3. Sing or recite from memory, the first stanza of the National Anthem.
4. Recite from memory, the Pledge of Allegiance.
5. Perform 50 hours of Community Service.

E.O. 1. Discuss United States (U.S.) Citizenship and its responsibilities.

1. U.S. Citizenship. All people born in this country are considered to be U.S. citizens.
Likewise, anyone born to a U.S. parent is considered to be a U.S. citizen. Non-
citizens or Foreign Nationals can apply for U.S. citizenship by legally residing in the
U.S., passing a citizenship test, and reciting the Pledge of Allegiance to the United
States. U.S. citizens believe in:

a. Living peacefully with one another by respecting the rights of others and accepting
their cultures, customs and traditions.

b. Protecting our country and our way of life against all enemies, foreign or domestic.

c. Taking care of each other, the strong help the weak and the rich share their wealth
with the poor.

d. The blessings of liberty today and protecting and safeguarding these blessings
for future generations by being active citizens who vote, get involved in their
communities, respect our leaders and hold them accountable to serve the greater
good.

2. Responsibilities. As a citizen you have a responsibility to:

a. Help others in the community

b. Care for and protect our heritage and environment

c. Obey the laws

d. Respect and protect the rights and freedoms of others

BYM-8-1
E.O. 2. Provide a short history of the U.S. Flag.

The first Stars and Stripes were created by the Continental Congress on 14 June
1777. This date is now observed nationally as “Flag Day.”

Betsy Ross is known as the seamstress who is supposed to have sewn the first flag.

Francis Scott Key wrote the Star Spangled Banner (our National Anthem) while observing
our flag of 15 stars and fifteen stripes fly over Fort McHenry during the War of 1812.

Realizing that the flag would become unwieldy with a stripe for each new state, Captain
Samuel C. Reid, USN, suggested to Congress that the stripes remain thirteen in
number to represent the Thirteen Colonies, and that a star be added to the blue field for
each new state coming into the Union. The law of April 4, 1818, that resulted, required
that a star be added for each new state on the 4th of July after its admission.

E.O. 3. Sing or recite from memory, the first stanza of the National Anthem.

National Anthem. Francis Scott Key (1779-1843) penned the lyrics of the National
Anthem in 1814. Francis Scott Key was a respected young lawyer living in Georgetown
just west of where the modern day Key Bridge crosses the Potomac River (the house
was torn down after years of neglect in 1947). He made his home there from 1804 to
around 1833 with his wife Mary and their six sons and five daughters.

To the verses was added a tune: “Anacreon in Heaven”, written by British composer John
Stafford Smith. In October, a Baltimore actor sang Keys new song in a public perfor­
mance and called it “The Star-Spangled Banner”. An Act of Congress adopted it on
March 3, 1931 as the United States National Anthem.

THE STAR-SPANGLED BANNER

First Stanza
Oh, say can you see, by the dawns early light,
What so proudly we hailed at the twilights last gleaming?
Whose broad stripes and bright stars, through the perilous fight,
O’er the ramparts we watched, were so gallantly streaming?
And the rockets red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
O say, does that star-spangled banner yet wave,
O’er the land of the free and the home of the brave?

BYM-8-2
E.O. 4. Recite from memory, the Pledge of Allegiance.

1. Pledge of Allegiance.
PLEDGE OF ALLEGIANCE

“I pledge allegiance to the Flag of the United States of America and to

the Republic for which it stands, one Nation under God, indivisible,
with liberty and justice for all.”

a. Dr. John W. Baer writes in “The Pledge of Allegiance A Short History” that Francis
Bellamy (1855 - 1931), a Baptist minister, wrote the original Pledge in August 1892.
The original Pledge read as “I pledge allegiance to my Flag and the Republic for
which it stands, one nation, indivisible, with liberty and justice for all.”

b. What follows is Bellamy’s own account of some of the thoughts that went through
his mind in August 1892, as he picked the words of his Pledge:

It began as an intensive communing with salient points of our national history, from the
Declaration of Independence onwards; with the makings of the Constitution. ..with the
meaning of the Civil War; with the aspiration of the people...

The true reason for allegiance to the Flag is the republic for which it stands. ...And what
does that vast thing, the Republic mean? It is the concise political word for the Nation -
the One Nation which the Civil War was fought to prove. To make that One Nation idea
clear, we must specify that it is indivisible, as Webster and Lincoln used to repeat in their
great speeches. And its future?

Just here arose the temptation of the historic slogan of the French Revolution which
meant so much to Jefferson and his friends, Liberty, equality, fraternity. No, that would
be too fanciful, too many thousands of years off in realization. But we as a nation do
stand square on the doctrine of liberty and justice for all...

c. In October 1892, the pledge was changed to read “... the Republic...” to “...to the
Republic....”

d. In 1923 and 1924 the National Flag Conference, under the leadership of the
American Legion and the Daughters of the American Revolution, changed
the Pledges words, ”...my Flag...” to “...the Flag of the United States of
America.”

e. In 1942, an Act of Congress approved the Pledge of Allegiance as the official

pledge of the United States.

f. In 1954, Congress after a campaign by the Knights of Columbus, added the words,
“under God,” to the Pledge. The Pledge was now both a patriotic oath and a public
prayer.

NOTE: No other flag may be flown above the Stars and Stripes, except; (1) the United

BYM-8-3
 Nations flag at UN Headquarters; (2) the church pennant, a dark blue cross on a white
background, during church services conducted by naval chaplains at sea.

E.O. 5. Perform 50 hours of Community Service

1. Community Service. Being a good citizen means actively and purposefully participating
in your community. Perform a community service by volunteering for an activity that
directly benefits your community. This service is to be a minimum of 50 hours and
Record of Volunteer/Community Service
Place and Event Date/Hrs. Signature
1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

BYM-8-4
 Place and Event Date/Hrs. Signature
13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

BYM-8-5
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 8: Citizenship
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
1. Discuss United States (U.S.) Citizenship and its responsi­
bilities.
a. Did the Young Marine know the meaning of good citizenship?
b. Did the Young Marine know the responsibility of citizenship?
2. Provide a short history of the U.S. Flag.
a. Did the Young Marine, in there own words, provide a short his­
tory of the U.S. Flag?
b. Did the Young Marine know the name of the seamstress who
was supposed to have sewn the first flag?
3. Sing or recite from memory, the first stanza of the National
Anthem.
a. Did the Young Marine recite or sing from memory, the lyrics of
the National Anthem?
b. Did the Young Marine know who wrote the words to the National
Anthem?

4. Recite from memory, the Pledge of Allegiance.

a. Did the Young Marine recite from memory the Pledge of Al­
legiance?
b. Did the Young Marine know who wrote the original Pledge of
Allegiance?
5. Perform 50 Hours of Community Service.
a. Did the Young Marine perform 50 hours of Community Service
as described in the Young Marines Awards Manual?

BYM-8-6
 Performance Objective 9: Physical Fitness, Health, and First Aid

Enabling Objectives:

1. Identify the Components of Physical Fitness.

2. Commit to a Personal Physical Fitness Program.
3. Explain the Ten Tips on Healthy Eating.
4. Pass the Young Marine Physical Fitness Test.
5. A p p l y B a s i c F i r s t A i d Te c h n i q u e s

1. Introduction. In the following pages you will find the basic information you need
to begin and maintain a personal physical fitness program. These guidelines
are intended for the average healthy individual. It tells you what your goals should
be and how often, how long and how hard you must exercise to achieve them. It also
includes information that will make your workouts easier, safer and more satisfying.
The rest is up to you.

2. Definition. Physical fitness is to the human body what fine-tuning is to an engine.

It enables us to perform up to our potential. Fitness can be described as a condition
that helps us look, feel and do our best. More specifically, it is:

a. “The ability to perform daily tasks vigorously and alertly, with energy left over for
enjoying leisure - time activities and meeting emergency demands. It is the ability
to endure, to bear up, to withstand stress, to carry on in circumstances where an
unfit person could not continue, and is a major basis for good health and well-
being.”

b. Physical fitness involves the performance of the heart and lungs, and the
muscles of the body. And, since what we do with our bodies also affects what we
can do with our minds, fitness influences to some degree qualities such as mental
alertness and emotional stability.

c. As you undertake your fitness program, it’s important to remember that fitness is an
individual quality that varies from person to person. It is influenced by age, sex,
heredity, personal habits, exercise and eating practices. You can’t do anything
about the first three factors. However, it is within your power to change and
improve the others where needed.

E.O. 1. Identify the Components of Physical Fitness.

1. Components of Physical Fitness. Physical fitness is most easily understood by

examining its components, or “parts.” There is widespread agreement that these four
components are basic:

a. Cardio Respiratory Endurance - the ability to deliver oxygen and nutrients to

tissues and to remove wastes, over sustained periods of time. Long runs and
swims are among the methods employed in measuring this component.

BYM-9-1
 b. Muscular Strength - the ability of a muscle to exert force for a brief period of
time. Upper-body strength, for example, can be measured by various weight-lifting
exercises.

c. Muscular Endurance - the ability of a muscle, or a group of muscles, to sustain

repeated contractions or to continue applying force against a fixed object.
Pushups are often used to test endurance of arm and shoulder muscles.

d. Flexibility - the ability to move joints and use muscles through their full range of
motion. The sit-and- reach test is a good measure of flexibility of the lower back and
backs of the upper legs.

e. Body Composition is often considered a component of fitness. It refers to the

makeup of the body in terms of lean mass (muscle, bone, vital tissue and organs)
and fat mass. The amount of fat in your body is an indication of fitness, and the
right types of exercises will help you decrease body fat and increase or maintain
muscle mass.

E.O. 2. Commit to a Personal Physical Fitness Program.

1. Getting Started. a. Make a Commitment.

1) You have taken the important first step on the path to physical fitness by seeking
information. The next step is to decide that you are going to be physically fit.

2) The decision to carry out a physical fitness program cannot be taken lightly. It
requires a lifelong commitment of time and effort. Exercise must become one of
those things that you do without question, like bathing and brushing your teeth.
Unless you are convinced of the benefits of fitness and the risks of unfitness,
you will not succeed.

3) Patience is essential. Don’t try to do too much too soon and don’t quit before
you have a chance to experience the rewards of improved fitness. You can’t
regain in a few days or weeks what you have lost in years of sedentary living,
but you can get it back if you persevere. And the prize is worth the price.

4) Make Sure you are in Good Health. If you had not exercised in many years
or if you have health problems, ask your parents whether you should visit a
doctor, before beginning a physical fitness program. Vigorous exercise involves
minimal health risks for persons in good health or those following a doctor’s
advice.

E.O. 3 Explain the Ten Tips on Healthy Eating.

1. The Ten Tips on Healthy Eating.

a. Start your day with breakfast. Breakfast fills your “empty tank” to get
you going after a long night without food. And it can help you do better
in school. Easy to prepare breakfasts include cold cereal with fruit and
low-fat milk, whole-wheat toast with peanut butter, yogurt with fruit,
whole-grain waffles or even last night’s pizza!
BYM-9-2
b. Get Moving! It’s easy to fit physical activities into your daily routine. Walk, bike or
jog to see friends. Take a 10-minute activity break every hour while you read, do
home work or watch TV. Climb stairs instead of taking an escalator or elevator. Try
to do these things for a total of 30 minutes every day.

c. Snack smart. Snacks are a great way to refuel. Choose snacks from different food
groups - a glass of low-fat milk and a few graham crackers, an apple or celery
sticks with peanut butter and raisins, or some dry cereal. If you eat smart at other
meals, cookies, chips and candy are OK for occasional snacking.

d. Work up a sweat. Vigorous workouts - when you’re breathing hard and sweating
- help your heart pump better, give you more energy and help you look and feel your
best. Start with a warm-up that stretches your muscles. Include 20 minutes of aerobic
activity, such as running, jogging, or dancing. Follow-up with activities that help
make you stronger such as push-ups or lifting weights. Then cool-down with more
stretching and deep breathing.

e. Balance your food choices – don’t eat too much of any one thing. You don’t have
to give up foods like hamburgers, french fries and ice cream to eat healthy. You
just have to be smart about how often and how much of them you eat. Your body
needs nutrients like protein, carbohydrates, fat and many different vitamins
and minerals such as vitamins C and A, iron and calcium from a variety of
foods. Balancing food choices from the Food Guide Pyramid and checking out the
Nutrition Facts Panel on food labels will help you get all these nutrients.

f. Get fit with friends or family. Being active is much more fun with friends or family.
Encourage others to join you and plan one special physical activity event, like a
bike ride or hiking, with a group each week.

g. Eat more grains, fruits and vegetables. These foods give you carbohydrates for
energy, plus vitamins, minerals and fiber. Besides, they taste good! Try breads
such as whole-wheat, bagels and pita. Spaghetti and oatmeal are also in the
grain group. Bananas, strawberries and melons are some great tasting fruits. Try
vegetables raw, on a sandwich or salad.

h. Join in physical activities at school. Whether you take a physical education class
or do other physical activities at school, such as intramural sports, structured
activities are a sure way to feel good, look good and stay physically fit.

i. Foods aren’t good or bad. A healthy eating style is like a puzzle with many parts.
Each part -- or food -- is different. Some foods may have more fat, sugar or salt while
others may have more vitamins or fiber. There is a place for all these foods. What
makes a diet good or bad is how foods fit together. Balancing your choices is
important. Fit in a higher-fat food, like pepperoni pizza, at dinner by choosing lower-fat
foods at other meals. And don’t forget about moderation. If two pieces of pizza fill you
up, you don’t need a third.

j. Make healthy eating and physical activities fun! Take advantage of physical activities
you and your friends enjoy doing together and eat the foods you like. Be
BYM-9-3
 adventurous - try new sports, games and other activities as well as new foods.
You’ll grow stronger, play longer, and look and feel better! Set realistic goals – don’t
try changing too much at once.

k. The Food Guide Pyramid. Food Guide Pyramid is a practical tool to help you make
food choices that are consistent with the Dietary Guidelines for Americans. Using the
Pyramid enables you to eat a variety of foods daily so that you can get the nutrients
you need. To make the most of the Pyramid, you need to know what counts as a
serving. To learn more about the Food Pyramid log on to [Link].

E.O. 4 Pass the Young Marines Physical Fitness.

1. The Physical Fitness Test (PFT). The Young Marines are required to take two PFTs
each year - one between January and June and the other between July and December.
The unit commander may schedule additional PFT’s in order to achieve the unit’s goal
for a higher fitness level.

The PFT:

a. Measures your current physical fitness level.

b. Raises your awareness of importance of physical fitness

c. Motivates you to participate in physical activities.

d. Creates an interest in physical fitness as a life-long activity.

2. Physical Fitness Classifications and Awards. The minimum score to pass the Young
Marines Physical Fitness Test (PFT) is 200 points for Young Marine Recruits to
YM/LCPL. For YM/CPL to YM/MGYSGT, the minimum physical fitness score is 250
points.

Classification 3rd Class 2nd Class 1st Class

Score Range 200-299 300-399 400-500
Qualification Physical Fitness Physical Fitness Physical Fitness
Award Ribbon Ribbon w/ Roman Ribbon w/ Roman
250-299 YM/CPL & numeral 2 numeral 1
Above

a. Young Marines retain their respective ribbons w/appropriate devices as long as they
meet the established standards above.

b. A Unit Achievement Certificate is awarded to Young Marines earning a score of 475

to 499.

c. The Perfect Physical Fitness Ribbon is awarded to Young Marines earning a

score of 500.

BYM-9-4
3. Physical Fitness Test (PFT). The five basic exercises used in the PFT are the Curl-ups
or Partial Curl-ups (modified), the Shuttle Run, the V-sit or Sit & Reach (modified), the One
Mile Run or the Half- Mile Run for 8-9 year olds (modified) and the Right-angle Push-ups
(modified), Pull-ups, or the Flexed Arm Hang. Modified events will have a maximum score
of 95 points with the exception of Sit & Reach which has a maximum score of 99

a. Curl-ups. The curl-up exercise strengthens abdominal muscles and as part of the PFT it
measures abdominal muscle strength.

1) Starting Position. On a flat soft

surface, lay on your back, with
knees flexed and feet about 12
inches from the buttocks. Arms
are crossed with hands placed on
opposite shoulders and elbows
held close to chest. Helpers
kneel in front of you and hold
your feet in place. Helpers should
count out loud each curl-up you
perform. Figure 9-2

2) Execution. Keeping this arm position, raise the trunk curling up to touch elbows to
thighs and then lower yourself back to the floor so that the shoulder blades touch
the floor, for one curl-up. To start, a timer calls out the signal “Ready? Go!” and
begins timing for one minute. You stop when the timer says “Stop!”.

3) Administrative Note. You may rest in the down position as long as you maintain
the correct body position while resting. “Bouncing” off the floor is not permitted.
The curl-up will only be counted if performed correctly.

4) Time Limit. 1 minute.

5) Scoring Table. The Curl-up Scoring table is available at your unit.

Note: Modified curl-ups may be performed.

b. Right Angle Push-Ups or Flexed Arm Hang or Pull-Ups. This event measures upper
body strength and endurance. The unit commander (or designee) will determine
which of these three exercises the Young Marine will do however, the unit commander (or
designee) should work with the Young Marine to determine which of the three gives
the Young Marine the best opportunity to pass the PFT, while at the same time most
challenges the individual Young Marine as well.

BYM-9-5
Right Angle Push-Ups

1) Starting Position. Lay face down on a flat soft surface in a push-up position with
hands under shoulders and legs straight, parallel, and slightly apart, with the toes
supporting you. Lift your body to full height by extending the arms up straight.
Support will be on your hands and toes. Back and knees will remain straight. At
this time you will lower your body until there is a 90 degree angle at the elbows
with the upper arms parallel to the floor. Once you reach this 90 degree position,
the counter will kneel before you and place their hands palm up, under your
shoulders. This will mark how far down you will go when performing this exercise.

Figure 9-3

2) Execution. The push-up is done to a metronome (or audio tape, clapping,

drums) with one complete push-up being performed every three seconds,
and are continued until the student can do no more in rhythm (not in rhythm
for three push-ups).

3) Administrative Note. Spend as little time in the starting position as possible

in order to increase the number of repetitions.

4) Time Limit. None

5) Scoring Table. Score only those push-ups done with proper form and in rhythm.
The Push-Up scoring table is available at your unit.

Flex Arm Hang (Boys or Girls). The Flex Arm Hang exercise measures upper body
strength and endurance.

1) Starting Position. Using either an overhand grasp (palms facing away from the
body) or an underhand grip (palms facing toward the body), assume a flexed
arm hang position with the chin clearing the bar. You should be lifted or assisted
into this position.

2) Execution. Hold your body straight with your chin above the bar and chest
close to the bar for as long as possible. This is a timed event. Time is started
when your partner is no longer providing you support. When your chin touches
or falls below the bar, time is called.

BYM-9-6
 Figure 9-4
3) Administrative Note. You are not permitted to rest your chin on the bar.

4) Time Limit. Time begins when you are in position and you signal your partner
to let you go. Time ends when your chin touches or falls below the bar.

5) Scoring Table. The Flex Arm Hang Scoring table is available at your unit.

Pull-ups. The Pull-up exercise measures upper body strength and endurance.

1) Starting Position. Hang from

the bar at a height you can
hang from with arms fully
extended and feet free from the
floor or ground, using either an
overhand grasp (palms facing
away from the body) or an
underhand grip (palms facing
toward the body). If needed,
you may be lifted into position.

2) Execution. On the command

“Begin!”, raise body until chin Figure 9-5
clears the bar and then lower
the body to full-hang position.
Repeat the procedure performing as many pull-ups as you can. Spend as little time as
possible hanging from the bar beforehand. Kicking of the legs (kipping) or swinging
of the body is not permitted.

3) Administrative Note. Pull-ups should be done in a smooth rather than jerky

motion. There is no rest position for this exercise.

BYM-9-7
 4) Time Limit. There is no time limit for this event.

5) Scoring Table. The Pull-up Scoring table is available at your unit.

c. V-sit and reach (or sit and reach). This event measures flexibility of the lower back
and hamstrings.

1 a) V-sit testing. Mark a straight line two

feet long on the floor as the
baseline. Draw a measuring line
perpendicular to the midpoint of
the baseline extending two feet
on each side and marked off in
half-inches. The point where the
baseline and measuring line
intersect is the “0” point. Student
removes shoes and sits on floor
with measuring line between Figure 9-6
legs and soles of feet placed
immediately behind baseline, heels
8-1/2” apart. Student clasps
thumbs so that hands are together, palms down and places them on measuring
line. With the legs held flat by a partner, student slowly reaches forward as far as
possible, keeping fingers on baseline and feet flexed. After three practice tries,
the student holds the fourth reach for three seconds while that distance is
recorded.

2a) V-sit tip. Participants are most flexible after a warm-up run. Best results may
occur immediately after performing the endurance run.

3a) V-sit rules. Legs must remain straight with soles of feet held perpendicular to
the floor (feet flexed). Students should be encouraged to reach slowly rather than
“bounce” while stretching. Scores, recorded to the nearest half inch, are read
as plus scores for reaches beyond baseline, minus scores for reaches behind
base line.
1 b) Sit and reach testing. A specially
constructed box (see below) with a
measuring scale marked in
centimeters, with 23 centimeters
at the level of the feet. Student
removes shoes and sits on floor
with knees fully extended, feet
shoulder-width apart and soles of
the feet held flat against the end of
the box. With hands on top
of each other, palms down, and
legs held flat, student reaches
along the measuring line as far Figure 9-7
as possible. After three practice
reaches, the fourth reach is held
while the distance is recorded.
BYM-9-8
 2b) Sit and reach tip. Participants are most flexible after a warm-up run. Best results
may occur immediately after performing the endurance run.

3b) Sit and reach rules. Legs must remain straight, soles of feet against box and
fingertips of both hands should reach evenly along measuring line. Scores are
recorded to the nearest centimeter.

Constructing the Sit and Reach Box

1. Using any sturdy wood or comparable material (3/4” plywood is recommended), cut
the following pieces:
• 2 pieces - 12” x 12”
• 2 pieces - 12” x 10”
• 1 piece - 12” x 21”

2. Assemble the pieces using nails or screws and wood glue.

3. Inscribe the top panel with 1 centimeter gradations. It is crucial that the 23 centime-
ter line be exactly in line with the vertical plane against which the subject’s feet will be
placed.

4. Cover the apparatus with two coats of polyurethane sealer or shellac.

5. For convenience, you can make a handle by cutting a 1” x 3” hole in the top panel.

6. The measuring scale should extend from 9 cm to 50 cm.

d. Shuttle Run. This event measures speed, quickness and agility.

1) Shuttle run testing.

Mark two parallel
lines 30 feet apart
and place two blocks
of wood or similar
object behind one of
the lines. Students
start behind opposite
line. On the signal
“Ready? Go!” the
student runs to the
blocks, picks one
up, runs back to the
starting line, places
block behind the Figure 9-8 Figure 9-9
line, runs back and
picks up the second block and runs back across
starting line.

BYM-9-9
 2) Shuttle run tip. Be sure the participants understand the importance of running
through the finish line.
3) Shuttle run scoring. Blocks should not be thrown across the lines. Scores are
recorded to the nearest tenth of a second.

e. Endurance run/walk. This event measures heart/lung endurance.

1) Endurance run/walk testing. On a

safe, one-mile distance, students
begin running on the count
“Ready? Go!” Walking may be
interspersed with running.
However, the students should be
encouraged to cover the
distance in as short a time as
possible.

2) Endurance run/walk tip. Use a

large enough running area so Figure 9-10
that no more than eight laps are
necessary to complete a mile. Help participants learn proper pacing for the mile by
having them run at the mile pace for short distances during warm-up time. If you
are not using a track that is measured in miles, then you will need to convert from
that measurement into miles. Refer to the conversion chart below for converting to
miles when using a 400 meter track or 440 yards.

3) Endurance run/walk scoring. Always review student’s health status before

administering this test. Give students ample instruction on how to pace themselves.
Allow them to practice running this distance against time, as well as sufficient time
for warming up and cooling down before and after the test. Times are recorded in
minutes and seconds. Alternative distance for 8 and 9 year old Young Marines
is ½ mile. The same objective and testing procedure are used as with the mile
run.

Conversion for Miles

On a 400 meter track On a 440 yard track
1 mile = 4 laps + 9 meters 1 mile = 4 laps
3/4 mile = 3 laps + 6.75 meters 3/4 mile = 3 laps
1/2 mile = 2 laps + 4.5 meters 1/2 mile = 2 laps
1/4 mile = 1 lap + 2.25 meters 1/4 mile = 1 lap

4. Body Mass Index (BMI). The BMI is a way of measuring body fat. Obesity is an increas­
ingly serious health problem in the United States. On the other end of the spectrum but
also of concern are life-threatening disorders such as anorexia and bulimia. Because
body weight can be a sensitive personal issue, the collection and interpretation of all
data must adhere to strict rules of confidentiality. Several resources are available for
additional information. Of course, family doctors or clinics are always a primary source for

BYM-9-10
 diagnostic assistance and intervention advice. In addition, you can find trained exercise
specialists at many YMCAs or local colleges and universities.

BMI results should only be used as a screening test. Children’s growth patterns can vary
greatly, and may produce BMI ratios that are misleading. Any BMI score falling outside of
the recommended range requires further examination before any final decision can be
made about whether a health risk may exist.

BMI= weight/height2

5. Warm-up and Cool-down. A 5-10 minute warm-up is an essential part of every fitness
session. A warm-up routine has a number of benefits. It is beneficial because it:
a. Prepares the body for action;
b. Helps develop sports skills; and,
c. Helps prevent injury. Muscles that are supple and strong become less prone to injury.

BYM-9-11
6. Warm-ups. Here are some guidelines for a warm-up session:

a. Start with three minutes of brisk walking or easy jogging;

b. Do your stretching exercises slowly and smoothly;

c. Stretch only until you feel tightness, not pain;

d. Do strengthening exercises at a controlled speed;

e. Breathe naturally, inhaling and exhaling fully on each repetition. Breath holding
should be avoided;

f. Arm Circles, Curl and Stretch and Ankle Rocker require gentle, continuous
action. For the other stretching exercises, use a stretch-and hold movement.
Start with a minimum of five repetitions, holding the stretched position for
at least 10-20 seconds.

Warm-up and Cool-down Exercises

1. Use the following exercises to warm up and cool down. (For cooling down, perform in
reverse order)

a. Arm Circles – Full, slow sweeping circles with both arms forward then backwards.

b. Side Stretch – Reach one arm overhead and the other down the side of the leg.
Repeat alternately to the other side.

c. Sit & Reach – One leg straight, one bent with the sole of the foot near the knee of the
straight leg. Reach out with both arms along the straight leg.

d. Cat Back – Flatten lower back to floor, then slowly curl up with arms straight.

e. Thigh Stretch – Bend one knee, grasp ankle, pull foot gently toward the buttock.
Repeat alternately with the other leg. Don’t arch the back.

f. Pelvic Tilt – On your back, knees bent, feet flat on the deck. Tighten abdominals and
buttocks, and press your lower back firmly against the deck.

g. Cross-overs – Seated on deck, legs in front of you, knees bent and feet flat on the
deck. Roll legs to one side toward the deck. Look over the other shoulder. Repeat
to other side.

h. Calf Stretch – One foot in front of the other with toes pointed straight ahead.
Bend both legs (squatting) to stretch the soleus muscle in the rear leg. Repeat
with legs further apart and back straight to stretch the calf muscle in the rear
leg.

2. Cool-downs. Stretching exercises play an important role in the cool-down following an

activity session. A cool-down (warm up done in reverse order) brings the heart rate
and body temperature back to normal, and it helps prevent unnecessary stiffness and
soreness that can result from vigorous activity.
BYM-9-12
 3. Sportsmanship. A person who displays good sportsmanship is fond of sports and
behaves fairly and generously. Sportsmanship is an attitude and it should be part of
everyone’s sports gear when they head out to play. Here are some tips to help you
practice good sportsmanship, whatever sport you play:

a. Always play by the rules of the game;

b. Respect all the referees decisions without grumbling;

c. Accept that your opponents played well and deserved to win;

d. Accept victory with humility and modesty;

e. Compliment your opponent on his/her play;

f. Do not try to gain unfair advantage over your opponent;

g. Do not try to win by cheating;

h. Remain in control of your emotions and do not resort to violence; and,

i. Remember that it is not who won or lost, but how you played the game.

E.O. 5 Apply Basic First Aid Techniques.

* * WARNING **

Handling or contact with fluids, such as blood, may be hazardous to your health

WEAR GLOVES – PUT SOMETHING BETWEEN YOU AND THE VICTIM

1. First Aid training is recognized as an important aspect of civil defense. In the event of
a major catastrophe, medical and hospital services may be temporarily unavailable.
Citizens must rely on caring for their own injuries as well as those of others.
Possession of First Aid knowledge is a civic responsibility.

2. In the Young Marines, each member whether Young Marine or adult should be first
aid trained. This will enable you to properly care for your sick and/or injured Young
Marines.

3. Definition of First Aid. First Aid is defined as immediate care given to a victim until the
services of trained personnel arrive.

BYM-9-13
 Caution Statement. Legally, you must be given permission by the victim before you
begin to help. If the victim is unconscious, consent is implied. If the victim is a child
or disturbed try to get consent from the parent or guardian. “Good Samaritan” laws
give legal protection to individuals who act in good faith and are not guilty of willful
misconduct or gross negligence. This varies from state to state so know the laws in
your state.

What you will learn from this chapter is a very basic knowledge of first aid. Your
unit should conduct additional first aid and rescue breathing (CPR) training
annually for all Young Marines and adult staff.

4. Each Young Marine should carry with them a personal first aid kit, especially while
hiking, camping, or away from home or your normal meeting area.
A personal first aid kit should include, at a minimum:

6 Adhesive bandages (Band-aids)

2 Sterile gauze pads, 3-by-3-inch
1 Small roll of adhesive tape
1 Moleskin, 3-by-6-inch
1 Small bar of soap
1 Small tube of antiseptic
1 Pair of scissors
1 Pair of latex gloves
1 Mouth-barrier device for rescue breathing or CPR
1 Plastic goggles or other eye protection
1 Pencil with paper

5. Basic Young Marines are required to pass a prescribed course in Basic First Aid by
completing the requirements for the Basic First Aid Ribbon Award. (See your unit
commander for the award requirements)

BYM-9-14
 PERFORMANCE QUALIFICATION REVIEW
Performance Objective 9: Physical Fitness, Health and First Aid
E.O. Enabling Objective Description and Authorized
No. Performance Requirement Evaluators
Signature
1 Identify the definition, importance and components of
Physical Fitness.
a. Without any aids, did the Young Marine in their own words know
the meaning of physical fitness?
b. Without any aids, did the Young Marines in their own words
explain the importance of good physical fitness?
c. Without any aids, did the Young Marines name the components
of physical fitness?

2 Commit to a Personal Physical Fitness Program.

a. Did the Young Marine commit to physical fitness program?
b. Is the Young Marine medically cleared to pursue a physical
fitness program?

3 Explain the Ten Tips on Healthy Eating.

a. When provided a list of the Ten Tips on Healthy Eating, did the
Young Marine explain in their own words each tip?
b. Without any aids, did the Young Marine describe the food
pyramid?

4 Pass the Young Marine Physical Fitness Test.

a. Did the Young Marine pass the PFT?
b. Does the Young Marines PFT score continue to improve?
5 Apply Basic First Aid Techniques.
a. Does the Young Marine know that possessing first aid knowledge
is a civic responsibility?
b. Does the Young Marine know that all Young Marines and adults in
the Young Marines should be trained in first aid?
c. Does the Young Marine know the definition of First aid?

d. Does the Young Marine know and understand the “Good

Samaritan” law for their state?
e. Does the Young Marine carry a personal first aid kit with them
containing at a minimum, the prescribed items?
f. Did the Young Marine earn the Basic First Aid Ribbon Award as
prescribed in the Young Marines Award Manual?

BYM-9-14
Notes:
Notes:
 Full Modified PT Service A Service C
Camouflage Camouflage
Figure 2-1 Figure 2-2 Figure 2-3 Figure 2-4 Figure 2-5

Left Shoulder Patches Front blouse patches and Chevron Diagram

ribbons Figure 2-8
Figure 2-6 Figure 2-7

U.S. FLAG
Figure 3-4
Figure 4-2

Figure 4-3

Figure 4-2

Figure 4-3

Figure 4-2

Figure 4-4

Figure 4-3

Figure 4-4
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