Chapter 9: Student Participation
As noted in Mr. Thomas’s comments in the PREFACE, one of the attributes of the Living History Education Program is to instill a sense of responsibility in the student participants. One part of this responsibility is that of exercising proper conduct. A second responsibility might also be to do one’s best academically. While the Living History Program strives to develop a “level playing field” and does not emphasize grades, there is no reason why your program cannot reward in a subtle way increased academic achievement, especially among those student participants who may struggle academically. A way of rewarding the efforts of any student participant is noted in ANNEX R.
Another aspect of developing student responsibility is keeping proper accountability of one’s actions. While experience has shown that student participants who are entering adolescence have difficulty in maintaining proper records, it should not deter you from trying to get your student participants to keep rather formal records of their activities while participating in the program. The Soldier’s Pay Book, described below and, incidentally, actually used by real armies, is one way to help instill that responsibility. If the pay book idea does not prove practicable, then as a minimum, teachers need to keep a record folder on each student participant. The contents of the student folder should be the same as that of the pay book.
Soldier’s Pay Book/ Student Folder Accurate record keeping is important to insure that your Living History Program is properly administrated. In addition to records kept by the regimental pay masters, provost marshals, adjutants, and teachers, each student participant maintains a Soldier’s Pay Book. The components of the pay book are:
Dues
Activities in the Living History Program are also partially funded by dues collected from the student participants. The participating students vote on the amount of dues to be paid and at what times. The amount of dues cannot be onerous, and care must be taken that students unable to contribute will not be excluded from the program. You insure that parents are informed of the amount of the dues, when they are collected, and the purpose to which the dues will be put through the regimental paymaster. Every student participant pays the same amount of dues. One of the responsibilities of the chain of command is to see that the dues are properly collected. A representative of The Committee of Safety/War Department/King’s Council will oversee the collection of dues and their accountability.
Example: You determine that each student participant will pay dues once a month. The dues will be twenty five cents ($.25) each week to be collected monthly. (In New York State this amounts to collecting five redeemable cans per week, an environmental aspect of the program.) You direct the regimental pay master to write a letter for your signature to the students’ parents informing them of the purpose of the collection of dues, the amount of money involved, and when the dues will be collected. Any questions about dues should be directed to you as program director.
Example: The student regimental pay master establishes a system for the collection of dues. Each month the pay master arranges for each company commander to collect a stipulated sum from each member of the company. The pay master gives each company commander a receipt indicating the total amount collected. The pay master keeps a written record of the money collected and makes sure the money is properly secured and accounted for.
Example: The company commander charges the platoon leader with the duty of collecting the dues on the stipulated date. The platoon leader gives each member of the company a receipt for the money collected by making an entry in the member’s pay book or the teacher makes an entry in the student folder.
Example: To insure proper accountability, the company commander issues each member a “pay book.” Each time dues are collected the payment is recorded in the pay book. The pay book can also be used to record merits and demerits, changes in rank and title, and special instructions.
Example: A member of a company is unable to pay the prescribed dues or cannot make payment on the designated days. This gives the company commander the opportunity to make special arrangements for “his/her soldier.” The company commander advises the regimental pay master of the member’s situation and requests that the payment of dues be forgiven or deferred.
Example: A member of the company asks the commander for permission to pay the total amount of required dues at some future date since the member has difficulty paying dues on a regular basis. The company commander passes the request to the pay master who consults the Committee of Safety/War Department/King’s Council as to the appropriate action to be taken.
Esprit de CorpsHigh esprit de Corps is important in a military organization. It results from high morale of the regiment’s members and in a unit performing better than normal standards in combat. The student participants in the regiments will endeavor to gain recognition as members of an elite military organization. Recognition will be obtained by members of the regiment performing their duties and other assigned tasks in an exemplary manner, which will result in acclamation from individuals in positions of authority.
One of the goals of the Living History Program is to instill in the student participants a sense of well being and self esteem which results in the students being properly recognized. In events where the public observes the program, high esprit de corps will be recognized and rewarded by public approval and praise.
Morale
An important aspect of military life throughout history has been the morale of the soldiers in their units. Soldiers with low morale were often easily defeated in battle, whereas small groups of soldiers with high morale often defeated larger units of men with poor morale. In combination with discipline, a military formation could accomplish feats in battle which more often than not won the battle. Such successful formations therein developed an esprit de corps which distinguished them from other similar military units.
The Living History Program is designed to develop a high degree of morale in the student participants. Through group interaction as described in Mrs. Ruesink’s experience chronicled in the PREFACE, each student will develop a high sense of morale which will be exhibited in high regimental esprit de corps. You, as the program director, will want to encourage the students to perform as exemplary soldiers, which enhances their morale and therein helps the student participants to develop a high degree of self esteem.
Example: You are at the year-end encampment of your American Revolutionary War Living History Program. One of the activities planned is a battle maneuver requiring a regiment to outflank its opposition by climbing a steep hill to obtain a commanding position over the foe. One rather stout student participant, not wanting to be left behind, nevertheless has difficulty in reaching the top of the hill. The student, however, receives much encouragement from fellow company mates to which he responds with an extra effort. His success engenders a sense of accomplishment resulting in enhanced morale and further developed self-esteem.
Example: You are replicating the Civil War. A student participant is showing a tendency to “retreat into the woodwork” by avoiding participation in certain activities. The student’s company commander is appraised of the situation and discreetly gives the student an opportunity to perform some task which is just demanding enough to require a special effort. Upon successful completion of the task, the student is accorded appropriate recognition, which helps heighten his self-esteem and increase his morale.
Discipline
Purpose - Any organization cannot be effective unless it has discipline. In the Living History Program there needs to be both self-discipline and group discipline, the latter emanating from the former. The student who participates willingly and cooperatively will help make the program a viable and interesting one. When a student exercises self-discipline, he or she develops and demonstrates a sense of responsibility, which allows the group to function as desired and learning is enhanced.
Administration - A discipline log for each student participant is maintained by the organization provost marshal. Each school demerit along with date and the reason for such is entered into the provost marshal’s log book. Each student participant is also required to enter the number of merits and demerits in his or her pay book.
Exercising discipline in the Living History Program does not mean punishment to achieve results. Discipline is exercised solely for the purpose of attaining the program’s goals through positive reinforcement. The discipline system is based on awarding student participants “merits” and “demerits” on an objective basis. Demerits are not to be construed as punishment but rather instruments to reinforce acceptable conduct by members of the organization.
Merits (See ANNEX R for conducting the merit system.)
Merits are awarded for conduct which reflects positively on the performance of the participating student. They can be viewed as rewards for certain conduct and performance in the organization as well as in school. There are different types of merits that you may want to use: school, team, teacher, student, and military.
Merits are awarded rather liberally and are cumulative. They may be awarded by persons within the school system, and recommendations for them can be made by others who help with the program. Merits, however, cannot be solicited from individuals by the student participants.
This prohibition against solicitation is designed to keep student participants from “sucking up” to someone or trying to curry extra favor with certain individuals.
Rank within the program is determined by the number of merits a student accumulates during the school year. All students will start the year as recruits with some being named “acting” in certain positions of responsibility until the first ranking period. By the end of the school year, everyone in a company can be at least a sergeant, to include the company commander who in real life would be an officer.
Example: The school program for the year is the American Civil War. A student participant is interested in achieving a high rank and goes to one of the school custodians and solicits a number of merits. The custodian, who has been briefed on the no solicitation policy, explains to the student that he will certainly recommend that the student receive merits for assisting in activities worth merit awards but that he will make the determination as he sees fit, and the decision will be his alone.
Example: You are doing the War of 1812 as the year’s Living History Program. One of the regular teachers must be absent for two weeks. The student participants in the class show special deference to the teacher and commit many acts worthy of merits. The substitute teacher, who was not advised of the merit system, prepares to leave her position without awarding any merits. The students, who had been on their best behavior, complain up through the chain of command to you about the situation. The regimental adjutant makes note of those actions worth merits and has a list ready to present to you when asked. Before the substitute teacher leaves, you take her aside and explain the system and ask for recommendations which you correlate with the adjutant’s list.
Example: Your program replicates the American Revolutionary War period. A substitute teacher replaces a regular teacher for a week. The substitute is not aware of the merit system. A student member of the student chain of command asks to speak with the substitute teacher after his first day and explains the merit system to him. The substitute teacher, however, decides against awarding merits during his short tenure but does not tell the students. The member of the chain of command, however, makes appropriate notes and brings them to your attention when the substitute leaves. You and the Council of Inquiry then make awards as appropriate.
Example: You are doing the French and Indian War. One of the teachers is having trouble maintaining discipline in the classroom with a large number of student participants. She decides to award school merits indiscriminately, thus making a mockery of the merit system. Students in other classes complain through the chain of command about the practice. You take the teacher aside and explain to her the deleterious effect her awarding of merits is having on the program. At the same time, you recommend the discreet use of demerits. Then, through the chain of command you pass the word to the student participants that their conduct is contrary to the spirit of discipline the program is designed to foster.
Demerits: (See ANNEX S for conducting the demerit system.)
Demerits are awarded to reinforce disciplinary matters and to encourage student participants to improve their conduct. A student who accumulates more than a given number of demerits may not only lose rank but may be denied the privilege of attending the year-end encampment or other special events planned for the student participants.
Demerits are awarded discreetly and not as a means for controlling student conduct in class. You will need to monitor this system carefully.
There are two types of demerits. One type is the military demerit, which involves misconduct in Living History Program activities and is relatively minor in nature. The second type involves misconduct, called school demerits, in the overall school environment. The school demerit cannot be worked off.
Example: The program is the American Revolution. A student participant is late for drill formation eight times during a ranking period. After several warnings the student is awarded three military demerits.
Example: You are doing the War of 1812. Two student participants are caught fighting in the school parking lot by a teacher. The students are each awarded demerits for their misconduct in the overall school environment.
Military demerits are cumulative and are required to be “worked off.” The judicious awarding of demerits helps maintain the demerit system’s credibility. The offense and remedy are noted in the student participant’s pay book and in the provost marshal’s log book.
Example: You are doing the Civil War. A student participant has been late for drill formation three times and has been dressed in improper uniform on four different occasions within a ranking period. He has been awarded, therefore, seven military demerits. To work off the demerits, his company commander assigns him the performance of certain tasks which would ordinarily result in the awarding of merits, such as remaining after a drill to put equipment away or assist the quartermaster in accounting for weapons during a periodic inventory.
Example: Your program is concerned with the American Revolutionary War period. A student participant has been continually unruly in the hallways. A teacher hall monitor awards a demerit for this misconduct. Since this is not a military type offense, the student cannot work off this school demerit , and it will be added to others and considered by the Council of Inquiry towards the end of the school year in determining eligibility for the encampment.
Example: The year’s Living History Program is the American Revolutionary War period. A teacher is having difficulty in maintaining discipline in the classroom. A number of student participants are in the class and are being issued an inordinate number of school demerits. A member of the chain of command brings the matter to your attention. You hold a conference with the teacher and explain how the demerit system is supposed to work and the adverse effect it can have on the students. You request the teacher modify his approach to awarding the school demerits and encourage the use of school merits instead. You also tell the senior ranking student participant in that teacher’s class that the student participant’s conduct must be improved or he/she will jeopardize their chances of attaining rank and participating in the year-end encampment. You need to seek a workable balance in this matter.
Example: You will be conducting a Living History Program which encompasses the American Civil War. In past years you have had to modify the demerit system because it was not fully understood by the student participants or those individuals who were entitled to award demerits. During the first weeks of the school year you gather the “acting” chain of command and explain the system to them. Those students in positions of responsibility then brief the other student participants in the chain of command. You then closely monitor the briefings given by the members of the chain of command to insure all student participants thoroughly understand the program. At the same time you brief the school faculty and administration on the merit and demerit system emphasizing that it is to be administered both fairly and with balance.
Student Command and Staff AssignmentsAssignments are also discussed in CHAPTER 4. They are first made on an “acting” basis and subsequently on determinations by the Committee of Public Safety/War Department/King’s Council made permanent as long as the student’s performance warrants it. It may be appropriate to alternate certain positions during the school year so as to give as many students as possible a taste of different military responsibilities. This will, however, be a judgment call on your part. You will want to see that there is an appropriate balance between rank and command or staff assignments.
Rank (See ANNEX T for ranking system and different ranks.)
Students gain rank through the merit/demerit system. Depending on how you decide to award merits, you may not have many high ranking individuals. Rank, however, is not equated to command and staff assignments. Thus, you might have a first sergeant commanding a company. The regimental commander may hold rank no higher than that of second lieutenant. You do not, however, want a situation where a private first class is the regimental commander although the student might be the scribe at this rank.
At the end of each school grading (ranking) period, each participant is accorded recognition as is appropriate. Promotions to non-commissioned or commissioned rank can be made at this time. Non-commissioned and commissioned officers not meeting standards (i.e. have accumulated excess demerits) may be relieved and replaced. It is not unreasonable to have a large number of junior non-commissioned officers (corporals or sergeants) in the program, so specific quotas for lower ranking positions should not be set.
Leadership Activities
Student participants are encouraged to engage in activities which encourage leadership and responsibility. Such initiative is awarded with merits for either Living History Program or overall school performance.
Example: Your Living History Program is replicating the American Revolution period. In one company at a drill, the company commander and platoon leader are absent. Another student participant assumes command of the company for the drill. At the end of the drill, the regimental commander awards the soldier three military merits for taking over the drill responsibility.
Example: A student participant volunteers to assist a physical education teacher to organize teams for a game of kickball and volunteers to act as a team captain. The teacher awards the student participant a school merit for the student’s assumption of a leadership position.
Students holding military leadership (command) positions in the Living History Program are expected to actively exercise their responsibilities. At each ranking period, the Committee of Safety/War Department/King’s Council reviews the performance of those in leadership positions and may make adjustments as required. After the first ranking period, all the student participants in “acting” positions are evaluated to determine if they should continue in the positions on a regular basis.
Example: You are doing the American Civil War period. It is the end of the first ranking period. You convene the War Department secretaries and decide whether or not the student participants shall have their status changed from “acting” to regular. Two company commanders decide they do not want to hold their positions and need to be replaced. You and the War Department select several candidates from those holding the highest ranks and interview them, outlining their duties and responsibilities. Out of four candidates you select the two who score the highest in the interviews. Since they are from companies different from the incumbents, you conduct a limited reorganization within the regimental organization.
PromotionsThere are two types of promotions: those made at the time of a ranking (grading) period and those made “in the field” or as an impact event. Immediate field promotions are made “on the spot” if a student participant receives an academic award such as Student of the Month or is cited for a special performance or does special work for the regiment outside the school. An immediate field promotion may be awarded to all student participants on a special occasion, such as to all students who are privates first class and below who present themselves in proper uniform for the annual regimental dinner. They are automatically promoted one rank. The standards for immediate field promotions should be clearly defined and fairly applied.
Promotions made at the ranking period are based on the merit/demerit system. Positions of responsibility within the regiments are not dependent on student participants reaching a particular rank. There should, however, be some correlation between rank and position title. If there is a major conflict, then the Committee of Safety/War Department/King’s Council resolves it in a manner which is fair to both parties.
Example: You are doing the American Revolutionary War. A student participant writes a prize winning essay on what it is (was) like to be a soldier in the winter of 1783 at the New Windsor Cantonment. The student’s present rank is corporal. The Committee of Safety awards the student a field promotion to sergeant.
Example: You are replicating the Civil War. One of the student participants is cited in the local newspaper for performing some significant civic duty. The student is a sergeant in the Union Army. A member of the War Department notes the performance in the newspaper and, in consultation with other members of the War Department, accords an immediate promotion of the student to the rank of first sergeant.
Example: You are replicating the War of 1812. The company commander holds the rank of sergeant. This status is acceptable although in reality officers command companies.
Example: The Living History Program concerns itself with the French and Indian War. The company commander has accumulated only enough merits to reach the rank of corporal. Another member of the company has attained the rank of sergeant major. Since promotions are the concern of the King’s Council, you either transfer the student sergeant major to another company where the student does not outrank the company commander or you assign the student to a regimental staff position or you have the corporal company commander change places with the sergeant major.
Another aspect of developing student responsibility is keeping proper accountability of one’s actions. While experience has shown that student participants who are entering adolescence have difficulty in maintaining proper records, it should not deter you from trying to get your student participants to keep rather formal records of their activities while participating in the program. The Soldier’s Pay Book, described below and, incidentally, actually used by real armies, is one way to help instill that responsibility. If the pay book idea does not prove practicable, then as a minimum, teachers need to keep a record folder on each student participant. The contents of the student folder should be the same as that of the pay book.
Soldier’s Pay Book/ Student Folder Accurate record keeping is important to insure that your Living History Program is properly administrated. In addition to records kept by the regimental pay masters, provost marshals, adjutants, and teachers, each student participant maintains a Soldier’s Pay Book. The components of the pay book are:
- Record of dues paid. Each time dues are paid there is an annotation in the pay book.
- Merits achieved. For every merit earned the student notes the fact.
- Demerits received. Every demerit is noted. The “working off” of military demerits is also noted.
- Promotions and demotions (if necessary) are noted.
- Rank held.
- Military title held.
- Record of a military achievement, such as winning Soldier of the Month.
- Journal entries and letters of commendation/appreciation.
Dues
Activities in the Living History Program are also partially funded by dues collected from the student participants. The participating students vote on the amount of dues to be paid and at what times. The amount of dues cannot be onerous, and care must be taken that students unable to contribute will not be excluded from the program. You insure that parents are informed of the amount of the dues, when they are collected, and the purpose to which the dues will be put through the regimental paymaster. Every student participant pays the same amount of dues. One of the responsibilities of the chain of command is to see that the dues are properly collected. A representative of The Committee of Safety/War Department/King’s Council will oversee the collection of dues and their accountability.
Example: You determine that each student participant will pay dues once a month. The dues will be twenty five cents ($.25) each week to be collected monthly. (In New York State this amounts to collecting five redeemable cans per week, an environmental aspect of the program.) You direct the regimental pay master to write a letter for your signature to the students’ parents informing them of the purpose of the collection of dues, the amount of money involved, and when the dues will be collected. Any questions about dues should be directed to you as program director.
Example: The student regimental pay master establishes a system for the collection of dues. Each month the pay master arranges for each company commander to collect a stipulated sum from each member of the company. The pay master gives each company commander a receipt indicating the total amount collected. The pay master keeps a written record of the money collected and makes sure the money is properly secured and accounted for.
Example: The company commander charges the platoon leader with the duty of collecting the dues on the stipulated date. The platoon leader gives each member of the company a receipt for the money collected by making an entry in the member’s pay book or the teacher makes an entry in the student folder.
Example: To insure proper accountability, the company commander issues each member a “pay book.” Each time dues are collected the payment is recorded in the pay book. The pay book can also be used to record merits and demerits, changes in rank and title, and special instructions.
Example: A member of a company is unable to pay the prescribed dues or cannot make payment on the designated days. This gives the company commander the opportunity to make special arrangements for “his/her soldier.” The company commander advises the regimental pay master of the member’s situation and requests that the payment of dues be forgiven or deferred.
Example: A member of the company asks the commander for permission to pay the total amount of required dues at some future date since the member has difficulty paying dues on a regular basis. The company commander passes the request to the pay master who consults the Committee of Safety/War Department/King’s Council as to the appropriate action to be taken.
Esprit de CorpsHigh esprit de Corps is important in a military organization. It results from high morale of the regiment’s members and in a unit performing better than normal standards in combat. The student participants in the regiments will endeavor to gain recognition as members of an elite military organization. Recognition will be obtained by members of the regiment performing their duties and other assigned tasks in an exemplary manner, which will result in acclamation from individuals in positions of authority.
One of the goals of the Living History Program is to instill in the student participants a sense of well being and self esteem which results in the students being properly recognized. In events where the public observes the program, high esprit de corps will be recognized and rewarded by public approval and praise.
Morale
An important aspect of military life throughout history has been the morale of the soldiers in their units. Soldiers with low morale were often easily defeated in battle, whereas small groups of soldiers with high morale often defeated larger units of men with poor morale. In combination with discipline, a military formation could accomplish feats in battle which more often than not won the battle. Such successful formations therein developed an esprit de corps which distinguished them from other similar military units.
The Living History Program is designed to develop a high degree of morale in the student participants. Through group interaction as described in Mrs. Ruesink’s experience chronicled in the PREFACE, each student will develop a high sense of morale which will be exhibited in high regimental esprit de corps. You, as the program director, will want to encourage the students to perform as exemplary soldiers, which enhances their morale and therein helps the student participants to develop a high degree of self esteem.
Example: You are at the year-end encampment of your American Revolutionary War Living History Program. One of the activities planned is a battle maneuver requiring a regiment to outflank its opposition by climbing a steep hill to obtain a commanding position over the foe. One rather stout student participant, not wanting to be left behind, nevertheless has difficulty in reaching the top of the hill. The student, however, receives much encouragement from fellow company mates to which he responds with an extra effort. His success engenders a sense of accomplishment resulting in enhanced morale and further developed self-esteem.
Example: You are replicating the Civil War. A student participant is showing a tendency to “retreat into the woodwork” by avoiding participation in certain activities. The student’s company commander is appraised of the situation and discreetly gives the student an opportunity to perform some task which is just demanding enough to require a special effort. Upon successful completion of the task, the student is accorded appropriate recognition, which helps heighten his self-esteem and increase his morale.
Discipline
Purpose - Any organization cannot be effective unless it has discipline. In the Living History Program there needs to be both self-discipline and group discipline, the latter emanating from the former. The student who participates willingly and cooperatively will help make the program a viable and interesting one. When a student exercises self-discipline, he or she develops and demonstrates a sense of responsibility, which allows the group to function as desired and learning is enhanced.
Administration - A discipline log for each student participant is maintained by the organization provost marshal. Each school demerit along with date and the reason for such is entered into the provost marshal’s log book. Each student participant is also required to enter the number of merits and demerits in his or her pay book.
Exercising discipline in the Living History Program does not mean punishment to achieve results. Discipline is exercised solely for the purpose of attaining the program’s goals through positive reinforcement. The discipline system is based on awarding student participants “merits” and “demerits” on an objective basis. Demerits are not to be construed as punishment but rather instruments to reinforce acceptable conduct by members of the organization.
Merits (See ANNEX R for conducting the merit system.)
Merits are awarded for conduct which reflects positively on the performance of the participating student. They can be viewed as rewards for certain conduct and performance in the organization as well as in school. There are different types of merits that you may want to use: school, team, teacher, student, and military.
Merits are awarded rather liberally and are cumulative. They may be awarded by persons within the school system, and recommendations for them can be made by others who help with the program. Merits, however, cannot be solicited from individuals by the student participants.
This prohibition against solicitation is designed to keep student participants from “sucking up” to someone or trying to curry extra favor with certain individuals.
Rank within the program is determined by the number of merits a student accumulates during the school year. All students will start the year as recruits with some being named “acting” in certain positions of responsibility until the first ranking period. By the end of the school year, everyone in a company can be at least a sergeant, to include the company commander who in real life would be an officer.
Example: The school program for the year is the American Civil War. A student participant is interested in achieving a high rank and goes to one of the school custodians and solicits a number of merits. The custodian, who has been briefed on the no solicitation policy, explains to the student that he will certainly recommend that the student receive merits for assisting in activities worth merit awards but that he will make the determination as he sees fit, and the decision will be his alone.
Example: You are doing the War of 1812 as the year’s Living History Program. One of the regular teachers must be absent for two weeks. The student participants in the class show special deference to the teacher and commit many acts worthy of merits. The substitute teacher, who was not advised of the merit system, prepares to leave her position without awarding any merits. The students, who had been on their best behavior, complain up through the chain of command to you about the situation. The regimental adjutant makes note of those actions worth merits and has a list ready to present to you when asked. Before the substitute teacher leaves, you take her aside and explain the system and ask for recommendations which you correlate with the adjutant’s list.
Example: Your program replicates the American Revolutionary War period. A substitute teacher replaces a regular teacher for a week. The substitute is not aware of the merit system. A student member of the student chain of command asks to speak with the substitute teacher after his first day and explains the merit system to him. The substitute teacher, however, decides against awarding merits during his short tenure but does not tell the students. The member of the chain of command, however, makes appropriate notes and brings them to your attention when the substitute leaves. You and the Council of Inquiry then make awards as appropriate.
Example: You are doing the French and Indian War. One of the teachers is having trouble maintaining discipline in the classroom with a large number of student participants. She decides to award school merits indiscriminately, thus making a mockery of the merit system. Students in other classes complain through the chain of command about the practice. You take the teacher aside and explain to her the deleterious effect her awarding of merits is having on the program. At the same time, you recommend the discreet use of demerits. Then, through the chain of command you pass the word to the student participants that their conduct is contrary to the spirit of discipline the program is designed to foster.
Demerits: (See ANNEX S for conducting the demerit system.)
Demerits are awarded to reinforce disciplinary matters and to encourage student participants to improve their conduct. A student who accumulates more than a given number of demerits may not only lose rank but may be denied the privilege of attending the year-end encampment or other special events planned for the student participants.
Demerits are awarded discreetly and not as a means for controlling student conduct in class. You will need to monitor this system carefully.
There are two types of demerits. One type is the military demerit, which involves misconduct in Living History Program activities and is relatively minor in nature. The second type involves misconduct, called school demerits, in the overall school environment. The school demerit cannot be worked off.
Example: The program is the American Revolution. A student participant is late for drill formation eight times during a ranking period. After several warnings the student is awarded three military demerits.
Example: You are doing the War of 1812. Two student participants are caught fighting in the school parking lot by a teacher. The students are each awarded demerits for their misconduct in the overall school environment.
Military demerits are cumulative and are required to be “worked off.” The judicious awarding of demerits helps maintain the demerit system’s credibility. The offense and remedy are noted in the student participant’s pay book and in the provost marshal’s log book.
Example: You are doing the Civil War. A student participant has been late for drill formation three times and has been dressed in improper uniform on four different occasions within a ranking period. He has been awarded, therefore, seven military demerits. To work off the demerits, his company commander assigns him the performance of certain tasks which would ordinarily result in the awarding of merits, such as remaining after a drill to put equipment away or assist the quartermaster in accounting for weapons during a periodic inventory.
Example: Your program is concerned with the American Revolutionary War period. A student participant has been continually unruly in the hallways. A teacher hall monitor awards a demerit for this misconduct. Since this is not a military type offense, the student cannot work off this school demerit , and it will be added to others and considered by the Council of Inquiry towards the end of the school year in determining eligibility for the encampment.
Example: The year’s Living History Program is the American Revolutionary War period. A teacher is having difficulty in maintaining discipline in the classroom. A number of student participants are in the class and are being issued an inordinate number of school demerits. A member of the chain of command brings the matter to your attention. You hold a conference with the teacher and explain how the demerit system is supposed to work and the adverse effect it can have on the students. You request the teacher modify his approach to awarding the school demerits and encourage the use of school merits instead. You also tell the senior ranking student participant in that teacher’s class that the student participant’s conduct must be improved or he/she will jeopardize their chances of attaining rank and participating in the year-end encampment. You need to seek a workable balance in this matter.
Example: You will be conducting a Living History Program which encompasses the American Civil War. In past years you have had to modify the demerit system because it was not fully understood by the student participants or those individuals who were entitled to award demerits. During the first weeks of the school year you gather the “acting” chain of command and explain the system to them. Those students in positions of responsibility then brief the other student participants in the chain of command. You then closely monitor the briefings given by the members of the chain of command to insure all student participants thoroughly understand the program. At the same time you brief the school faculty and administration on the merit and demerit system emphasizing that it is to be administered both fairly and with balance.
Student Command and Staff AssignmentsAssignments are also discussed in CHAPTER 4. They are first made on an “acting” basis and subsequently on determinations by the Committee of Public Safety/War Department/King’s Council made permanent as long as the student’s performance warrants it. It may be appropriate to alternate certain positions during the school year so as to give as many students as possible a taste of different military responsibilities. This will, however, be a judgment call on your part. You will want to see that there is an appropriate balance between rank and command or staff assignments.
Rank (See ANNEX T for ranking system and different ranks.)
Students gain rank through the merit/demerit system. Depending on how you decide to award merits, you may not have many high ranking individuals. Rank, however, is not equated to command and staff assignments. Thus, you might have a first sergeant commanding a company. The regimental commander may hold rank no higher than that of second lieutenant. You do not, however, want a situation where a private first class is the regimental commander although the student might be the scribe at this rank.
At the end of each school grading (ranking) period, each participant is accorded recognition as is appropriate. Promotions to non-commissioned or commissioned rank can be made at this time. Non-commissioned and commissioned officers not meeting standards (i.e. have accumulated excess demerits) may be relieved and replaced. It is not unreasonable to have a large number of junior non-commissioned officers (corporals or sergeants) in the program, so specific quotas for lower ranking positions should not be set.
Leadership Activities
Student participants are encouraged to engage in activities which encourage leadership and responsibility. Such initiative is awarded with merits for either Living History Program or overall school performance.
Example: Your Living History Program is replicating the American Revolution period. In one company at a drill, the company commander and platoon leader are absent. Another student participant assumes command of the company for the drill. At the end of the drill, the regimental commander awards the soldier three military merits for taking over the drill responsibility.
Example: A student participant volunteers to assist a physical education teacher to organize teams for a game of kickball and volunteers to act as a team captain. The teacher awards the student participant a school merit for the student’s assumption of a leadership position.
Students holding military leadership (command) positions in the Living History Program are expected to actively exercise their responsibilities. At each ranking period, the Committee of Safety/War Department/King’s Council reviews the performance of those in leadership positions and may make adjustments as required. After the first ranking period, all the student participants in “acting” positions are evaluated to determine if they should continue in the positions on a regular basis.
Example: You are doing the American Civil War period. It is the end of the first ranking period. You convene the War Department secretaries and decide whether or not the student participants shall have their status changed from “acting” to regular. Two company commanders decide they do not want to hold their positions and need to be replaced. You and the War Department select several candidates from those holding the highest ranks and interview them, outlining their duties and responsibilities. Out of four candidates you select the two who score the highest in the interviews. Since they are from companies different from the incumbents, you conduct a limited reorganization within the regimental organization.
PromotionsThere are two types of promotions: those made at the time of a ranking (grading) period and those made “in the field” or as an impact event. Immediate field promotions are made “on the spot” if a student participant receives an academic award such as Student of the Month or is cited for a special performance or does special work for the regiment outside the school. An immediate field promotion may be awarded to all student participants on a special occasion, such as to all students who are privates first class and below who present themselves in proper uniform for the annual regimental dinner. They are automatically promoted one rank. The standards for immediate field promotions should be clearly defined and fairly applied.
Promotions made at the ranking period are based on the merit/demerit system. Positions of responsibility within the regiments are not dependent on student participants reaching a particular rank. There should, however, be some correlation between rank and position title. If there is a major conflict, then the Committee of Safety/War Department/King’s Council resolves it in a manner which is fair to both parties.
Example: You are doing the American Revolutionary War. A student participant writes a prize winning essay on what it is (was) like to be a soldier in the winter of 1783 at the New Windsor Cantonment. The student’s present rank is corporal. The Committee of Safety awards the student a field promotion to sergeant.
Example: You are replicating the Civil War. One of the student participants is cited in the local newspaper for performing some significant civic duty. The student is a sergeant in the Union Army. A member of the War Department notes the performance in the newspaper and, in consultation with other members of the War Department, accords an immediate promotion of the student to the rank of first sergeant.
Example: You are replicating the War of 1812. The company commander holds the rank of sergeant. This status is acceptable although in reality officers command companies.
Example: The Living History Program concerns itself with the French and Indian War. The company commander has accumulated only enough merits to reach the rank of corporal. Another member of the company has attained the rank of sergeant major. Since promotions are the concern of the King’s Council, you either transfer the student sergeant major to another company where the student does not outrank the company commander or you assign the student to a regimental staff position or you have the corporal company commander change places with the sergeant major.