north carolina wildlife resources commission hunter education program procedure … ·...
TRANSCRIPT
NORTH CAROLINA WILDLIFE RESOURCES COMMISSIONHUNTER EDUCATION PROGRAM
PROCEDURE MANUAL
NCWRC PERSONNEL & VOLUNTEER INSTRUCTOR
Dear Volunteer Instructor:
Welcome to the North Carolina Wildlife Resources Commission (NCWRC) Hunter Education Program. As an instructor, you are an important and valued member of the hunter education team. This procedure manual is designed to assist you as an instructor and to ensure uniformity and quality in the hunter education program.
Hunting is a lifelong activity. The knowledge, skills and attitudes your students learn during their formal hunter education training and their experiences afield are extremely important to the future generation of hunters. Your students are the caretakers of our rich natural resources. As a hunter education instructor, you are in a unique position to have a positive impact on each of your students. Through this partnership, we can provide the leadership and training for others to become safe and responsible stewards of North Carolina's Wildlife Resources.
With your assistance, the NCWRC's Hunter Education Course and Programs will provide the necessary training to help students become safe and responsible sportsmen thereby ensuring the preservation of our rich hunting heritage.
We welcome the opportunity to work with you. Please communicate with the Enforcement staff on a regular basis and share your ideas toward improving the program. Annual training and workshops are available and your attendance is encouraged. Your input is valuable to us! Together we can continue to strengthen and improve the services we provide to the citizens of our state.
Your commitment to the hunter education program is a reflection of the appreciation and concern th~t you have for our wildlife resources. We hope that you will find your experience as a hunter education instructor to be a rewarding one. The Enforcement staff is dedicated to supporting your efforts as an instructor and working together toward achieving our common goals.
Sincerely,
~&~~ Captain Chris Huebner Hunting and Boating Safety Coordinator
STATEMENT OF INTERNAL USE
This policy and procedure manual has been created and structured for the internal use of the employee’s of the North Carolina Wildlife Resources Commission and authorized volunteer instructors. It does not in any way enlarge an instructor’s civil or criminal liability. This policy should not be construed to create a higher standard of care in any sense with respect to third party claims. Proven violations of this policy shall from the basis of a complaint be investigated by the division of enforcement. Any action that may arise from an investigation will be administered in a non-judicial administrative setting.
This program receives Federal financial assistance from the U.S. Fish and Wildlife Service. Under Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, Title II of the Americans with Disabilities Act of 1990,the Age Discrimination Act of 1975, Title IX of the Education Amendments of 1972, the laws of the State of North Carolina, the U.S. Department of the Interior and its bureaus prohibit discrimination on the basis of race, color, national origin, age, disability or sex (in educational programs). If you believe that you have been discriminated against in any program, activity or facility, or if you desire further information, please write to:
The U.S. Fish and Wildlife Service Office for Diversity and Civil Rights Programs-External Programs4040 N. Fairfax Drive, Suite 130Arlington, VA 22203
or
Personnel Office1703 Mail Service CenterRaleigh, N.C. 27699-1703
NORTH CAROLINA WILDLIFE RESOURCES COMMISSION
Gordon Myers, Executive Director
Mallory Martin, Chief Deputy Director
Colonel Kenneth Everhart, Chief, Division of Enforcement
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TABLE OF CONTENTS
INFORMATION ON THE NC HUNTER EDUCATION PROGRAM Section HE1Purpose Our Goals Expected Benefits and Results Federal Aid in Wildlife Restoration Act (Pittman-Robertson Act) History of Hunter Education in North Carolina North American Organization (International Hunter Education Assoc. etc. ) State Organization (Hunter Education Flow Chart and Mission)
INSTRUCTOR CERTIFICATION REQUIREMENTS, Section HE2APPLICATION AND INSTRUCTOR STATUSNorth Carolina Administrative Code (Instructor Certification Requirements) Instructor Application and Exam Instructor Status Selection of Instructors & Appeal Process
CODE OF CONDUCT, ETHICS, AND APPEARANCE Section HE3Instructor Compliance, Code of Conduct and Ethics Revocation of Instructor Certification Procedure for Revocation of Instructor Certification Personal Appearance
BASIC COURSE CONTENT AND INSTRUCTION Section HE4Today’s Hunter Instructor Guide
ADVANCED HUNTER EDUCATION COURSES (CONTENT & INSTRUCTION) Section HE5Bowhunting Muzzleloading Orienteering Supplemental Resources
FORMS AND REQUIRED ADMINISTRATIVE WORK Section HE6Student Hunter Education Course Record Addendum Instructor Cover Sheet Student Information Sheet Student Certification Cards Student Attendance Cards FIREARMS & EQUIPMENT Section HE7Use of Firearms Care of Equipment Scheduling, Receiving and Return of Equipment Equipment Needs and Repairs
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INSTRUCTOR INCENTIVE, RECOGNITION AND AWARDS Section HE8Incentive Awards Incentive Awards Form
PROCEDURE FOR CONDUCTING CLASSES Section HE9Class Size Class Sequence Pre-registration Canceling Classes Course Requirements (NCAC)
HOME STUDY COURSES Section HE10Home Study Course Procedure
RANGE TRAINING & SHOOTING TOURNAMENTS Section HE11Range Operations Range Commands Safety Zones Guidelines for Conducting Shooting Tournaments NATIONAL ARCHERY IN THE SCHOOLS Section HE12N.C. Archery in the Schools National Archery in the Schools Instructor Application National Archery in the Schools Mission and Objectives N.C. Archery in the Schools Instructor Requirements Instructor Compliance, Code of Conduct and Ethics Instructor Revocation
DISABLED PERSONS Section HE13Disabled Persons
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PURPOSE:
Our Hunter Education Program is designated to promote the safe handling of firearms and archery equipment, teach responsible and ethical conduct by hunters, educate sportsmen in the various meth-ods and the proper use of equipment in harvesting game, and endorse the importance of wildlife management laws and regulations. As a result of our program, the sportsmen of tomorrow will better understand their obligation to the resources, the landowner, other hunters and themselves.
OUR GOALS:
• To reduce the number of hunting and hunting related accidents and fatalities. • To improve the image of the hunter and promote public acceptance of hunting and shooting
sports as viable recreational activities and as an essential tool for wildlife management. • To provide the hunter and other outdoorsmen an awareness of their legal and ethical responsi-
bilities when enjoying and/or harvesting wildlife. • To provide the hunter and outdoorsman with a better understanding of the principles of wild-
life management practices and the need for wildlife laws and regulations. • To promote and aid in shooting sports for the public. EXPECTED BENEFITS AND RESULTS: (What we hope to achieve from the program.) A comprehensive Hunter Education Program designated and implemented through planning, ade-quate funding, administration, and evaluation will successfully address: • Maintain hunter education courses and provide the public with the needed certificate of com-
petency to lawfully obtain a hunting license. • Reducing of hunting and hunting related accidents. Through increased education and possible
development of shooting ranges and/or educational facilities, we can expect students and hunt-ers to become more skilled and proficient in the use of hunting equipment.
• Enhance through education, public awareness and understanding of the important role hunting plays in the conservation of wildlife resources.
• Create awareness among students of their responsibilities while hunting. (a) Instill in the student an understanding of their legal and ethical responsibilities
while hunting and engaging in outdoor activities. (b) Promote the image of a responsible hunter training, with respect to the resources, private
and public property, and the rights of other.
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• Increase the hunter’s skills and proficiency with the use of firearms, archery, tree stands, ori-enteering skills, first aid survival and other hunting related equipment and activities. With this knowledge and these skills, a reduction of accidents should occur.
• Educate and/or expose areas such as urban (inner-city), single parents, cultural and ethnic
groups to hunting. With the hunter education program, we can reach these groups on a greater scale and educate them of the benefits from hunting both as a management tool and a recre-ational activity.
• Promote public interest and active involvement in hunting and related issues. • Public enjoyment and understanding of the wildlife resources will be greatly enhanced. • The hunting public will have a better understanding of the vulnerability of the environment
and work towards improving conditions that necessary to maintain quality of life for both man and wildlife.
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FEDERAL AID IN WILDLIFE RESTORATION ACT (PITTMAN-ROBERTSON ACT): The Federal Aid in Wildlife Restoration Act, popularly known as the Pittman-Robertson Act, was approved by Congress on September 2, 1937, and began functioning July 1, 1938.
The purpose of this Act was to provide funding for the selection, restoration, rehabilitation and improvement of wildlife habitat, wildlife management research, and the distribution of information produced by the projects. The Act was amended October 23, 1970 to include funding for hunter train-ing programs and the development, operation and maintenance of public target ranges. Funds are derived from 11 percent Federal excise tax on sporting arms, ammunition, archery equip-ment, and 10 percent tax on handguns. These funds are collected from the manufacturers by the Department of the Treasury and are apportioned each year to the States and Territorial areas (except Puerto Rico) by the Department of the Interior on the basis of formulas set forth in the Act. (The hunter education apportionment formula is based on total state population.) Funds for hunter educa-tion and target ranges are derived from one-half of the tax on handguns and archery equipment. The selection, planning and execution of wildlife restoration, as well as hunter education and target range projects are the responsibility of the State fish and wildlife agencies. State’s fish and wildlife agencies may be reimbursed for up to 75 percent of the total cost of approved projects. Financial aid is not directly available to individuals, clubs, or local governments; except through the Administrative Grant process, discussed elsewhere in the Federal Aid Handbook. Grand Proposals are submitted by State fish and wildlife agencies to their respective Fish and Wildlife Service Regional Director. In 2000, additional funding was made available to states for hunter education enhancement and shoot-ing ranges. These monies are available to be used to enhance existing programs, for advanced hunter education training and to improve delivery methods. Note: As you can determine from the above information, hunters, anglers, and archery and firearms owners are where the vast majority of funding and support for our wildlife resources and public lands lie. Sportsmen are clearly the largest contributors to conservation, paying for programs that benefit all Americans and all wildlife thanks to the Pittman-Robertson Act of 1937.
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HISTORY OF HUNTER EDUCATION IN NORTH CAROLINA: A Hunter Education Course has been offered and taught in North Carolina since the 1960. Hunter education was placed directly under the Division of Enforcement in 1972. On July 1st, 1991, the Hunter Education Course became mandatory. On or after July 1st, 1991 a person regardless of age, may not procure a hunting license or hunt in the State of North Carolina without producing a certifi-cate of competency or a hunting license prior to July 1st, 1991. Our Hunter Education Manual is one of the most up-to date and widely used manuals throughout the United States. The minimum requirement for certification is a ten-hour course. The Hunter Education Course must encompass the following: 1. Hunter Responsibility 2. Wildlife Conservation and Management 3. Firearms 4. Wildlife Identification 5. Survival and First Aid 6. Tree Stand Safety The Hunter Ed. Manual includes the following areas: Game Care Specialty Hunting Water Safety NORTH AMERICAN ORGANIZATION(INTERNATIONAL HUNTER EDUCATION ASSOCIATION) or (IHEA) The purpose of the IHEA is to promote hunter safety and education by providing a medium for the exchange of views and experiences; by fostering interstate, Federal-State, and Province-State cooperation and coordination in mutual problems; by promoting greater uniformity in hunter educa-tion requirements from state to state, province to province, and state to province; by promoting the reciprocal recognition of properly trained hunters between state and province hunter safety education programs; by cultivating characteristics of honesty, self-discipline, self-reliance, mutual consideration, essentials of good sportsmanship and good citizenship; by promoting programs to prevent hunting accidents; by upholding the image of hunting both as a legitimate tool of wildlife management and as a recreation sport throughout North America; and, to carry out the effective presentation and dissemi-nation of these purposes. In summary, the IHEA is mostly members of each state’s hunter education administrators working together for the betterment of hunter education as stated above. The NCWRC is a member of the IHEA and it is recommended that individual instructors join as “Individual Members”. Each member has the right to attend the annual conference, order any materials from the IHEA cata-logue at a discounted price and be eligible from some manufacturers for discount prices on items such as firearms, bows, clothing, etc.
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STATE ORGANIZATION (Hunter Ed. Flow Chart):
N.C. Wildlife Resources Commission19 Member Policy Board
Executive Director &
Chief Deputy Director
Raleigh Office Staff
Colonel(Operations) Major
(Administrative) Major(Hunter & Boater Ed. Coord.) Captain
(Archery in Schools /Asst. Hunter Ed. Coord.) Hunter Education Specialist II
District Captains&
Hunter Education Specialists/District Staff
District 1 District 2 District 3 District 4 District 5 District 6 District 7 District 8 District 9 Platoon 1 Platoon 1 Platoon 1 Platoon 1 Platoon 1 Platoon 1 Platoon 1 Platoon 1 Platoon 1 Platoon 2 Platoon 2 Platoon 2 Platoon 2 Platoon 2 Platoon 2 Platoon 2 Platoon 2 Platoon 2
All All All All All All All All All Hunter Ed. Hunter Ed. Hunter Ed. Hunter Ed. Hunter Ed. Hunter Ed. Hunter Ed. Hunter Ed. Hunter Ed. Instructors Instructors Instructors Instructors Instructors Instructors Instructors Instructors Instructors
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The Mission of our Hunter Education Program: Responsibilities: • The Law: (G.S. 113-270.1A. Hunter Safety Course Required) & (N.C.A.C. T15A: 10K .0001,
.0002 and .0003) cover the guidelines or elements of the law, the agency responsible to insti-tute and coordinate the program, and the requirements that are to be met by the public and instructors.
• The Hunter Education Procedure Manual: This Manual is to be used by all instructors for
compliance, guidance and to establish uniformity to the Hunter Education Program. • The State Hunter Education Coordinator is responsible for administering the State Hunter
Education Program and preparation of Federal Aid documents. The Coordinator will closely monitor the work of the 9 Hunter Education Specialists who are under the direct supervi-sion of their Districts’ Captain. District Enforcement Staff, Hunter Education Specialists and Officers will work together to implement the district program. The state coordinator will meet periodically with the Raleigh Office Staff and the district staff to keep them informed of the progress and needs of the Hunter Education Program in each of the nine districts. The state coordinator will attend state, regional and national training meetings, the IHEA Conference, federal aid workshops, and etc. whenever possible to maintain professionalism and expertise in the hunter education program. Newsletters will be mailed to all instructors allowing notification of events and information.
• The Assistant State Hunter Education Coordinator (Hunter Education Specialist II) is responsible for assisting the Coordinator in administering the hunter education program. The assistant coordinator is responsible for administering the National Archery in the Schools program and will coordinate those efforts with the District Captains and District Hunter Education Specialists.
• The District Captains are responsible for the oversight of the Hunter Education Program and National Archery in the Schools program in their respective District.
• The District Hunter Education Specialists are the primary persons responsible for implement-ing the Hunter Education Program at the District Level and for assisting the State Coordinator in the operations of the program statewide. They coordinate and manage the efforts of the Enforcement Officers and Volunteer Instructors in their platoons. The District Hunter Educa-tion Specialists are responsible for the application process and training of volunteer instruc-tors. They will conduct a minimum of one 12 hour Instructor Workshop annually to train new instructors. In addition, an In-Service Instructor Workshop will be conducted yearly in each District to keep Volunteer Instructors informed about the hunter education program, changes in procedure and for recognition of volunteer contributions.
Each Hunter Education Specialist will implement the National Archery in the Schools (NASP) pro-gram at the District Level.
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The District Hunter Education Specialist will monitor and evaluate the instructors within their district and will keep regular contact with active instructors. All administrative paperwork will be processed through the District Hunter Education Specialist. • The Volunteer Hunter Education Instructor has the responsibility to be dependable, prompt,
efficient and knowledgeable. An effective volunteer accepts supervision and adheres to policies and procedures. Volunteer instructors are expected to uphold high standards and to conduct themselves in a manner consistent with the agency’s role as a public service agency.
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INSTRUCTOR CERTIFICATION REQUIREMENTS, SECTION HE2APPLICATION AND INSTRUCTOR STATUS North Carolina Administrative Code (Instructor Certification Requirements)
Instructor Application and Exam
Instructor Status
Selection of Instructors & Appeal Process
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NORTH CAROLINA ADMINISTRATIVE CODE (INSTRUCTOR REQUIREMENTS)
The North Carolina Administrative Code T15A: 10K .0003 requires that to be eligible for Hunter Safety Instructor certification an individual must:
1. Be 21 years of age upon application.
2. Be a graduate of a Basic Hunter Education Course approved by the NCWRC. Approved courses must satisfy the requirements set out in 15A NCAC 10K.0001 or be certified by a state or province that meets or exceeds the requirements set out in 15 NCAC 10K .0001.
3. Complete the North Carolina Hunter Education Instructors Application.
4. Complete the 12 hour Hunter Education Instructors Course, and score 75 percent or higher on the written examination.
5. Submit to a background investigation including a records check which reveals no disqualifying convictions. Disqualifying convictions are listed as follows:
a) A felony. b) crime or unlawful act defined as a “Class 1” misdemeanor within the five-year periodprior
to the date of application; orc) Any conviction of the game and fish law which would require a mandatory suspension and
or revocation of a license as indicated in G.S. 113-276.3 within the three year period prior to the date of application.
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NORTH CAROLINA HUNTER EDUCATION APPLICATION FOR INSTRUCTOR CERTIFICATION(PLEASE PRINT)
FULL NAME:___________________________________________________________________
STREET ADDRESS:______________________________________________________________
CITY:_________________________________ STATE:______________ ZIP_______________
COUNTY:______________ BIRTHDATE:_______________ SEX:________ RACE:_________
HOME PHONE:_____________________ BUSINESS PHONE:_______________________
OCCUPATION:______________________________ DRIVER LICENSE#__________________
EMPLOYER:____________________________________________________________________
DAYS AVAILABLE FOR INSTRUCTING:_________________________
HOURS AVAILABLE FOR INSTRUCTING:________________________
PREVIOUS TEACHING EXPERIENCE, IF ANY: _______________________________________________________________________________
SPECIAL SKILLS OR INTERESTS:________________________________________________________________________________________________________________________________
I understand that if appointed as a Hunter Education Instructor I will utilize my appointment solely for the purpose of teaching the North Carolina Hunter Education Course as prescribed by the North Carolina Wildlife Resources Commission. I understand that my certification will be terminated unless I have actively participated in at least one instructional course within a two year period and continuation of my certification will be renewed by the active participation of at least one instructional course every two years. I agree that instruction will be offered to all persons wishing to participate without regard to race, color, national origin, sex, age or handicap. I further agree to adhere to the code of conduct and ethics that are set out by the N.C. Wildlife Resources Commission for Hunter Education Instructors.
_________________________________________ ___________________________________ Signature Date
Equal opportunity to participate in and benefit from Hunter Education programs is available to all individuals with-out regard to their race, color, national origin, sex, age or handicap. Complaints of discrimination should be sent to the Office of Equal Opportunity, U.S. Department of Interior, Office of the Secretary, Washington D.C. 20240; and the North Carolina Wildlife Resources Commission, Personnel Office, 1751 Varsity Drive, Raleigh N.C. 27606
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HUNTER EDUCATION INSTRUCTOR EXAM
1. Why is it important to preserve positive opinion and change negative opinion about hunting? ________________________________________________________________________________________________________________________________________________________________________________________________ 2. What is the safest color to wear while hunting? _______________________ 3. Smokeless Powder ________________; it does not explode. 4. The difference between true north and magnetic north is called “___________.” 5. Give two reasons for establishing game laws.
a) _____________________
b) _____________________
6. Name five different types of gun actions.
a) _____________________
b) _____________________
c) _____________________
d) _____________________
e) _____________________
7. Define a person’s daily bag limit. _______________________________________________ _________________________________________________________________________ 8. What is hypothermia? ________________________________________________________ ________________________________________________________________________
9. Name two types of bows.
a) _____________________
b) _____________________
10. In what direction would you move the rear sight of a firearm if your hits on a target were high and to the left? _____________________________________________________________
11. The three basic elements of survival for man or wildlife are:
a) _____________________
b) _____________________
c) _____________________
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12. Name the basic parts of an arrow:
a) _____________________
b) _____________________
c) _____________________
d) _____________________ 13. When unloading a semi-automatic firearm, you should first unload the __________________,
and then remove the _______________ from the chamber. 14. What is the most important piece of safety equipment when hunting from an elevated tree-
stand? _________________________________ 15. Name three sources of funds for federal and state wildlife programs:
a) _____________________
b) _____________________
c) _____________________
16. What are some of the things that may influence carrying capacity? _____________________ _________________________________________________________________________ _________________________________________________________________________ 17. What are the three major causes of game spoilage?
a) _____________________
b) _____________________
c) _____________________
18. Four common types of shotgun chokes are:
a) _____________________
b) _____________________
c) _____________________
d) _____________________
19. What purpose does the choke of a shotgun serve? ___________________________________________________________________________________________________________
20. Why is the semi-automatic firearm so named? _____________________________________
_________________________________________________________________________ 21. How can hunters play a role in wildlife conservation? _______________________________
_________________________________________________________________________ 22. The most important rule for you to teach your students when they pick up any firearm is to __
__________________________________________________________________________________________________________________________________________________.
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23. What is the purpose of predetermined zones of fire? _________________________________________________________________________________________________________________________________________________________________________________
24. Name two of the four modern types of handguns.
a) _____________________
b) _____________________
25. What is the minimum number of contact hours that are required for a student to be certified in hunter education in North Carolina? ___________________________
26. The most common cause of hunting related incidents/ fatalities today is _________________
____________________________. 27. Draw a proper sight picture for a rifle with open iron sights. 28. What is the least safe and least successful method of hunting a turkey? __________________
__________________________________________________________________________________________________________________________________________________
29. The Federal Aid in Wildlife Restoration Act (Pittman-Roberson) enacted by congress in 1937,
provides hunter education funding to state wildlife agencies through what federal agency? _______________________
30. Name three types of traps.
a) _____________________
b) _____________________
c) _____________________
31. Define ethics and why are they important to our hunting heritage? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________
32. What are the three basic parts of any firearm?
a) _____________________
b) _____________________
c) _____________________
33. Explain the difference between a shotgun and a rifle. __________________________________________________________________________________________________________________________________________________________________________________
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34. List the five stages of a hunter’s development
a) _____________________ c)___________________
b) _____________________ d) ___________________
e) _____________________
35. Where is a bullet measured to determine the caliber? _____________________ 36. How are shotgun shell and rifle cartridges alike? ___________________________________
_________________________________________________________________________ 37. How are they different? ______________________________________________________
_________________________________________________________________________ 38. The _____________________ is the action of a muzzleloader.
39. The steadiest rifle shooting position is the ______________ position. The least steady is the _______________ position.
40. What are the 4 Primary Rules of Firearms Safety?
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
4._______________________________________________________________
41. ___________ is the best all-around choice for insulation because it still provides warmth when wet.
42. On your instructor cover sheet, each instructor’s name and instructor number must be listed in their blocks and must be _______________ to be considered valid and complete.
43. Give three examples of the types of visual aids that can be used when teaching a class?
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
44. What are some of the advantages of team teaching? __________________________________________________________________________________________________________________________________________________________________________________
45. List 4 instructional techniques.
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
4._______________________________________________________________
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46. List 3 things an instructor can do to prepare the classroom.
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
47. List 3 reasons for having a well organized teaching plan.
1._______________________________________________________________
2._______________________________________________________________
3._______________________________________________________________
48. Why is it important for an instructor to recognize the knowledge level of the students? _____
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
49. Name one positive and one negative point about discussion techniques.
Positive__________________________________________________________
Negative__________________________________________________________
50. What is the number on rule in firearm safety?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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INSTRUCTOR STATUS
To maintain your certification as a Hunter Education Instructor you must either teach one Hunter Education Course or assist another instructor in teaching one Hunter Education Course in a two-year period and submit documentation of the course taught.
If an instructor does not meet the teaching requirement of one Hunter Education Course in a two-year period of time, he/she will be placed on an Inactive List.
To remain current as a Hunter Education Instructor, he/she must maintain an excellent reputation in the community and county in which he/she lives and must not be convicted of a felony; or a crime or unlawful act defined as a Class 1 misdemeanor; or any game and fish law which would require a man-datory suspension and or revocation of a license as indicated in G.S. 113-276.3. An instructor must not certify a person without attending and completing the course requirements set out in this manual. If an instructor is suspended for the preceding violations of the policy manual, he/she shall not be reinstated as an instructor. If a current instructor moves from one district to another and wishes to continue teaching Hunter Education, he must contact the District Hunter Education Specialist and advise him of his or her new address so the specialist can forward the instructor’s records to the district that he or she will be mov-ing. The instructor will be issued a new instructor card and number from the district in which he/she has moved to.
Selection of Instructors and the Appeal Process
Recruitment and selection of volunteer instructors is done on an “as needed” basis. The Hunter Edu-cation Specialist have the discretion to select those persons that they feel are most qualified and posses the necessary skills to become effective instructors. Any appeal concerning a failure to be selected should be made to the District Captain in writing.
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CODE OF CONDUCT , ETHICS AND APPEARANCE SECTION HE3
Instructor Compliance, Code of Conduct and Ethics
Revocation of Instructor Certification
Procedure for Revocation of Instructor Certification
Personal Appearance
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INSTRUCTOR COMPLIANCE, CODE OF CONDUCT AND ETHICS
The purpose of this document is to establish the basis upon which N.C.’s Hunter Education Program will be administered. It is also the intent of this document to clearly describe the responsibilities and general obligation of the instructor regarding the subject of compliance, code of conduct and ethics. We appreciate and thank you for your time that you give as a volunteer instructor. Cooperation with the ten listed items within this document will help to ensure a good learning environment and project a positive role within the Hunter Education Program.
1 . I agree to comply with all instruction as set forth within the instructor’s workshop, any policy, procedure or manual produced to ensure uniform instruction to all students of the Hunter Education Course.
2. The use of alcoholic beverages of any kind before or during a class is prohibited and is incon-sistent with the purpose of the Hunter Education Program.
3. Profane, obscene, racial, ethnic, cultural or demeaning statements, gestures or materials of any kind will be prohibited and will not be used in any portion of the Hunter Education Program.
4. Open criticism of other instructors and/or heated disagreements between instructors in front of a class are prohibited. Disagreements between instructors and NCWRC employees will be resolved in a professional and courteous manner.
5. Eating and use of any tobacco products are prohibited during Hunter Education Program training activities. These activities are permissible during breaks, outside the classroom.
6. Instructors are prohibited from lobbying for political causes and/or distributing politically motivated material or engaging in any solicitation or commercial activity for financial gain.
7. No instructor shall deliberately make a false statement or comment, or conduct themselves in any manner that would bring discredit to any student, the Hunter Education Program or the NCWRC. Falsification or misrepresentation of any records or reports will not be permitted.
8. Instructors shall comply with the fish and game laws and regulations. They shall not commit or be found guilty of any felony.
9. Instruction of all the materials contained in the North Carolina Hunter Education Manual must be taught. You may add any appropriate subject materials; however, no chapter or areas of interest within the N.C. Hunter Education Manual can be deleted.
10. Complaints and/or reported violations of this document will be investigated by a NCWRC employee. Substantiated violations and/or failure to comply with this document by any volun-teer instructor may result in immediate revocation of his or her instructor certification and/or denial of renewal of his or her instructor certification.
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REVOCATION OF INSTRUCTOR CERTIFCATION
Instructor certification may be revoked and/or rescinded for any of the following purposes:
1. Failure or refusal to comply with program policies concerning course requirements and/or instructor responsibilities.
2. Failure to actively participate in the program. This includes failure to teach or assist in at least one class every two years.
3. Falsifying program records and/or documents. 4. Violation of any part of the “Code of Conduct.” 5. Conviction of a felony, a crime or unlawful act defined as a Class 1 misdemeanor by the N.C.
General Statutes. Any conviction of the game and fish law which would require a mandatory suspension and/or revocation of license as indicated in G.S. 113-276.3
Instructors who leave the program voluntarily with a good record may be automatically reinstated within two years by contacting their District Hunter Education Specialist.
Instructors who are absent from the program for longer than two years may have to complete training before being reinstated.
The District Hunter Education Specialist will initiate all revocation proceedings and provide in writing to the instructor the reason for revocation. Any appeal concerning an instructor’s certification revoca-tion should be made to the District Captain in writing.
PROCEDURE FOR REVOCATION OF INSTRUCTOR CERTIFICATION
Instructor records are reviewed annually. In the event that an instructor has not met the minimum requirements for certification as a hunter education instructor, the following steps will be taken:
1. The District Hunter Education Specialist will notify the instructor that he/she has not met the minimum requirements to remain certified as an instructor.
2. If the instructor does not wish to be revoked, they should be given a six-month grace period
in order to teach or assist in a class.
3. If the instructor can’t be contacted by mail or telephone or indicates that he/she does not wish to teach or assist in a class or does not respond to written notice within 60 days, they should be revoked immediately.
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APPEARANCE
• Instructors shall be neat and clean. Clothing with obscene gestures, slogans or controversial material should be avoided.
• Firearms should never be worn by instructor(s) during classroom instruction. Law Enforce-ment Officers may wear their duty handgun as required by their department.
• Any clothing items that may be provided by the NCWRC are encouraged to be worn.
A TeAching guide ToSAfe & ReSponSiblehunTing
2007
Published by Kalkomey Enterprises, Inc., 2906 Ladybird Lane, Dallas, TX 75220, 214-351-0461.
Copyright © 2008 by Kalkomey Enterprises, Inc. All rights reserved. No part of this publication may be reproduced in any form or by any process without permission in writing from Kalkomey Enterprises, Inc. Effort has been made to make this publication as complete and accurate as possible. All references contained in this publication have been compiled from sources believed to be reliable, and to represent the best current opinion on the subject. Kalkomey Enterprises, Inc. is not responsible or liable for any claims, liabilities, damages, or other adverse effects or consequences to any person or property caused or alleged to be caused directly or indirectly from the application or use of the information contained in this publication. P0108
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A TeAching guide To SAfe & ReSponSible hunTing
1
Preparing to TeachThe key to confident and effective teaching is preparation. If you master the material and plan in advance how to present it, the teaching experience will be rewarding for both you and your students. There is no substitute for adequate preparation. The basic material that should be covered is listed in the Class Plan on pages 3 - 4. The material is covered in greater detail in the Lesson Plans on pages 5 - 48 and in even more detail in the Student Manual. The Class Plan gives a suggested time schedule for an eight-hour course.
Familiarize yourself with the various printed instructor aids available to help you teach. ◆
You have three levels of printed material—the Class Plan, the Lesson Plans, and the Student Manual—to use in preparing to ◆
teach and as aids while teaching:Class Plan: Pages 3 - 4 of this guide provide a single sheet that gives you a recommended schedule for the class, a list of the •important topics, and a place for you to note the teaching aids and classroom activities you plan to use.Lesson Plans: On pages 5 - 48 of this guide are Lesson Plans that go along with each chapter of the Student Manual. Each •Lesson Plan gives:
Objectives: statements of what students should have learned at completion of the lesson. These will help you set goals -and keep on course.Lesson Material: key points from the Student Manual, presented in outline form, that should be covered in class. In the -margins for each topic you will see these helpful icons:
indicates the page number of the Student Manual on which the material is covered.
indicates that there also are illustrations in the Student Manual you may want to use.
Review Questions: list of questions to ask during your instruction to help you determine the students’ comprehension of -the material. These questions also appear on pages 85-88 of the Student Manual.
Student Manual: You should study all of the material in the Student Manual before you teach. •Decide what level of printed instructor aids is appropriate for you. ◆
Your teaching experience and familiarity with the material will determine which printed aids you want to use to prepare to teach and what to have in front of you while teaching.
Experienced: If you have taught this course before and are well acquainted with the material, the lesson objectives and •classroom activities, you may only need to use the Class Plan. This plan will help you keep on schedule and remind you of the key topics to be covered in each lesson.Familiar: If you are familiar with all of the material in the Student Manual, but have not taught the material before, you •will want to use both the Class Plan and the Lesson Plans provided in this guide. The Lesson Plans will help you focus on the key information, plan how to present it and give you ideas for questions and activities to reinforce the learning.Novice: If you are new to some of the material and have not taught this course before, you will want to use the Class Plan •and the Lesson Plans provided in this guide, as well as the Student Manual. You may want to organize a three-ring binder and put each chapter of the Student Manual behind the Lesson Plan for that chapter.
Choose and obtain the teaching aids you wish to use. ◆
Variation in the presentation of the material is essential to holding the attention of students and helping them retain the infor-mation. Even adults have an attention span of only 20-30 minutes, so breaking up the class routine with various teaching aids is critical. Consider using:
Props: Bring in examples of the equipment being covered—unloaded firearms with different actions, bow and arrow, •unloaded muzzleloader, fluorescent orange clothing, eye and ear protection, etc.Visual aids: You may wish to use all or some of the slides from the companion PowerPoint presentation that is included •with this course.Sample documents: Obtain samples of documents such as your state’s hunting laws, a hunting license application, a game •tag, and a hunting plan. Guest speakers: Ask a hunting law enforcement officer, or hunting equipment industry professional to speak for 10-20 •minutes. The guest appearance of a law enforcement official is an excellent way to reinforce the message that hunting safely and responsibly isn’t just a good idea—it’s the law!
Teaching the Hunter Education Course
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Teaching the MaterialBelow is a suggested format for covering the material of each chapter. For long chapters, you may wish to break the material into two parts and follow the suggested format for each part. The “do’s” and “don’ts” listed below will help make your teaching more effective.
Cover each chapter by telling students what they will learn, teaching the lesson, and then summarizing what they should have ◆
learned.A suggested teaching format to follow for each chapter of the Student Manual is:•
Introduction: Briefly state the lesson’s Objectives.1. Lecture and questions: Reinforce the key safety, responsibility, and hunting law points. Encourage discussion and 2. questions from students. Use props, sample documents or overheads as needed. Ask the Review Questions aloud and have the students answer aloud. If there is any confusion, clarify the material again.Summary: Restate key points.3.
Observe these teaching “do’s.” ◆
Teach with confidence—remember you know the material better than anyone else in the room.•Treat the students courteously—let the students know that there are no “dumb questions.”•Speak clearly and loudly enough to be heard in the back of the room.•Vary your voice to avoid monotony—use volume, inflection and pauses to emphasize key points.•Maintain eye contact with your students—this keeps their interest and helps you assess whether they comprehend the •material.Encourage discussion; for example, ask the students to explain the benefits of safe hunting practices or the dangers of •unsafe practices.When releasing the students for a break, clearly indicate when you plan to start up again.•Be punctual when starting the course and starting back up after breaks. Take a 10-15 minute break at least every 1½ to 2 •hours. Maintain order in the classroom—remember that you are in charge.•Encourage students to follow along in their Student Manual.•
Avoid these teaching “don’ts.” ◆
Don’t read the material—instead speak to the students, putting the material in your own words.•Don’t allow one or two students to dominate the class discussion—try to get all to participate.•Don’t allow yourself to get off schedule—otherwise you will not be able to cover all of the material.•Avoid the telling of “war stories”—instead use concise descriptions of personal experience only to make important points.•Don’t use profanity or tell off-color jokes—you will lose respect as an instructor.•Avoid annoying or distracting mannerisms, such as jingling coins in your pocket or twirling a pointer.•
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The Hunter Education Course Class PlanThis page allows you to set up and schedule the timing for a Class Plan. It assumes a lunch break mid-day. If you are teaching this in two sessions, follow the plan on this page for the first session and the plan on the next page for the second session. Fill out the start time, duration, and aids and activities you plan for each segment. Then note the start time in the space provided at the top of the first page of each lesson.Start Time/Duration 0:00 / minutes
Key Topics
: / minutes KICK OFF : / minutes Class logistics ◆
: / minutes Introduction and Icebreaker ◆
: / minutes CHAPTER ONE: INTRODUCTION TO HUNTER EDUCATION : / minutes Why Hunter Education? ◆
: / minutes Hunter Education Funding Sources ◆
: / minutes Review Questions ◆
: / minutes CHAPTER TWO: KNOW YOUR FIREARM EQUIPMENT : / minutes Basic Parts of a Firearm: Rifle; Shotgun; Handgun ◆
: / minutes Basic Components of Ammunition: Cartridges; Shotshell ◆
: / minutes How a Firearm Works ◆
: / minutes Common Features of Firearms: Actions, Safeties, Magazines, Sights ◆
: / minutes Differences Between Firearms: Rifling, Rifle’s or Handgun’s Caliber, Shotgun’s Gauge, Shotgun ◆
Choke and Shot Pattern : / minutes Match Firearms and Ammunition ◆
: / minutes Know Your Firearm’s Range ◆
: / minutes Cleaning & Storing Firearms ◆
: / minutes Review Questions ◆
: / minutes BREAK : / minutes CHAPTER THREE: BASIC SHOOTING SKILLS : / minutes Good Marksmanship and Accuracy ◆
: / minutes Rifle: Sight Alignment; Master Eye; Sighting-In; Firing Techniques; Shooting Positions ◆
: / minutes Shotgun: Matching Choke to Quarry, Patterning; Firing Techniques; Leading the Target ◆
: / minutes Handgun: Loading and Handling; Position and Grip; Sight Alignment; Aiming, Shooting ◆
: / minutes Review Questions ◆
: / minutes CHAPTER FOUR: BASIC HUNTING TECHNIQUES : / minutes Planning and Preparation: Know Your Quarry, Animal Characteristics ◆
: / minutes Hunting Strategies: Still Hunting; Stalking; Posting; Ground Blinds; Elevated Stands; Game ◆
Calling; Driving; Flushing; Dogs; Trapping : / minutes Vital Shots: Where to Shoot; Types of Shots Approaching Downed Game ◆
: / minutes Field Care of Game & Transporting Game ◆
: / minutes Review Questions ◆
: / minutes BREAK FOR LUNCH : / minutes CHAPTER FIVE: PRIMITIVE HUNTING : / minutes Muzzleloader Parts ◆
: / minutes Muzzleloader Safety and Skills: Cleaning; Loading; Unloading; Firing ◆
: / minutes Bow and Arrow Parts: Common Bow Types, Stringing a Bow, Parts of an Arrow; Common Types of ◆
Arrowheads : / minutes Know Your Crossbow ◆
: / minutes Bowhunting Safety and Skills: Bow Shooting: Position; Nocking; Drawing and Anchoring; Aiming; ◆
Holding and Releasing : / minutes Review Questions ◆
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Start Time/Duration 0:00 / minutes
Key Topics
: / minutes CHAPTER SIX: BE A SAFE HUNTER : / minutes Firearm Safety: Firearm Safety in the Home, Four Primary Rules of Firearm Safety, Hunting ◆
Incidents; Four Main Causes : / minutes Safely Carrying Firearms: Proper Field Carries, Right Carry with Others; Crossing Obstacles ◆
: / minutes Safely Loading, Unloading and Transporting Firearms ◆
: / minutes Safe Zone-of-Fire ◆
: / minutes Self-Control, Target Identification, Accuracy, Alcohol and Drugs ◆
: / minutes Hunting from Elevated Stands: Types; Location; Fall-Arrest Systems; Hauling Hunting Equipment into Stand ◆
: / minutes Hunting with Boats: Preparation; Transporting Firearms; Zone-of-Fire; Surviving Water ◆
Emergencies; Cold Water Immersion and Hypothermia : / minutes All-Terrain Vehicles ◆
: / minutes Review Questions ◆
: / minutes BREAK : / minutes CHAPTER SEVEN: BE A RESPONSIBLE AND ETHICAL HUNTER : / minutes Why Hunting Laws?: Game Conservation; Safety, Opportunity and Funding; Fair Chase; Hunter’s Image ◆
: / minutes Hunter Ethics: Ethical Code; Personal Choice ◆
: / minutes The Five Stages of Hunter Development ◆
: / minutes Review of Your State’s Hunting Laws ◆
: / minutes Review Questions ◆
: / minutes CHAPTER EIGHT: PREPARATION AND SURVIVAL SKILLS : / minutes Planning and Preparation: Hunting Plan; Physical Conditioning; Clothing ◆
: / minutes Topographic Maps and Compasses ◆
: / minutes Survival Skills: Shelter; Starting a Fire; Signaling for Help; Water; Food ◆
: / minutes Extreme Weather: Hypothermia; Frostbite; Heat Exhaustion; Heat Stroke ◆
: / minutes Basic First Aid ◆
: / minutes Review Questions ◆
: / minutes CHAPTER NINE: WILDLIFE CONSERVATION : / minutes Lessons in Wildlife Management ◆
: / minutes Habitat Management ◆
: / minutes Carrying Capacity ◆
: / minutes Hunter’s Role ◆
: / minutes Wildlife Management and Conservation Principles & Practices ◆
: / minutes Wildlife Identification: Large Mammals; Small Mammals; Upland Birds; Waterfowl; Wetland ◆
Birds, Birds of Prey : / minutes Review Questions ◆
: / minutes WRAP UP : / minutes Written Exam ◆
: / minutes Course Critique ◆
: / minutes CONCLUDE CLASS
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Give two reasons why hunter education is important. ◆
Name three hunting-related projects for which the Federal Aid in Wildlife Restoration Act (Pittman-Robertson ◆Act) funds are used.Describe the behavior of a responsible hunter. ◆
Give an example of how you can be involved in making hunting a respected sport. ◆
Name five sources of hunter education funding. ◆
Why Hunter EducationThe mandated hunter education program began in New York in 1949. Later, safety coordinators formed the ◆
International Hunter Education Association (IHEA). IHEA’s mission is to foster hunting by developing safe, respon-sible, and knowledgeable hunters. IHEA developed the core curriculum on which this course is based.Hunter education is about more than firearms and hunting safety. The goal includes producing responsible, knowl- ◆
edgeable, and involved hunters—hunters who understand the importance of complying with hunting laws and behaving ethically. This will ensure the continuation of the hunting tradition. Responsibility, Safety Skills, Knowledge, and Involvement: Hunter education strives to instill responsibility, improve ◆
skills and knowledge, and encourage the involvement of hunters. Responsibility:• A true hunter exhibits responsible behavior—this includes being courteous, respecting others and wildlife, and being involved. Responsible hunters obey hunting laws, hunt fairly, practice safety rules and wait for a clean kill before shooting. Safety Skills:• Hunting-related safety skills are gained through hands-on training and practice.Knowledge:• Before being trained in the skill of firearm shooting, you should know how the firearm operates and how to handle it safely.Involvement:• A true, responsible sportsman is involved in efforts to make hunting a respected sport—teaching others, working with landowners, and cooperating with game wardens. It also includes joining conservation organizations, which will help to preserve habitat and promote wildlife management.
Hunter Education Funding SourcesThe U.S. Fish & Wildlife Service provides federal aid to state wildlife agencies to support hunting-related projects. ◆
Federal Aid in Wildlife Restoration funding was established in 1937 by the Pittman-Robertson Act:The Act funds selection, restoration, and improvement of wildlife habitat, and wildlife management research. It •was amended in 1970 to include funding for hunter education and for public target ranges.Funds for the Act come from federal excise tax on sporting arms, ammunition, archery equipment, and •handguns.Each state’s proportion of the federal funds is based on the area of the state and number of licensed hunters. •
State wildlife agencies sponsor the hunter education programs that are found in each state or province. ◆
Non-governmental organizations (Ducks Unlimited, National Rifle Association, International Hunter Education ◆
Association, etc.) offer hunter education and firearm safety education materials and training. Many firearm and archery manufacturers often provide training materials on how to use their products safely. ◆
Local hunting and civic clubs as well as businesses often provide the facilities and equipment for hunter education ◆
courses.
Chapter One Introduction to Hunter Education Start Time
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1. A primary objective of hunter education programs is to ____.a. give every hunter the same degree of skill and
knowledge.b. ensure that everyone enjoys hunting and has an
opportunity to hunt.c. produce knowledgeable, responsible and involved
hunters.d. none of the above.Answer: c. produce knowledgeable, responsible and involved hunters.
2. Name three hunting-related projects for which the Federal Aid in Wildlife Restoration Act (Pittman-Robertson Act) provides funding. Answer:
Hunter education•Land acquisition•Improvement of wildlife habitat•
3. Which of these is not a source of hunter education funding? a. State highway departments b. State wildlife agenciesc. International Hunter Education Associationd. U.S. Fish & Wildlife ServiceAnswer: a. State highway departments
4. Name three behaviors of a responsible hunter. Answer: Any three of:
Does not poach or act carelessly•Hunt fairly•Involvement•Obey hunting laws•Practice safety rules•Respect of others and of wildlife•Wait for a clean kill before shooting•Courtesy•
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Define “firearm.” ◆
Identify the basic parts of a rifle, shotgun, and ◆handgun.Identify the basic components of rifle and shotgun ◆ammunition.Explain how ammunition is fired from a firearm. ◆
Identify six types of firearm actions. ◆
Demonstrate proper loading and unloading of firearms ◆with two different types of actions.Identify the location(s) of safeties on firearms and ◆explain how they are used.Name five types of sights found on firearms. ◆
Describe how a rifle is different from other firearms. ◆
Identify and explain a rifle’s caliber and a shotgun’s ◆gauge.Name the four common shotgun chokes, and explain ◆how they differ.Explain the difference between lead shot and steel shot. ◆
Correctly match ammunition with firearms. ◆
Explain the danger of mixing different gauges of ◆shotshells.Explain why it is important to know your firearm’s ◆range.Demonstrate cleaning procedures for a firearm. ◆
Demonstrate how to make a firearm safe for storage. ◆
What Is a Firearm?A firearm is a mechanical device that uses pressure from burning powder to force a projectile out of a metal tube. ◆
Basic Parts of a Firearm: ◆ All modern firearms have three basic groups of parts.Action:• The heart of a firearm—moving parts that load, fire, and eject the shells or cartridges. Several types are used in modern firearms. Muzzleloaders have locks instead of actions.Stock:• Serves as the handle of a firearm. Can be one or two pieces; usually made of wood or synthetics.Barrel:• The metal tube that a projectile travels through
Parts of a Bolt-Action Rifle: ◆ See page 7 for a diagram of parts of a bolt-action rifle (butt, stock, safety, bolt, bolt handle, chamber, sight, muzzle, barrel, forestock, magazine, trigger, trigger guard).Parts of a Pump-Action Shotgun: ◆ Shotguns are long-barreled firearms used by hunters. See page 8 for a diagram of parts on a pump-action shotgun (butt, stock, safety, action bar, rib, sight, muzzle, barrel, forestock, magazine, trigger, trigger guard).Parts of a Handgun: ◆ Handguns (revolvers and pistols) are short-barreled firearms sometimes used for hunting. See page 8 for a diagram of parts on a handgun (grip, hammer, barrel, sight, ejector rod, cylinder, trigger, trigger guard).
What Is Ammunition?Rifles and handguns use cartridges containing single projectiles (bullets). Shotguns use shotshell, containing either a ◆
single slug or large numbers of small projectiles (shot). Basic Components of Ammunition: ◆ Case, primer, gunpowder, and projectile(s). Shotshells have additional compo-nents called wad.
Case:• Container, usually brass, steel, copper, paper, or plastic, that holds ammunition components together,.Primer:• Explosive chemical compound that ignites gunpowder when struck by the firing pin; may be placed either in the rim of the case (rimfire) or in the center of the base of the case (centerfire).Gunpowder:• A chemical mixture that burns very rapidly and converts to expanding gas when ignited. Modern smokeless powder will burn slowly when ignited in the open (outside of the case). Black powder is less stable and can be explosive when ignited in the open.Projectile: • The object(s) expelled from the barrel
Bullet: A lead projectile fired through a rifle or handgun barrel -Slug: A lead projectile fired through a shotgun barrel -Shot: A group of lead, steel, tungsten, or bismuth pellets fired through a shotgun barrel -
Wad:• Seal, made of paper or plastic, separating powder from a slug or shot in shotshell; prevents gas from escaping and holds the shot together as it passes through the barrel.
Chapter One / Page 7 Chapter Two Know Your Firearm Equipment Start TimeOb
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Rifle and Handgun Cartridges ◆
Select the correct cartridge—compare the data stamp on the barrel to the description on the box and the stamp •on each cartridge. Rifle and handgun cartridge bullets are made of lead, sometimes with a copper jacket, and come in various designs, sizes and weights. They may have soft or hollow points that expand upon impact. Bullets for target shooting have solid points that make smaller holes.Common types of rifle bullets are:•
Pointed Soft Point: High velocity, accurate bullets with a flat travel path (trajectory); excellent mushrooming -Rounded Soft Point: Popular for low-velocity calibers; recommended for tubular magazines since the bullet tip -of one cartridge rests directly on the primer of the cartridge immediately ahead.Protected Tip: Highly accurate with excellent expansion -Full-Metal Jacket: Maximum penetration without mushrooming; illegal for big game hunting in most states. -
Common types of handgun bullets are:•Roundnose Lead: Good penetration, little expansion -Full-Metal Jacket: No expansion, high penetration -Semi-Wad Cutter: Balances penetration and expansion -Hollowpoint: Designed for high expansion on impact -Wad Cutter: Flat-ended, used for target shooting; creates a clean hole in paper. -
Shotshells ◆
Shotgun shells (shotshells) use slugs or shot as projectile(s). Slugs are used for hunting big game. Shot is typically •used to hunt game birds and small game animals—size is adaptable to game hunted.Shotshells must match exactly the gauge and shell length specified by shotgun manufacturers (found on the •barrel). Shotguns may be chambered for 2¾-inch, 3-inch or 3½-inch shells (refers to length of shell after firing).Must choose correct type and size of shot for shotshell. As the size of a target decreases, reduce the diameter of •shot used. The smaller the shot number, the larger the pellet diameter. Shotshell marked as “magnum” means shell has more shot or more gunpowder than regular shell. Magnum and regular shotshells are interchangeable if the correct gauge and shell length is used.Steel shot pellets react differently than lead when shot. Steel weighs about two-thirds as much as lead, but is •much harder. Steel does not deform and is not as unstable in flight, and produces tighter patterns than lead. If using steel shot, choose shot size one to two sizes larger than the lead shot you would use.Non-toxic shot (steel, tungsten, or bismuth shot) is required throughout the U.S. for waterfowl hunting.•
How a Firearm WorksThe same physical process is used to fire shotguns, rifles, or handguns. Pulling the trigger causes the firing pin to ◆
strike and explode primer in the base of the cartridge or shotshell. Fire from the primer ignites gunpowder, which burns quickly and converts to gas. Gas expands and drives projectile(s) through the barrel with great force.How the rifle and handgun fire: ◆
A cartridge is inserted into the chamber.1. The action is closed, and the firing pin is pushed back and held under spring tension.2. The trigger is squeezed, releasing the firing pin, which moves forward with great force. The firing pin strikes the 3. primer, causing it to explode. A spark from the primer ignites the gunpowder. Gas converted from the powder expands in the cartridge.4. Expanding gas forces the bullet out of the cartridge and down the barrel with great speed.5. Rifling in the barrel causes the bullet to spin as it travels out of the barrel. The bullet’s speed and the escaping 6. gases produce the “bang.”
How the shotgun fires: ◆
Shotshell is inserted into the chamber.1. The action is closed, and the firing pin is pushed back and held under spring tension.2. The trigger is pulled, causing the firing pin to strike the primer, producing a spark.3. Spark from the primer ignites gunpowder. Gas converted from burning powder expands in shell.4. The gas pushes wad against shot; wad and shot are forced out of plastic body of shell.5. The wad and shot leave the barrel. Escaping gases produce “bang.”6. The shot and wad separate. The shot cluster spreads and forms pattern.7.
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Common Features of FirearmsFirearm Actions: ◆ Firearms are classified by action type. The action is made up of parts that load, unload, fire, and eject the shotshell or cartridge. Actions are either singleshot or repeating—singleshot must be reloaded after each fire; repeating have extra cartridges or shotshells ready in the magazine, cylinder, or extra barrel.
Bolt Action• operates like a door bolt, solidly locking into the breech. This makes it accurate and dependable. To open the action, lift the handle and pull it to the rear. -If a firearm is loaded, the cartridge or shotshell will be ejected as you pull the bolt to the rear. To make sure it’s -unloaded, visually check both the open action and the magazine for extra ammunition. Store bolt separately from the firearm. -
Lever Action• has a large metal lever located behind trigger. This handle usually also forms the trigger guard. To open the action, push the lever down and forward, which extracts a cartridge case from the chamber and -ejects it. If the magazine holds extra cartridges, another is instantly ready to be loaded.To unload, push the lever down and forward repeatedly until no more cartridges are ejected. To make sure it’s -unloaded, look in both the chamber and magazine for additional cartridges. Most models also have an exposed hammer, which can be dangerous. -Use extra caution to keep your hands away from the trigger while working the lever action. -
Pump Action• is fast and smooth. Allows the shooter to re-cock without looking away from the target. Pump action is also referred to as “slide action” or “trombone action.”
To open the action, slide the forestock to the rear, which extracts and ejects the cartridge. Sliding the forestock -toward the muzzle closes the action and readies another cartridge for loading. Pump-action opens after it’s fired or a release lever is pressed and the forestock is pulled to the rear. To make sure it’s unloaded, visually check both the chamber and magazine for cartridges. -
Semi-Automatic (or Autoloading) Action• automatically ejects the case of a cartridge or shotshell and reloads the chamber as each shot is manually fired.
To open the action, pull back the bolt’s operating handle (on a rifle or shotgun) or slide (on a pistol). Most -semi-automatics, when the bolt or slide is pulled back, lock in the open position if the magazine is empty. If the firearm doesn’t, the cartridge from the magazine has gone into the chamber, making the firearm ready to fire. Some semi-automatics do not lock open and must be held open to check the chamber.To unload, first remove the magazine and lock the action open. Make sure it’s unloaded—visually check the -chamber for an additional cartridge or shell. When closing the action for loading, pull it back to unlock the bolt or slide, then let go, allowing it to travel -forward on its own. Do not guide it forward with your hand because it may not seat properly.On a semi-automatic, the trigger must be pulled each time a shot is fired. This makes the semi-automatic -different from the fully-automatic firearm, which fires continuously as long as the trigger is held down. The fully-automatic may not be used for hunting or sport shooting.
Break (or Hinge) Action • operates on the same principle as a door hinge and is simple to load and unload. To open the action, point the barrel(s) at the ground. The release is pressed and stock drops down, allowing -cartridges or shotshells to eject or be removed manually if loaded. Hinge-actions have a separate barrel rather than magazine for each shot. Most models have one or two barrels, -but some have up to four.Some models have an exposed hammer, which can be dangerous. -
Revolving Action• takes its name from a revolving cylinder containing a number of cartridge chambers. One chamber at a time lines up with the barrel as fired. Cylinders rotate clockwise or counter-clockwise. Revolving actions are usually found on handguns; referred to as “single action” or “double action.”
Single action: Will fire only after the hammer has been cocked manually. -Double action: Pulling the trigger cocks and releases the hammer; typically also can be hammer-cocked like a -single-action revolver.
Safety Mechanisms ◆ are mechanical devices that block the action to prevent the firearm from shooting until the safety is released or pushed to “off.” Safeties should never be relied on to protect against accidental shooting. Never replace safe firearm handling by trusting a safety—safeties can fail or be bumped from safe position. Don’t release a safety until just before you shoot. Safeties are located around the receiver. Types of safeties:
Cross-Bolt Safety: • Common on pump and semi-automatic firearms. Simple push-button action blocks the trigger or hammer. Located at the trigger guard or ahead of the hammer.Pivot Safety: • Common on handguns and bolt-action rifles. Has a pivoting lever or tab that blocks the trigger or firing pin. Located on the frame (blocks trigger) or on the bolt or slide (blocks firing pin).Slide or Tang Safety:• Common on some rifles and break-action shotguns. A sliding bar or button blocks the firing action. Located on the tang (metal strip behind receiver) of break-action firearms, or on the side of the receiver on some rifles.
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Half-Cock or Hammer Safety:• Common on firearms with exposed hammers. Locks the trigger at half-cock, away from the firing pin. Engaged by placing the trigger at half-cock; some firearms automatically rebound to position after the trigger is released.
Magazines: ◆ A place that stores ammunition that has not been fired in repeating firearms. By working the action, the cartridge is picked up from the magazine and placed in the chamber, ready to be fired.
Magazines are designed with a spring and a follower that push against cartridges to move them into the action. •To see if the magazine is empty, you must either see or feel the follower; if you cannot, a cartridge may be jammed in the magazine. Tubular magazines require close attention to make sure cartridge is not jammed in the magazine. Magazines may be detachable or fixed:•
Detachable allows you to remove extra ammunition from the firearm by removing the magazine. -Fixed (tubular magazines, hinged-floorplates and revolving magazines) require ammunition to be removed -manually from the firearm.
Sights: ◆ Devices used to line up a muzzle with the shooter’s eye to hit target. This is more critical on firearms that fire a single projectile (rifle or handgun) than a firearm that shoots a pattern of shot (shotgun). Shotguns usually have simple pointing beads. Rifles typically have an aperture (peep), open, or telescopic sight. Most handguns have open sight, although some specialized handguns have dot or telescopic sights.
Bead Sight:• Simple, round bead set into top of the barrel near the muzzle. Some shotguns have a second, smaller bead about halfway back on the barrel. The shooter points with the shotgun and follows a moving object, like pointing a finger. Bead is used for reference as the shotgun is pointed and moved to follow flying or running targets.Open Sight: • Combination of bead or post front sight and notched rear sight. Simple and inexpensive, they allow quick sighting. To aim, center the top of bead or post within the notch of the rear sight and line up on the target. Open sights can be fixed or adjustable.Aperture (Peep) Sight:• Combination of bead or post front sight and the round hole set on the rifle’s receiver close to the shooter’s eye. To aim, center the target in the rear peep or aperture sight and bring front sight into center of the hole. This sight is more accurate and adjusted more easily than an open sight.Telescopic Sight (Scope):• Small telescope mounted on your firearm. A scope gathers light, brightening the image and magnifying target, and does away with aligning rear and front sights.Dot Sight:• Small device mounted on a firearm that uses electronics or optical fibers to project a glowing dot or another mark on the lens in front of the shooter’s eye. Some also magnify like telescopic sights.
Differences Between Rifles, Shotguns, and HandgunsThe main differences between rifles, shotguns, and handguns are their barrels and the type of ammunition used. ◆
Rifle barrel:• Long with thick walls; spiraling grooves (called “rifling”) cut into the bore.Shotgun barrel:• Long, made of fairly thin steel that is smooth on the inside to allow shot and wad to glide out without friction. Thinner than rifle barrel since it does not have to withstand the same pressure.Handgun barrel:• Much shorter than a rifle or shotgun barrel, designed to be shot while held with one or two hands, rather than while placed against shooter’s shoulder. Bores of most handgun barrels also have a grooved pattern similar to rifles.
Rifling in the Rifle or Handgun Bore: ◆ A bullet fired from a rifle or handgun has a spiral spin that keeps it point-first in flight, increasing accuracy and distance. This is achieved by rifling inside the barrel, from which the rifle got its name. The barrel is thick, and has spiraling grooves cut or pressed into the bore. The ridges of metal between the grooves are called lands. Together, grooves and lands make up rifling.Rifle or Handgun Caliber: ◆ Caliber describes the size of a rifle or handgun bore and the size of cartridges designed for different bores.
Caliber is usually measured as the diameter of a bore from land to opposite land. No standard is set for desig-•nating caliber. Sometimes it is given as diameter of bullet—distance between grooves. Caliber designations sometime have a second number, unrelated to diameter. For example, the .30-30 is a •.30-caliber cartridge, but second number is from the days when cartridges took 30 grains of powder. The “06” in .30-06 refers to year (1906) it became official ammunition of the U.S. military.Every rifle or handgun is designed for a specific cartridge—the ammunition must match the firearm data stamp. •Several .30-caliber firearms use the same bullet size, but are designed for different cartridges.
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Shotgun Gauge: ◆ Shotguns are classified by gauge, a measure related to the diameter of smooth shotgun bore and the size of shotshell designed for that bore.
Common shotgun gauges are 10-, 12-, 16-, 20-, and 28-gauge. The smaller the gauge number, the larger the •shotgun bore. Gauge is determined by the number of lead balls of a size equal to the exact diameter of the bore that it takes to weigh one pound. For example, it takes 12 lead balls with the same diameter as a 12-gauge shotgun bore to weigh one pound. The .410 caliber shotgun is the only exception to the shotgun gauge desig-nation. It has a bore diameter of 410/1000ths of an inch, approximately equivalent to 67½ gauge.Each gauge of a shotgun shoots only shells of that gauge (12-gauge shells are used only in 12-gauge guns).•Shotgun gauge is often marked on the rear of the barrel. The shell gauge is marked on the shell and the box.•
Shotgun Choke and Shot Pattern: ◆ When shotshell is fired, pellets leave the barrel and begin to spread or scatter. The farther pellets travel, the greater shot spreads. The barrel has a choke to control spread and pattern.
Choke acts like the nozzle of a garden hose. As the nozzle tightens, water shoots in a long, narrow stream, similar •to the full choke on a shotgun. As the nozzle opens, water shoots out in a wider spray, similar to cylinder choke.Distance from target determines the choke needed. Choke does not alter the shotgun’s power—it controls the •tightness of a shot pattern at a specific distance and how much shot will hit a certain area at a certain range.
Cylinder - choke is an unconstricted barrel. Shot pattern spreads quickly.Improved Cylinder - has slight constriction. Allows the shot pattern to spread fairly quickly. Good choice for quail, rabbits, and other upland game.Modified - choke has moderate constriction. Shot stays together longer, making a pattern denser and more useful at longer ranges. Used for dove hunting and is preferred when using steel shot to hunt for ducks or geese. Improved modified choke is slightly tighter than modified.Full - choke has tight constriction. Shot holds together even longer, so it’s good for squirrels, turkey, and other game shot at 35- to 40-yard ranges. Turkey hunters sometimes use extra full or turkey choke for even denser patterns at long range.
(sidebar)• Steel shot is slightly lighter and harder than lead shot of same size—reducing velocity and distance and keeping pattern tighter. Pattern your shotgun with various loads of steel shot before hunting waterfowl.
Match Firearms and Ammunition … Correctly!It’s not always easy to match the proper ammunition to your firearm correctly—getting it right is critical. Using the ◆
wrong ammunition can cause an explosion, injuring or possibly killing yourself and bystanders.To match proper ammunition to a rifle, shotgun, or handgun correctly: ◆
Read caliber or gauge designations on the side of the barrel. Match that designation exactly. Shotgun barrels give •the chamber gauge and length (“12 gauge for 2¾-inch shells” or “20-gauge magnum for 3-inch shells”).Carefully read information on the ammunition box lid. With shotgun ammunition, always check both gauge and •shell length, and whether it’s a magnum load to ensure it matches the data on the barrel. Finally, match the information on the barrel to that on the box before you shoot. If in doubt, ask a more experi-•enced shooter or a qualified gunsmith.
Safety practices that will help you avoid using the wrong ammunition are: ◆
Purchase the correct ammunition for your firearm. Buy the exact caliber or gauge and length of ammunition •your rifle, handgun or shotgun was designed for. Shotshell must be the correct length for the shotgun. Carry only correct ammunition for the firearm you’re using. Never mix ammunition. Common mistakes involve •putting 20-gauge shotshell into a 12-gauge shotgun, which causes an obstruction.
Know Your Firearm’s RangeKnowing a firearm’s range is critical—tells at what distances a firearm’s projectile could cause injury to persons, animals or objects. When hunting, knowing range lets you immediately assess when shot will give clean kill.
Cleaning Your FirearmFirearms must be cleaned after every use to keep them in top condition. ◆
Clean firearms with your full attention. Never do so while doing something else. Use a clean, clear work area. ◆
Follow these basic steps to clean a firearm. ◆
Point the muzzle in a safe direction, and make sure the gun is unloaded.•Remove all ammunition from the cleaning bench.•Field strip the firearm following the owner’s manual instructions and clean each part separately.•If possible, clean from the breech end using a bore guide and a cleaning rod with a brush/patch attached and wet •with solvent. Pass brush or patch all through barrel.
Use a flexible “pull through” cleaning cable if cleaning the firearm with lever or semi-automatic actions. ◆
Use cleaning solvents in well-ventilated area and only as directed. ◆
If cleaning from the muzzle end, use a muzzle protector so you don’t damage the rifling. ◆
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1. The three basic parts of a modern firearm are ____.a. cartridge, stock, and barrel.b. action, stock, and barrel.c. stock, trigger, and action.d. barrel, chamber, and muzzle.Answer: b. action, stock, and barrel.
2. Label the indicated parts of a bolt-action rifle.
Answer: i. stock iii. triggerii. rear sight iv. muzzle
3. The chemical compound in ammunition that ignites the gunpowder when struck by a firing pin is the ____.Answer: primer.
4. The action of a firearm is made up of parts that ____.a. block the trigger or hammer to prevent accidental
firing.b. hold ammunition before it’s loaded into the
chamber.c. load, unload, fire, and eject the cartridge or
shotshell.d. serve as the handle of the firearm.Answer: c. load, unload, fire, and eject the cartridge or shotshell.
5. You should use only ammunition that exactly matches the caliber or gauge specifications marked on the ____ of your firearm. Answer: barrel
6. Label the indicated parts of rifle and shotgun ammunition.
Answer: i. projectile (bullet or shot)ii. gunpowderiii. primer
7. List six types of firearm actions. Answer:
bolt action •lever action •pump action•semi-automatic action•break (hinge) action•revolving action•
8. A safety is located around the receiver of the firearm and ____.a. ensures that the firearm can never be accidentally
fired.b. is a device that blocks the action to prevent acci-
dental firing.c. is always located either inside or on the trigger
guard.d. all of the above.Answer: b. is a device that blocks the action, to prevent accidental firing.
9. The most accurate sight for a firearm is the ____.Answer: telescopic.
10. The design feature that causes a bullet to spiral, which increases accuracy and distance, is called ____.Answer: rifling.
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i. __________ii. __________iii. __________
Storing Your FirearmFirearms must be stored unloaded and in a locked location, separate from ammunition. The storage area should be ◆
cool, clean, and dry. Avoid storing firearms in closed gun cases or scabbards since moisture can accumulate.Store guns horizontally, or with muzzle pointing down. When guns are stored upright, gravity pulls gun oil ◆
downward into the action, forming a sticky film. Oil also can drain onto the stock, softening the wood.Displaying guns in glass cabinets or wall racks is an invitation to thieves and curious children. Guns should be ◆
hidden from view and locked. For best protection against theft and fire damage, purchase a safe.(sidebar) ◆ Store ammunition in a separate locked compartment, away from flammables. Store ammunition in cool, dry place to prevent corrosion. Corroded ammunition can cause jamming and misfires.
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11. ____ is a measure related to the diameter of the bore and the size of the shotshell designed for that bore. Answer: Gauge
12. When referring to firearms, “caliber” is ____.a. the length of the barrel of a rifle or handgun.b. always expressed in hundredths of an inch.c. used to describe the size of a rifle bore and the size
of cartridges designed for different bores.d. all of the above.Answer: c. used to describe the size of a rifle bore and the size of cartridges designed for different bores.
13. List the most common shotgun chokes. Answer: i. fullii. modifiediii. improved cylinderiv. cylinder
14. Steel shot is ____.a. lighter than lead shot, reducing velocity and
distance.b. harder than lead, keeping pattern tighter.c. non-toxic, unlike lead shot that can be toxic to
waterfowl.d. all of the above.Answer: all of the above
15. Knowing your firearm’s range is critical—it allows you to ____.a. determine whether or not you’re able to make a
clean kill.b. make accurate shots at any distance as long as they
are within your firearm’s range.c. know at what distances your firearm could cause
injury.d. both a. and c.Answer: d. both a. and c.
16. Different gauge shotshells should not be mixed together because ____.a. once mixed, it is impossible to separate them
accurately.b. a smaller gauge shotshell can slip past the chamber
of a larger gauge gun and result in serious personal injury.
c. a 12-gauge shotshell can be chambered into a 20-gauge shotgun and result in serious personal injury.
d. none of the above.Answer: b. a smaller gauge shotshell can slip past the chamber of a larger gauge gun and result in serious personal injury.
17. Firearms should be stored ____, in a ___ location, and separate from ___.Answer: unloaded in a locked location, and separate from ammunition.
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Define “good marksmanship” and explain why it is ◆important.List the three fundamentals of good marksmanship. ◆
Define “sight alignment” and “sight picture.” ◆
Demonstrate how to determine your master eye. ◆
Explain the basic steps to sight-in a rifle. ◆
Explain four rifle firing techniques that will help ◆improve accuracy.Demonstrate four proper positions for rifle shooting. ◆
List the four common shotgun chokes, and give an ◆example of when you would use each.Explain the basic steps for patterning a shotgun. ◆
Explain four shotgun firing techniques that will ◆improve accuracy.Demonstrate proper shotgun shooting stance. ◆
Explain the difference between swing-through and ◆sustained lead when hunting with a shotgun.Demonstrate proper handgun shooting stance and ◆grip.
Good Marksmanship and AccuracyGood marksmanship means accurately and consistently hitting a target where planned. ◆ When hunting, accuracy is critical for a clean kill. Good marksmanship is built on three fundamentals: ◆
Proper sight adjustment or patterning•Proper shooting technique•Practice•
Know Your Accuracy Limits: ◆ Ethical hunters know personal accuracy and limit shots accordingly.An eight-inch paper plate is the standard target for establishing deer hunting accuracy. You should be able to hit •a paper plate consistently at that distance and from the same shooting position used when hunting.Before hunting, practice until you know you can hit the target at distances and from the shooting positions you •expect to use in the field. When hunting, limit shots to the most accurate range.
Rifle ShootingSight Alignment: ◆ The process of lining up rear and front sights. Sight picture is the image you see when sights are aligned correctly with the target.
Open sight:• Line up the target with the blade or bead of the front sight within the notch of the rear sight.Aperture sight:• Line up the target with the front sight within the rear peephole.Telescopic sight with crosshair reticle: • Line up the target with the crosshairs of the sight.Telescopic sight with dot reticle: • Line up the target with the dot of the sight. The dot must be centered.
Dominant or Master Eye: ◆ Aim with your dominant (master) eye for accurate shooting. Your dominant eye is usually the same as your dominant hand, but not always. To determine your dominant eye:
Form a triangular opening with thumbs and forefingers.•Stretch your arms out in front of you.•Focus on a distant object while looking through the triangular opening.•Bring your hands slowly to your face, keeping sight of the object through the opening; the opening will come to •your dominant eye naturally.If not sure, close one eye at a time. Your weaker eye will see the back of your hand; strong one will be focused on •the object in the triangle.
Sighting-In a Rifle: ◆ Rifle bullets travel in an arc, formed by the pull of gravity. “Sighting-in” is the process of adjusting sights to hit a target at a specific range.
All rifles should be sighted-in before every hunt using ammunition you plan to use.•You must sight your rifle with ammunition you plan to use.•
Sighting-In Procedure ◆
Fire from a solid bench rest with your forearm resting on a pad or sandbag—don’t rest the gun on the barrel. •Sight-in instructions are printed on some targets. The process for most centerfire rifles begins at 25 yards and •should be repeated at 100 yards. Basic steps involve firing at least three shots consistently at the target. If bullets form a small group of holes on the target, but not where you were aiming, sights must be adjusted.When adjusting peep or telescopic sights, adjust the rear sights or dials by a number of “minutes-of-angle” or •“clicks.” The sight’s instruction manual tells how much each click changes the sight at 100 yards.
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The rear sight is moved in the same direction you want your shot to move on the target. Moving shots from side •to side is “adjusting for windage.” Moving shots up or down is “adjusting for elevation.”Sight-in targets usually include specific instructions about trajectory and what fractions or inches you should be •above the bull’s-eye at 25, 50, or 100 yards. You can also consult a ballistics chart or experienced shooter.
Four Fundamentals for an Accurate Rifle Shot ◆ (sidebar)Aim carefully, aligning your sights.1. Take a breath, and release about half of it.2. Squeeze the trigger slowly.3. Follow through.4.
Rifle-Firing Techniques: ◆ Using the correct firing techniques helps to steady the rifle for accurate shooting. Shooting From a Rest: • Most accurate and safest shots are taken from a rest—log, large rock, or other stable object. Don’t rest the barrel directly on a hard surface, or it will shoot higher than normal—put some padding under the rifle.Breathing: • Breathing can move the rifle just enough to throw off your shot.
When you’re ready to shoot, draw a deep breath and exhale about half of it. -Hold your breath as you squeeze the trigger. If you hold your breath too long your heart beats faster, which -increases your pulse and causes the rifle to move. If this is happening, start over.
Trigger Squeeze: • Jerking the trigger or abruptly clenching the trigger hand can move a gun enough to miss.To squeeze a trigger without jarring the gun, apply slow, steady pressure until the gun fires. -Practice will make a habit of holding your breath while squeezing the trigger properly. -
Follow Through:• After the bullet fires, continue or follow through with the squeeze. That prevents you from jerking gun before bullet has left the barrel.
Shooting Positions ◆
Prone:• The steadiest of the four positions. Because it’s the easiest to hold, it’s the best position for mastering the fundamentals of shooting—aim, breath control, trigger squeeze, and follow through. Standing: • The most difficult position for firing an accurate shot since neither arm is supported. Rather than trying to hold the barrel steady, try to keep movement of the barrel as small as possible. Sitting: • Both arms are supported by your legs. Steadiest position next to prone position. Kneeling:• Only one arm is braced, so this is less steady than the prone or sitting positions.
Shotgun ShootingMatching Choke to Your Quarry: ◆ The choke allows you to fine-tune the shotgun for the type of game you’re hunting. Built-in or attached to the muzzle end of the barrel, the choke can be constricted to create a tighter pattern of shot, controlling pattern density at various distances.
The tighter constriction is, the longer the shot cluster stays together. Lower constriction spreads the pattern faster. •Common chokes from tight to wide are Full, Modified, Improved Cylinder, and Cylinder (unchoked).If hunting small, fast birds, use an Improved Cylinder or Modified choke, which creates a broad shot pattern that •spreads quickly at close ranges. If hunting larger, less mobile birds, select Full choke. This concentrates shot in a tighter pattern. Shot size varies depending on ammunition, target distance, and hunting conditions.
Patterning Your Shotgun: ◆ The shotgun’s choke, as well as the brand, type, and size of shot affect the pattern. To select ammunition for the best performance, you must “pattern” your shotgun.
Patterning can be done with commercial or homemade targets—a sheet of paper with a 30-inch circle containing •a bull’s-eye.Fire from a distance of 40 yards (close to the maximum range for shooting game birds). Pellets should be spread •fairly evenly inside the 30-inch circle and of sufficient density to ensure a clean kill.Circle also should contain the correct amount of pellets, which ranges from 40 to 80 percent of the total number •of pellets in a load, based on the choke you’re using. Using Full choke, 12-gauge, 3-inch load, expect 70 to 80 percent of pellets to land in the circle. Modified choke should deliver 60 to 70 percent in the circle, and Improved Cylinder should deliver 40 to 50 percent. To determine percentage, count numbers of pellet holes in the circle, then divide that number by the number of pellets in load.
Shotgun-Firing Techniques: ◆ Unlike rifle shooting, quick reflexes and flexibility are essential.Shooting Stance: A shotgun is almost always fired at a moving target from the standing position. You must be •able to swing freely over a wide arc and maintain control. That requires a relaxed, balanced stance.
Stand with your feet spread about shoulder-width and your knees bent slightly so you are balanced perfectly. -Bring your left foot slightly forward (if you’re a right-handed shooter) and lean in same direction. Toes of your forward foot should point toward the target.
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Keep your knees slightly bent—it’s easier to swing with a moving target. The bent leg to the rear supports -movements of your hips, allowing you to swing smoothly.
Pointing: • There’s no time to truly aim a shotgun since targets appear suddenly and move quickly. Shotguns are designed to be pointed, with your eye sighting a little above the barrel or rib. -Sight is usually bead on front of gun. Eye must be in line with the barrel, so head position is important. -When bringing the gun to your shoulder, fit your cheek snugly against the stock for the proper sight picture. If -that isn’t comfortable, adjust your “gun fit” (such as changing the stock to fit you better).Shots at birds in flight should be limited to your “maximum effective range”—distance at which you can -consistently hit target. Shooting beyond this distance leads to wounding loss and may destroy meat.
Shouldering the Shotgun:• When bringing a shotgun to your shoulder, bring the stock to your cheek first and then back to your shoulder. A common error is lowering your head and cheek to the stock. When done properly, with your head naturally erect, the gun butt should always come to the same spot on your shoulder.Pulling the Trigger:• Unlike rifle shooting, quick trigger action is important when you hunt with a shotgun.
Tap the trigger as you would strike a computer key. -Breath control isn’t necessary because trigger is pulled quickly and body and gun are typically in motion. -Continue shotgun’s swing as the trigger is pulled. Stopping the swing as you shoot will cause you to hit behind -a moving target.
Leading the Target: ◆ The two most common methods at long distances are swing-through and sustained lead.Swing-Through: • The best technique for a beginner. Point the gun at a moving target and swing with it. Increase the speed of the gun so the muzzle passes the target, then fire—“swing through” the target and fire at a blank space in front of target.Sustained Lead:• More challenging, because it requires more experience. Estimate the length of the lead necessary to hit the target and maintain that lead as you swing with the target, fire, and continue the swing.(sidebar)• Snap-Shooting: The best technique to use for a quick shot and target is straight ahead at close range. Simply raise the shotgun and point where you think the target will be when the shot arrives.
Handgun ShootingLoading and Handling ◆
Single-action revolvers load through a gate on the right side of the frame. To rotate the cylinder, pull the hammer •back to half-cock. For a safer carry in holster or hand, leave an empty chamber in front of hammer.Double-action revolvers have cylinders that fall down, exposing all the chambers for loading.•Semi-automatics usually fire rounds stored in a magazine that is inserted in the grip or handle. •
Position and Grip: ◆ Vital to hitting the target.Hand position on the grip of the pistol is especially critical. Although the grip configuration of the revolver and •semi-automatic are different, the gripping procedure is the same.Hold the handgun high on the grip so recoil is directed back to the hand and arm in a straight line—this allows •better repeat shots and more accurate shooting. Use two-handed hold whenever possible, applying pressure from front to rear. Do not cross the thumb of the supporting hand behind slide of a semi-automatic.When hunting, use a stable object as a rest. Place some padding on top of a hard rest to help with aim.•
Sight Alignment: ◆ Even more important in pistol shooting because of shorter distance between sights. Typically, handgun sights consist of a square rear notch sight and heavy square front blade sight—easy to align. Most handguns are initially sighted-in at 50 feet.Aiming ◆
At the shooting range, many handgunners use sight picture that places the bull’s-eye on top of front sight, rather •than center. However, hunters should hold alignment directly over the vital area.Scopes with long eye relief are popular and offer exact sighting for hunters. Scopes may take longer to align on •the target than open sights, but are usually more accurate.
Shooting: ◆ Fundamentals of breath control, trigger squeeze, and follow-through are almost identical to rifle shooting. Some important differences include:
First joint of the finger should take up trigger pressure, not tip as is often done with rifles.•When fired, powder flashing at front of cylinder can cause burns. Keep fingers away from front of trigger.•All handguns should be fired at arm’s length. Slide and hammer of autoloader can deliver bruising blow when •held too close to body.
Other Safety Considerations ◆ (sidebar)Permanent hearing loss happens gradually with handgun blasts. Choose an ear protection device with a high •Noise Reduction Rating (NRR).Eye protection is essential with handguns to prevent damage from a ruptured shell or firearm malfunction.•Wear eye protection whenever disassembling or cleaning a handgun.•
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1. Good marksmanship is ____.a. being able to hit your target at least 50 percent of
the time.b. correctly marking your target.c. being a good sport if you miss your target.d. hitting your target accurately and consistently.Answer: d. hitting your target accurately and consistently.
2. Sight alignment is ____.Answer: the process of lining up front and rear sights.
3. To help you steady the rifle when you’re ready to shoot, draw a deep breath and ____.Answer: exhale about half of it, then hold your breath as you squeeze the trigger.
4. The proper technique for pulling the trigger when shooting a rifle is to ____.a. pull the trigger quickly, moving only your finger.b. squeeze the trigger slowly.c. jerk the trigger.d. snap the trigger.Answer: b. squeeze the trigger slowly.
5. Of the four standard rifle shooting positions, the steadiest is the ____ position. Answer: prone
6. All handguns should be fired at ____ length. Answer: arm’s
7. If you are hunting small, fast birds like dove or quail, the best choke selection would be _______ or _______choke.Answer: Improved Cylinder or Modified
8. When patterning a shotgun, the number of holes made in a 30-inch circular target at a range of 40 yards should be ____ to ____ percent of the number of the pellets in the load, based on the choke you are using.Answer: 40 to 80
9. Which shotgunning technique is best for a beginning hunter and is performed by pointing at a moving target, then moving past it and firing?a. snap-shooting c. sustained leadb. swing-through d. patterningAnswer: b. swing-through
10. A common error when hunting birds with a shotgun is _______.a. tapping the trigger and not squeezing it slowly.b. bringing the stock all the way up to the cheek
without lowering the head.c. lowering the head and cheek to the stock of the
shotgun.d. failing to align the sights on the target properly
and then take a deep breath.Answer: c. lowering the head and cheek to the stock of the shotgun.
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Explain why it is important to know how to recognize ◆your quarry. Name the four basic animal characteristics that can be ◆used for identification. Describe five different hunting strategies. ◆
Explain why it is important to know where to place a ◆vital shot for the game you are hunting. Identify the vital zones for various game when viewed ◆from different angles.
List four types of shots and when they should be used ◆and when they should be avoided.Explain what to do when approaching downed game. ◆
State the first thing you should do after you are sure ◆your game is dead.List the three main causes of meat spoilage. ◆
List the basic steps for field dressing game. ◆
Planning and PreparationCareful Planning and Preparation. ◆ Some steps you should take to prepare for a successful hunt:
Educate yourself about the game you’ll be hunting and its environment.•Obtain the most current state regulations.•Buy appropriate clothing and gear for the environment.•Secure lease arrangements and permits (dogs and horses may require veterinarian’s certificate or current vacci-•nation record).Visit site in off-season to prepare blinds and cabin facilities.•Sight-in rifles, handguns, and bows; pattern shotguns.•Sharpen your skills at a shooting range.•Pack extra firearms, scopes, bow strings, etc.•
Know Your Quarry: ◆ It is critical to educate yourself about the game you’re hunting. Understanding your quarry will increase your success and add to the enjoyment of the experience as well.
Knowing your quarry may be necessary to ensure that you’re taking legal game. You may need to determine the •sex of game birds on sight or quickly recognize protected species as they move into firing range. If you hunt where white-tailed and mule deer occupy the same area, you’ll need to know how to identify both.There are many ways that wild animals are classified, but hunters are concerned with four basic categories:•
Large mammals: - Big game, such as deer, elk, and bearSmall mammals: - Small game, such as rabbits, squirrels, and raccoonsUpland birds: - Turkey, grouse, quail, and doveWaterfowl: - Ducks and geese
Animal Characteristics: ◆ Animals can be identified by four basic characteristics.Distinctive Markings: • The black cheek patch on male pronghorns; the “flags” of the white-tailed deer; the face pattern on a gray fox; the green head on a mallard drake; the red, white, and blue on the head of a male turkey.Sounds:• The wild call of the sandhill crane; the familiar honk of the goose; the gobble of a strutting “tom”; the grunt of the deer; and the howl of the coyoteMovement: • The bounce of mule deer; the fast or slow wing beats of some waterfowl; the zigzag in-flight pattern of the common snipe when flushedGroup Behavior:• Flock patterns, such as the familiar “V” shape of certain migratory birds; various types of herd behavior
Hunting StrategiesStill Hunting: ◆ Walking stealthily through an animal’s habitat, stopping frequently to scan and listen for game. Big-game hunters use this method in unfamiliar terrain, or where stands are impractical or forbidden. Spend at least ten times longer being still and observing than walking. Keep a low profile; a human silhouette will spook many game species. To avoid being mistaken for game by other hunters, always wear fluorescent orange.
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Stalking: ◆ The difference between still hunting and stalking is that when stalking, you follow signs leading to a particular type of game, or close the distance to game already spotted. You may follow tracks on trails or a morning dew trail through leaves and brush; or follow sounds or scents of animals. Or you may sneak closer to an animal for a better shot. Stalking requires total focus—remember to keep downwind, stay quiet, and stay alert and patient. Use caution when stalking a turkey—the sound you hear may be another hunter “calling.”Posting: ◆ Involves sitting or standing in one spot. Location may offer a vantage point or spot near an animal’s trails. Posting is effective when you know where game is traveling each day and you’re not allowed to use a blind or stand. Find a posting location that allows you to freely swing the firearm or draw the bow. Ground Blinds: ◆ Makeshift or temporary structures located on the ground that conceal hunters. They’re made of everything from plywood to branches. Situate ground blinds downwind, away from the sun, and where the foreground and background are safest.Elevated Stands (tower stands or tree stands): ◆ These offer advantages to both firearm and bow hunters. Tower stands are above-ground seats or blinds that conceal the hunter above the level of the quarry. Tree stands are stands placed in or against trees. Check the condition of elevated stands routinely. Also inspect for insects, owls, and small mammals before entering a stand.Game Calling: ◆ An effective technique for most animals. A skillful hunter uses sounds to attract animals close enough for an effective shot. There are a variety of sounds that can be imitated to draw game to you:
Territorial sounds: • Deer “rattling,” elk “bugle,” or a turkey “gobble” Feeding sounds: • A duck’s feeding “chuckle”Distress sounds: • Inviting coyotes, bobcats, or foxes to feed
Driving: ◆ Involves a group of hunters, some acting as “drivers” and others as “posters.” Drivers spread out across field or woods and push game out of cover. Posters take position at the end of the cover to intercept game pushed out by drivers. It is critical that everyone involved in a drive are aware of the position of other drivers and posters. Wear fluorescent orange and never shoot in the direction of another hunter.Flushing: ◆ Involves using noise, movement, or dogs to cause game to become nervous and leave cover. Pause frequently when attempting to flush game. When you vary your pace, your quarry may think it has been detected and be more likely to leave cover. Dogs: ◆ Several breeds of dogs can be used for hunting different game species. Some dogs can be used to hunt several types of game animals:
Pointers:• Used primarily for upland game birdsRetrievers:• Large, hearty dogs used primarily to retrieve waterfowlSpaniels: • Used mainly as flushersHunting Hounds: • Used to hunt raccoons and rabbits in the Southeast, lions and bears in the West, and deer in some states
Trapping: ◆ When used properly, traps can be effective for hunting and wildlife management. Trappers should educate themselves about the type of traps appropriate for quarry and adhere to the trapper’s code of ethics.
Obtain the landowner’s permission.•Avoid setting traps in areas where domestic animals may be caught.•Set traps to capture the target animal in the most humane way possible.•Check traps daily, preferably in the early morning.•Dispose of animal carcasses properly to avoid offending others.•Make an effort to trap only the surplus animals from each habitat, leaving an adequate breeding stock.•Assist farmers and other landowners who are having damage problems with wildlife.•Obtain all required licenses, tags, and permits.•
Vital ShotsTrue sportsmen strive to bring home game by inflicting a minimal amount of suffering. It’s essential that you under-stand the anatomy of the game you’re after and learn how to place a shot for a clean kill.
Where to Shoot ◆
The most effective shots are delivered to an animal’s vital organs—the heart and lungs. In large game animals, •these organs lie in the chest cavity behind the front shoulder. Because the heart surrounds the lungs, a lung shot is the most effective shot for big game—a near miss may result in hitting the heart. The area of the vital organs contains major blood vessels and arteries. A shot in this area causes considerable •bleeding. If the animal doesn’t die immediately and tries to flee, the blood trail it leaves is easy to track. Keys to hitting an animal in vital spot are good marksmanship and patience. Wait for the best possible shot.•
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Choosing the Proper Shot Angle ◆
Broadside• is the preferred shot angle for larger game animals, for both firearm and bow hunters.Firearm: - The best target is the shoulder and chest area. A bullet of the correct weight and fired from a firearm adequate for game will break the shoulder bone and enter the lungs or heart. Bow: - The best shot for largest big game animals. Aim straight up from back side of the front leg, one third of the way up from the bottom of the chest. An arrow will penetrate the ribs but not the shoulder bone.
Quartering-Away• is when the target is facing away from you, but at an angle. Firearm: - This position offers several aiming spots on all big game. The area just behind the shoulder is the best spot for penetrating vital organs. Focus on hitting the chest area above the opposite front leg.Bow: - Good opportunity for clean kill on certain big game and some smaller animals. Not a good shot for larger game because their massive stomachs and intestines block a clean shot to the lungs or heart.
Quartering-Toward• is when animal is facing toward you but at an angle.Firearm: - Presents a clean shot to the vital organs. A shot can be taken if the gun is already trained on the animal. Aim at the front of the shoulder of the near front leg.Bow: - This angle offers a poor shot opportunity and should not be taken.
Head-On•Firearm: - this angle can be effective if the firearm is adequate and already positioned for the shot. However, rarely results in clean kill and ruins a lot of meat. Aim at center of chest to hit vital organs.Bow: - this angle offers very poor shot selection and should not be taken.
Rear-End• shot should not be taken by hunters using firearms or bows. Trailing Wounded Game: ◆ (sidebar) It’s a hunter’s ethical responsibility to stop the hunt and search for any wounded animal.
Wait for at least a half-hour to an hour before trailing deer, unless the downed deer is in sight.•Make a practice of carefully observing every movement of the game animal after you shoot it. Investigate the •ground and trail after shooting before assuming you missed.At the shot site, look for signs: blood on the ground or vegetation; broken twigs or branches, or scattered leaves; •“dew” line if early in the morning; tracks; hair, meat or bone fragments; downhill trails, especially toward water. If you lose the trail, search in a circular or grid pattern and try to pick up the trail again.Use fluorescent orange flagging to mark each blood trail in case darkness or weather forces you to quit the search •and return the next day—marking also shows where to look for more signs if you lose the trail.
Approaching Downed Game: ◆ Large animals should be approached carefully from above and behind head.If the animal appears dead, wait a short distance away for a few minutes. Watch for the rise and fall of the chest •cavity. Notice if the eyes are closed—the eyes of dead animal are usually open. You can be certain that the animal is dead if the eye doesn’t blink when touched with a stick. If animal is still alive, kill it with a quick shot to the base of ear. If you wish to mount the head, place your shot •in the heart-lung area. For bowhunters, the only option is placing the arrow in the heart-lung area. Once animal is dead, immediately tag it, indicating the date of the kill, and then begin field dressing.•
Field Care of GameField Care Basics: ◆ The way you handle game after harvesting can have a significant impact on the meat quality.
The growth of bacteria spoils meat. Three factors contribute to bacteria growth.•Heat - is the greatest concern. Bacteria grow rapidly in the carcass, especially if it’s allowed to stay warm. Meat begins to spoil above 40° Fahrenheit.Moisture - encourages the growth of bacteria.Dirt - can introduce bacteria.
Basic field dressing techniques help cool game by removing entrails, which lowers body heat by allowing air into •the body cavity. It is best to field dress immediately.
Use available shade to cool the body. Hang the deer, if possible. For larger animals, prop the body open. -In warm weather, place squirrels and doves in a cooler after dressing, but keep dry. -Dispose of entrails carefully. Don’t leave them lying by the side of a road, or near a residence. -Cover meat with cheesecloth to keep it clean. This also protects it from flies, which lay eggs in exposed flesh. -Black pepper also repels insects. If you drag game to camp, keep dirt/debris out of chest cavity.Because moisture damages meat, don’t use large amounts of water to wash the cavity. Allow it to dry. -If you plan to process the animal yourself, skin the animal as soon as possible to allow it to cool. -
Do not tie the animal to the hood or roof of your car, where it’s exposed to heat, exhaust fumes, road salt, and •airborne dust. It will ruin the meat and earn the disdain of non-hunters.
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Field Dressing Larger Game ◆ (sidebar)Because it’s harder to move larger animals, you may need to skin and quarter the animal to pack it out, particu-•larly in remote areas.If you’re unable to hang the animal for skinning, begin by making a lengthwise cut and removing one side of the •hide. Then turn the animal onto the skinned hide and skin the other side. To keep dirt off the meat, use the inside of a removed hide as a protective mat while you quarter the animal. •Put each quarter in a game sack and attach the sacks to your backpack frame for hiking out.•
Transporting Game ◆
Keep dressed game cool and free of insects. If you’ve quartered the animal, pack the quarters in ice chests—don’t •process deer beyond quartering until you reach your final destination. Be sure to keep proper “evidence of sex” if required by game laws.Most hunters take their game to a commercial meat cooler, where typical white-tailed deer can be properly aged •up to three or four days at 40° Fahrenheit.
1. It is critical that you know about the game you are hunting because ____.a. only one sex of the game you’re hunting may be
legal.b. there may be protected species in the same area
that you need to avoid shooting.c. it will increase your chance of success.d. all of the above.Answer: d. all of the above.
2. List the four basic characteristics for animal identification.Answer:
distinctive markings•sound•movement•animal behavior•
3. Unlike still hunting, stalking involves ____.a. following signs left by the animal.b. spending at least ten times longer being still and
observing rather than walking.c. using a game call.d. using dogs to locate the game.Answer: a. following signs left by the animal.
4. ____ is a hunting technique that involves a group of hunters who are spread out and move to push the game towards other hunters waiting at the end of cover.Answer: Driving
5. A true sportsman not only strives to bring home the game he or she is seeking but also strives to ____ the quarry.a. fire as soon as possible onb. cripplec. inflict minimal amount of suffering ond. none of the aboveAnswer: c. inflict minimal amount of suffering on
6. The most effective place to shoot an animal is the vital organs, which are the ____ and ____.Answer: heart and lungs.
7. A ____ shot is the preferred shot for larger game animals, such as deer, elk and bear.a. broadsideb. rear-endc. head-ond. quartering-towardAnswer: a. broadside
8. When approaching a downed deer or other large animal, you should ____.a. approach from the front and make noise to startle
the animal.b. pause above and behind the animal’s head and
watch the chest cavity for any movement.c. approach from the front if the animal’s eyes are
closed.d. any of the above are safe methods for approaching
downed animals.Answer: b. pause above and behind the animal’s head and watch the chest cavity for any movement.
9. Once you are sure your quarry is dead, you should immediately ____ it and then begin field dressing. Answer: tag
10. ____ would not contribute to meat spoiling. a. Coldb. Dirt c. Moistured. HeatAnswer: a. Cold
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Identify the basic parts of a muzzleloader. ◆
Explain why you should use only black powder or a ◆synthetic substitute in muzzleloaders.State three safety practices when using muzzleloaders. ◆
Demonstrate safe loading and unloading of a muzzle- ◆loader.Demonstrate safe firing of a muzzleloader. ◆
Identify the common bow types and their basic parts. ◆
Identify the basic parts of an arrow. ◆
List the different types of arrowheads and the primary ◆use of each.
State three safety practices for archers. ◆
Explain additional precautions that must be practiced ◆when using broadheads.Explain the safety rules that should be followed when ◆using a crossbow.Demonstrate how to nock an arrow and how to draw ◆and anchor the bow.Demonstrate how to use a bowsight and how to aim a ◆bow instinctively.
Know Your MuzzleloaderMuzzleloader is term given to early firearms because they are loaded from the muzzle or open end. ◆
On early firearms, locks played the role of modern-day actions. Matchlock and wheel lock muzzleloaders are rare, ◆
but also may be unsafe to use. Flintlocks and percussion locks are typically used for competitions and hunting. They are less expensive, lighter, more reliable and easier to load and maintain than matchlocks and wheel locks.Muzzleloaders are usually rifles, but there are also smooth-bored muzzleloaders—shotguns. Shotgun muzzleloaders ◆
can have either single barrel or double barrels joined side-by-side. When loading a double-barreled muzzleloader, it’s critical to avoid putting two loads down the same barrel. Double-barreled guns usually have two locks, one for each barrel—allows the shooter to fire each barrel separately before the gun is reloaded. Most double-barreled guns are designed with two triggers.Muzzleloading handguns come as either pistols or revolvers. Pistols are mainly singleshot. Revolvers contain ◆
multiple-shot chambers. Chain firing revolvers can be dangerous. When a chamber round is fired, it produces sparks that could accidentally ignite loads in another cylinder(s). Therefore, be sure to protect each load in the cylinder with a coating of grease to prevent sparks from entering the open end of other cylinders.Black powder is the only type of powder that should be used in muzzleloaders. However, synthetic substitutes such ◆
as Pyrodex also can be used. Don’t use modern-day smokeless powders in black powder firearms—this can cause serious injury.
Basic Muzzleloader Safety and SkillsCleaning a Muzzleloader: ◆ Firing a muzzleloader leaves corrosive residue inside the barrel that causes pitting and reduces accuracy. Buildup of residue, called fouling, also will make loading difficult.
To avoid fouling, swab the barrel with a moist patch after each shot. Patches or cleaning rags used to wipe the •barrel must be the correct size and should be made of cotton or approved synthetic materials. Follow retailer recommendations or those who regularly use muzzleloaders.Thoroughly clean the muzzleloader after each shooting session. Black powder residue can damage the barrel if •left overnight.Clean the gun’s lock periodically. Normally it’s held in place by one or two bolts. Once the lock has been •removed, scrub both sides with an old toothbrush and hot water. Make sure the entire lock is completely dry, then lightly oil and replace it.
Ammunition for Muzzleloaders ◆ (sidebar)Three types of projectiles—round ball, bullet, and shot—are used in muzzleloaders. Most are melted and cast •from pure lead.Round balls• are used mainly for target practice but also can be used for hunting. Bullets are preferred for hunting because they’re generally more accurate at certain ranges. Shot pellets are designed to spread, just as with today’s shotguns.
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Black powder• is made of potassium nitrate (saltpeter), sulfur, and charcoal. When ignited, it causes a dense cloud of white smoke. It comes in four sizes or granulations:
Fg: Coarse grain typically used in cannons, rifles larger than .75 caliber, and 10-gauge shotguns or larger -FFg: Medium grain typically used in larger rifles between .50 and .75 caliber, 20-gauge to 12-gauge shotguns, -and pistols larger than .50 caliberFFFg: Fine grain typically used in smaller rifles and pistols under .50 caliber and smaller shotguns -FFFFg: Extra-fine grain typically used as a priming powder in flintlocks -
Pyrodex and Clear Shot• are black powder substitutes that can be used in amounts equal to black powder, but loading may vary. Not recommended for flintlocks because they may not ignite from sparks as easily.
Basic Muzzleloader Safety ◆ (sidebar)Keep the muzzle pointed in a safe direction. Do not lean over, stand in front of, or blow down the muzzle.•Use only black powder or a safe substitute in a muzzleloading firearm.•Wait until ready to fire before you prime or cap a muzzleloader.•Always wear shooting glasses and ear protection when shooting. Long-sleeved shirt is also advisable.•Never smoke while shooting or loading or when near a powder horn or flask.•Load the muzzleloader directly from a calibrated powder measure—do not load from a horn, flask, or other •container. Loose sparks or glowing embers in the barrel can cause powder to explode.Load only one charge at a time.•Unload the muzzleloader before bringing it into your home, camp, or vehicle.•Stay with the charged muzzleloader at all times.•
Loading a Muzzleloader: ◆ Loading or charging a muzzleloading firearm presents some special concerns because it requires the muzzle to be pointed upward.
For rifles, position the butt on the ground between your feet. You should face the underside of the barrel. The •muzzle should be pointed upward and away from the body. Never work directly over the muzzle.Determine if the gun is already loaded by checking the barrel with a marked ramrod, which has “unloaded” or •empty marking. If you’re unsure, consult an experienced muzzleloader user or gunsmith.Measure out the proper amount and type of powder using a calibrated powder measure. Replace cap, and swing •horn to the other side of your body. Pour powder into the barrel from measure. Tap the barrel to make sure all the powder falls to the breech end.Center a lubricated precut patch over the muzzle. You can lubricate patches with a manufactured lubricant or •saliva by placing it in your mouth. Lay the ball on the patch with sprew or flat side up, if the ball comes with this feature. Then seat the ball and start it down the barrel using a short starter.Use a longer ramrod to push the ball the rest of the way, making sure it’s seated well on the powder charge. Push •the ramrod in short strokes, gripping it just a few inches above the muzzle. If you use longer strokes, you might accidentally snap the rod and injure your hands or arm. The ramrod should be marked to show when the ball is properly seated over the specific load such as 70 grains of FFFg powder.
Unloading a Muzzleloader: ◆ Unload the muzzleloader by discharging into a suitable backstop. When the muzzle-loader is unloaded, place a ramrod or loading rod in the barrel before leaning the firearm against a good rest—this prevents debris from falling down the barrel and blocking the touchhole.Firing a Muzzleloader ◆
Percussion Lock Muzzleloader: • When ready to fire the muzzleloader safely, place the percussion cap on the nipple. Be sure that your surroundings and backstop are safe. Then aim and fire. Flintlock Muzzleloader:• When priming the flintlock, pull the hammer to half-cock position and open the priming pan cover. Check the flint, making sure the setting is tight and properly adjusted. Insert vent pick or fine wire into the barrel’s touchhole to make sure the opening is clear. With the priming horn, fill the pan about ¾ full of FFFFg powder. Close frizzen and pull hammer to full-cock when ready to fire the shot safely.After firing, place hammer in the half-cock position and swab the barrel to remove sparks that might be inside.•
(sidebar) ◆ Sometimes a muzzleloader will not fire immediately when the trigger is pulled (“hang fire”). This requires great caution because the gun might fire some time after the cap or flint created the initial sparks.
Keep the gun pointed in a safe direction, preferably down-range. •Don’t take it anywhere that it could injure someone or damage property if it fires. •If the gun doesn’t fire properly, get help from an experienced shooter to unload with a ball discharger.•
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Know Your Bow and ArrowModern bows can shoot arrows more than 200 yards at speeds more than 135 miles per hour. Any bow can be ◆
dangerous at any range and should be handled responsibly. However, the bow is a short-range hunting tool. Shots are usually limited to 40 yards or less, and at this range the arrow penetrates and can even pass through an animal. Most shots are taken at 20 yards or less.Common Bow Types ◆
Longbow (Stick Bow): • The “traditional” bow, which has straight limbs that form an arc when strung. Used by those interested in traditional shooting with little additional equipment.Recurve Bow: • Much like the longbow, but limbs curve back away from the belly of the bow, which can provide more power in a shorter bow than a longbow. A popular choice because it’s smooth and quiet.Compound Bow: • The most popular bow for both hunting and target shooting. Its many styles work basically the same way; wheels and cables are attached to limbs to make it easier to hold at a full draw (pulled completely back) and enable it to propel an arrow faster than the longbow or recurve bow.
Stringing a Bow: ◆ The safe and easy way to string recurve or long bow is to use a bowstringer. The push-pull or step-through method can be hazardous to you or to the bow.
Bowstringer is strong cord with a loop or pocket at each end that fits over the limb tip of the recurve and some •longbows. By standing on the loose middle of the cord after it’s attached to tips, limbs can be flexed as the handle is pulled. This allows the bowstring to be slipped safely into place.To replace compound bow strings you must use a bow press or have double tears at the end of each cable. •Double tears allow you to change strings by stepping on string being replaced first and on new string second. A bow press is used to place and hold tension on limbs, allowing strings to be changed. Inexperienced bowhunters should have a person replace string on a compound bow.
Parts of an Arrow ◆
Shaft:• Long spine of the arrow. Modern arrow shafts are made of wood, fiberglass, aluminum or carbon. Regardless of shaft material, the arrow must have correct stiffness to match the bow. As an arrow is released, the shaft bends then straightens in flight. Incorrect stiffness causes the arrow to fly erratically and inaccurately.Fletching:• Plastic vanes or feathers on arrow. Fletching creates wind drag and also can cause an arrow to spin similarly to rifle bullet, providing stability and accuracy in flight. Fletching is made up of three or more vanes or feathers. One feather is a different color, and is called “cock” feather; others are “hen” feathers. Arrowheads:• The point of an arrow. Many kinds are available, each with a different purpose and advantage. Nock: • A slotted plastic tip, located on the rear end of an arrow, that snaps onto string and holds an arrow in position. There is a certain point on bowstring, called a “nocking point,” where arrows are nocked.
Common Types of Arrowheads ◆
Bullet Point: • Steel point used for target shooting and small game hunting.Blunt Point: • Used for small game hunting and some types of target shooting; made of steel, hard rubber or plastic.Field Point: • Steel point used for target shooting and small game hunting.JUDO Point:• Designed with spring arms attached to catch in grass and leaves, preventing arrow loss; used for “stump” shooting and small game hunting.Fish Point:• Long, barbed, or spring-loaded arrowhead that spears fish and secures them until they’re landed with an attached line.Broadhead Points: • Used primarily for big game hunting and the only arrowhead that may be used for big game hunting. Its number of steel blades may vary. It must be solidly built and always razor-sharp. Many states regulate the minimum diameter and number of cutting edges of broadhead used to hunt big game. Mechanical (Expandable) Blade Broadhead:• Blades are retracted close to the ferrule before the shot. Upon impact, blades expand to expose cutting edges.
Bowhunting Accessories ◆ (sidebar)To protect the three fingers that draw the bowstring, archers wear three-fingered gloves, finger tabs, or use •mechanical releases.Mechanical release snaps onto the string and is pulled back with the shooting hand. The archer pulls the trigger •to release the string.An armguard protects the inner part of the bow arm during release as the string snaps back. The armguard •prevents the bowstring from hitting loose clothing and also protects the arm if an arrow breaks during release.
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Know Your CrossbowA crossbow is a bow with a rifle-like stock that shoots bolts or short arrows. Safe use of the crossbow requires following safety rules for both firearms and bows.
Many states have laws that limit the use of crossbows. ◆
Never travel with a loaded, cocked crossbow. ◆
Like conventional bows, the crossbow is limited to short-range shooting. ◆
Bowhunting Safety and SkillsMany states require a bowhunter education course to hunt legally with archery equipment. ◆
Bow Shooting Safety: ◆ Arrows are as deadly as bullets, so basic safety rules that govern firearm shooting also apply to archery. Although shooting accidents are rare, they do happen. Archers must obey safety rules.
Release arrow only when the path to the target and beyond is clear.•Make sure there’s something to stop the arrow if you miss—never shoot over the horizon.•Avoid shooting an arrow in the general direction of another person. Arrows are easily deflected. A small twig, •unseen by you, can cause arrow to veer dangerously off course.Don’t shoot straight up. A falling arrow carries enough force to penetrate the human skull.•Carry arrows in nocked position only when slowly approaching game—never nock an arrow or draw a bow if •someone is in front of you.Use haul line to raise the bow and quiver into a tree stand to avoid serious injury.•A bow should never be “dry fired.” Releasing string without an arrow nocked transfers energy back to limbs •instead of arrow. Bow can fly apart, injuring anyone nearby.
Bow Shooting Position: ◆ Stand at a right angle to the target with feet approximately shoulder-width apart. Your stance should feel comfortable and balanced. You may slide your front foot back a little for a more open stance.Archery Equipment Safety: ◆ (sidebar) Before practicing or hunting, an archer must examine each arrow to make certain there are no cracks or breaks in the shaft and that the nock is in good condition. A cracked or broken nock can be replaced, but shaft with cracks or breaks should be discarded. The shaft may shatter on release and be driven into shooter’s wrist or arm. Types of damage to look for are: cracks and splinters in wood arrows; creases, dents, or cracks in aluminum arrows; and crushed sidewalls on fiberglass or graphite arrows.Broadhead Safety: ◆ (sidebar) Many archers’ injuries come from broadheads. Broadheads must be kept razor-sharp for hunting, which creates safety problems if handled carelessly. To prevent injury:
Use a special wrench to screw on broadheads. This device covers blades while the broadhead is being tightened •on the arrow. If a wrench isn’t used, the slightest slip can cause a serious cut. When sharpening broadheads, always stroke the blade away from the hands and body.Always keep broadheads covered with a quiver while traveling to and from the field.•While dressing bow-killed game, remember that broadhead may remain in the animal. Use great caution until all •parts of the broadhead are found.
Nocking an Arrow: ◆ Position a nocked arrow about a quarter inch above the arrow rest on the bow handle. On most bows, a small brass band called a “nock set” is crimped onto the bowstring to mark the correct position.
To nock arrow:•Grasp the arrow between the thumb and index finger of your right hand (if you shoot right-handed). -With the left hand, hold the bow parallel to the ground about waist high, the string toward your body. -Lay the arrow shaft on the bow’s arrow rest. -Align slot in nock with string, making sure that cock feather points up (while bow parallel to ground). -Pull the arrow back until the string snaps into the slot. -
Drawing and Anchoring the Bow: ◆
To draw the bow:•Grip the bow handle firmly in the left hand, but don’t squeeze. -With the bow arm straight, raise the bow to a point that your arm is parallel to the ground, while simultane- -ously drawing the string back to “anchor point” with the shooting hand.
Practice will help determine your best anchor point—one that’s comfortable and provides the most accurate •shooting. Your fingers should touch the same anchor point each time you draw the bow.
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Aiming the Bow: ◆ The two main methods for aiming bows are bowsights and instinctive aiming.Bowsights work best when the distance to the target is known. For instance, when hunting from a tree stand or •blind, you can measure distance to the area where game is expected to appear, then line up appropriate sight pin on target. In hunting situations where it’s hard to know the exact distance to the target, bowsights may not work well. The key to using bowsights is to practice judging distances.Instinctive aiming is more versatile than the bowsight method. Simply look at the intended target with both eyes •open and release. Adjust aim for different distances by instinct developed with practice. Instinctive aiming takes longer to perfect than bowsight method, but eliminates much of guesswork.
Holding and Releasing the Bow: ◆
Allow your fingers to slip quickly away from the string. This gives the arrow a straight, stable flight.•Keep your bow arm pointed directly at the target after release. If bow is jerked on release, the arrow will fly off •target.Follow through by leaving the drawing hand at anchor point well after the string is released.•
1. Label the indicated parts of a muzzleloader.
Answer:i. patch box iii. cockii. frizzen iv. nipple
2. ____ is the only type of powder that should be used in muzzleloaders.Answer: Black powder
3. An unsafe practice when using a muzzleloader is ____.a. loading directly from a horn, flask or other
container.b. wearing shooting glasses and ear protection when
shooting.c. waiting until you’re ready to fire before you prime
or cap a muzzleloader.d. not smoking while shooting or loading.Answer: a. loading directly from a horn, flask or other container.
4. How many charges should you load in a muzzle-loader at a time?a. one chargeb. two chargesc. three chargesd. four chargesAnswer: a. one charge
5. Name the three common bow types.Answer:i. Longbowii. Recurve bowiii. Compound bow
6. Label the indicated parts of an arrow.
Answer:i. nock iii. crestii. fletching iv. target point
7. ____ arrowheads are used primarily for big game hunting.Answer: Broadhead
8. ____ is the process of placing the arrow shaft on the bow’s arrow rest and, with the thumb and index finger, pulling the arrow back until the string snaps into the slot.Answer: Nocking the arrow
9. A good safety rule to follow when shooting a bow is ____.a. always carry arrows in the nocked position when
hunting.b. use cracked arrows only for target practice.c. release an arrow only when the path to the target
and beyond is clear.d. dry fire a bow as a strengthening exercise.Answer: c. release an arrow only when the path to the target and beyond is clear.
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iii. __________
iv. __________
i. __________ ii. __________
iii. __________
iv. __________
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State three practices for handling and storing firearms ◆safely in the home.Demonstrate the four primary rules of firearm safety. ◆
Name the four main causes of hunting incidents. ◆
Demonstrate six field carries for a rifle or shotgun. ◆
Demonstrate proper field carries while walking two or ◆three abreast and while walking two or three in single file.Demonstrate the safe method for crossing an obstacle ◆if hunting alone and if hunting with a partner.Explain how to check safely to see that the barrel of a ◆firearm is free of obstructions.List the steps to load and unload a firearm safely. ◆
Explain how to transport firearms safely in vehicles and ◆in boats.Demonstrate proper spacing between hunters and the ◆safe zone-of-fire when hunting in a group.
Explain why self-control, target identification, and ◆accuracy are critical for hunting safety.State five functions needed for hunting that are ◆impaired if the hunter consumes alcohol or drugs.List advantages and disadvantages of hunting from an ◆elevated stand.Name the accessory you should wear at all times when ◆climbing a tree and when on a tree stand.Demonstrate how to haul a firearm into an elevated ◆stand safely.Demonstrate a safe position and the zone-of-fire when ◆hunting with a partner in a boat.Name the accessory you should wear at all times when ◆hunting from a boat.Demonstrate what to do to help retain body heat if ◆you are stranded in chilly water.List seven rules for safe and ethical operation when ◆hunting with an all-terrain vehicle.
Why Firearm Safety Is ImportantThe Four Primary Rules of Firearm Safety ◆ (sidebar)
Point the muzzle in a safe direction.•Treat every firearm with the respect due a loaded gun.•Be sure of your target and what is in front of it and beyond it.•Keep your finger off the trigger until you’re ready to shoot.•
Firearm Safety in the Home: ◆ More than half of the fatal firearm incidents reported occur at home—almost all are caused by carelessness and lack of knowledge. It is a hunter’s duty to prevent firearm mishaps in the home.
Lock guns away where children can’t reach them. Store ammunition in separate location. Check that the firearm •is unloaded before allowing it in any building or living area.Safety rules if handling the firearm in the home:•
Immediately point the muzzle in a safe direction when you pick up the firearm. -Keep your finger off the trigger. -Always check to see that the chamber and magazine are empty. -
If gun is taken from storage to show your friends, be sure they understand safe gun handling rules. •Using Firearms at the Shooting Range: ◆ (sidebar) Many rules that govern safe firearm handling in the field apply to the shooting range. The shooting range also has additional requirements.
Read all the range rules that apply to the type of shooting you will do.•If there is a range master, be sure to follow his/her instructions while shooting. •When not shooting, unload the firearm and leave it on a range line or bench until given further instructions. •Don’t handle the firearm while other shooters are down range. Step away from the firing line or bench until the •range is clear and the range master instructs you to approach.If no range master present, all shooters must decide on safety commands beforehand.•Anytime a person is beyond the firing line or down range, unload the firearm and step away from the line until •the other person returns.Never shoot a firearm when someone is down range, or past the plane of the firing line.•Always wear hearing and eye protection, even if watching others shoot.•Respond immediately to anyone calling for a “cease fire.”•
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Hunting Incidents: ◆ From the law enforcement perspective, a hunting incident occurs when hunter directly or indirectly causes personal injury or death while using a firearm or bow. This is any unplanned, uncontrolled action that occurs while you use sporting arms. Can include near misses. Being responsible in order to prevent hunting incidents is your first priority. Four Main Causes of Hunting Incidents ◆
Hunter judgment mistakes• such as mistaking another person for game or not checking the foreground or background before firing.Safety rule violations • include pointing a muzzle in an unsafe direction, and ignoring proper procedures for crossing a fence, obstacle, or difficult terrain.Lack of control and practice • can lead to accidental discharges and stray shots.Mechanical failure• , such as an obstructed barrel or improper ammunition.
Safely Carrying Firearms in the FieldThree rules ◆ apply to all carrying methods:
Muzzle pointed in a safe direction and under control•Safety “on” until immediately before you’re ready to shoot•Finger outside the trigger guard•
Proper Field Carries ◆
Trail Carry:• Leaves the hand free for balance. Don’t use it when you’re behind someone. Not recommended when walking in snow or brush—debris can get in the barrel.Sling Carry:• Easy carry for long treks through open country. Keep your hand on the sling when walking so that it doesn’t slide off your shoulder if you trip. Not recommended for thick brush, because your gun could be knocked off your shoulder.Elbow or Side Carry:• Comfortable, but has the least muzzle control. It also can snag in brushy terrain. Use it when no one is in front of you. Two-Handed or “Ready” Carry: • Provides the best control, particularly in thick brush or weeds, or when you need to fire quickly.Cradle Carry:• Comfortable and secure; reduces arm fatigue. Shoulder Carry:• Good choice when walking beside or behind others. Don’t use if someone is behind you.
Selecting the Right Carry When Hunting with Others ◆
If three hunters are walking side by side, the hunters at the sides may carry guns pointing either to the side away •from their party or to the front. The hunter in the center should keep the gun pointing up or to the front.If three hunters are walking single file, the lead hunter should point that gun ahead but never over the shoulder. •The middle hunter must point the to the side. The rear hunter may point gun to either side or rear. When facing another hunter, any carry is safe except the trail carry or the forward-facing elbow or side carry.•Remember, the same “safe carry” rules apply when your hunting companion is a dog. •
Checking for Obstructions: ◆ (sidebar) You may trip or stumble in the field, accidentally dipping the barrel into the ground or snow. Immediately check for obstruction.
Point the muzzle in a safe direction.•Open the action, and make sure the firearm is unloaded.•Check for debris in the barrel. With a break action, look through the barrel from breech end or use the barrel •light to inspect the barrel.Remove the obstruction with a cleaning rod.•Check the barrel again to make sure no debris remains.•
Crossing Obstacles ◆
Always unload guns before crossing fences or other obstacles or before negotiating rough terrain. •Cross wire fences close to a fence post to prevent damage to the fence.•After unloading it, place the gun on the other side of the fence or obstacle to be crossed, with the muzzle pointed •away from you and your crossing point. Then cross the fence and retrieve your gun.Pull the gun toward you by the butt—never by the muzzle.•If two people are crossing, one person gives the other person both guns, crosses first, and then receives the •unloaded guns from the other hunter.
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Safely Loading and Unloading FirearmsLoading ◆
Point the muzzle in a safe direction.•Open the action; make sure the barrel is unobstructed.•Put the safety on if the firearm can be loaded with the safety on.•Load the ammunition.•Close the action.•Put the safety on if you’re unable to do so before loading.•
Unloading ◆
Point the muzzle in a safe direction.•Put the safety on if it’s not already on.•Keep your finger outside the trigger guard.•Open the action.•Remove the ammunition by first detaching the magazine. Eject cartridges or shells if it’s the only way to remove •them.Make sure the gun is empty by checking both the chamber and magazine.•Remember—removal of ammunition from a magazine or removal of the magazine from a firearm does not mean •a firearm is unloaded!
Safely Transporting FirearmsTransporting firearms ◆ involves both legal and safe practices. In addition to federal laws, there are regulations that vary from state to state. General Rules ◆
Always unload and case firearms before transporting. In many states, this may be law. Action should be open or •the gun broken down, whichever makes the firearm safest if mishandled.Firearms should not be displayed in window gun racks because the display may provoke anti-hunter sentiment; •this is also an invitation to thieves.Lean the firearm against the secure rest only. Vehicles do not provide secure resting places. If the gun falls over, it •might accidentally discharge or be damaged.
(sidebar) ◆ Typical Gun Cases include padded, soft-sided cases; lockable, hard-sided cases; and gun socks.
Safe Zone-Of-FireZone-of-fire ◆ is the area in which a hunter can shoot safely. Before setting off in a group, hunters should agree on each person’s zone-of-fire. This is particularly true of groups hunting birds, rabbits, or other small game.
For safety purposes, it’s best to have no more than three hunters in a group. For new hunters, two is safer until •they become familiar with maintaining a proper zone-of-fire.Hunters should be spaced 25 to 40 yards apart and always in sight of one another. Each hunter has a zone-of-fire •which spans about 45 degrees directly in front of each hunter. (Some states require an adult to be immediately beside a youth hunter. In this case, the adult should be a supervisor only—not a hunter.)To visualize 45 degrees, focus on a distant, fixed object straight out in front of you. Stretch your arms straight •out from your sides. Make a fist with thumbs held up. Gradually draw arms in toward the front until both thumbs are in focus without moving your eyes. This gives your outer boundaries.If three hunters are walking side by side hunting pheasants, hunter in center will shoot at birds flushed in the •middle which fly straight away. Other hunters will shoot at birds flying toward their end of line.If a bird turns and flies back across line of hunters, best if all three hold their swings and do not fire. Same is true •of rabbit scurrying back between hunters. No hunter, especially when swinging on game, should allow his or her gun to point at a person. Better to pass up •a shot than risk injuring someone or damaging property.Every hunter should wear daylight fluorescent orange whether required by law or not.•
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Other Safety ConsiderationsSelf-Control and Target Identification ◆
Some hunters may become excited on a hunt, which can lead to careless behavior—firing at sounds, colors, •movements, or unidentified shapes, or shooting too quickly. In their excitement after hitting a target, they may swing a loaded firearm toward their companions, or run with the safety off toward the downed animal.Self-control is an essential aspect of hunter safety. Only shoot when you know the target is legal game and that •no people, domestic animals, buildings, or equipment are in the zone-of-fire. Remember that bullets can pass through game and continue on for some distance with deadly force.Slow, careful shooting is not only safer, it produces a higher degree of success.•
Accuracy ◆
Shooting accurately is not the only key to successful hunting; it is also a safety factor. Some incidents, often •deadly ones, have occurred when stray bullets hit people out of the shooter’s sight. Be sure you have the proper backstop before you shoot.Accuracy is also essential for achieving a clean kill. No real sportsman wants to wound game and cause needless •suffering. You must learn how to hit the vital organs of game you hunt. Knowing your game, equipment, and skill level will tell you when you’re in a position to make a clean kill.
Alcohol and Drugs ◆
Consuming alcohol before or during a hunt increases incident risk because it impairs several functions:•Coordination -Hearing -Vision -Communication -Judgment -
Drugs can have a similar effect. Check with your physician before taking prescription drugs while hunting. •
Hunting from Elevated StandsElevated stands ◆ are permanent or temporary stands placing the hunter above ground level. Can be a tree stand placed in or against trees, or free-standing structure. Popular with both firearm and bow hunters.
Advantages: •Wider field of vision—game spotted sooner than at ground level -Earlier detection of game allows time to plan for best shot -Elevation makes a hunter’s scent harder to detect and movement less noticeable -Hunter more visible to other sportsmen so less likely to be hit by stray bullet -A good backstop is available because you’re usually shooting at a downward angle -
Disadvantages: •Risk of injury from falling, particularly in wet or icy weather -Difficult to carry large, portable stands -No protection from cold or wind -Little room for movement -
Types of Elevated Stands ◆
Portable Tree Stands: • Safe and environmentally friendly. Commercially made stands certified by the Treestand Manufacturer’s Association (TMA) are best. Avoid homemade stands. Three basic types:
Non-Climbing, Fixed-Position Stands: simple platforms provide about four square feet of space. Must be -hauled into place and secured with belts or chains. Requires separate climbing aids such as segmented ladders or screw-in steps (where legal).Climbing Stands: Allow a hunter to “walk” the stand up the tree. Not suited for trees with shaggy bark, such as -some pines or hickories, or for trees with branches between the ground and desired elevation. Never use them on trees covered with ice or snow.Ladder Stands: Provide a platform 10 to 15 feet above ground. Lean against a tree, and chain or strap yourself -into place. Usable with wider range of trees than other platforms; also offer easier, safer access.
Tower Stands (Free-Standing):• Alternative to the tree stand. Similar to a ladder tree stand, but free-standing and can be placed anywhere that has a firm base.
Elevated Stand Location ◆ (sidebar) Place the stand no higher than necessary.•Never place the stand in a dead tree, in trees with large overhanging dead limbs, or on or near utility poles.•Select only straight trees.•Never place stands on fence lines or near another landowner’s property.•
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Fall-Arrest Systems: ◆ Use a fall-arrest system (safety harness) approved by the TMA.Always use a properly fitting, lineman’s style, full-body harness while installing an elevated platform or tree stand. •Five-point or full-body harnesses are recommended because they provide security and comfort in a fall, and distribute weight evenly.Single-strap belts and chest harnesses no longer considered acceptable means of fall arrest.•Follow manufacturer’s instructions as well as these guidelines:•
Attach tree-strap portion of the fall-arrest system so that you drop less than a foot if you fall. -When climbing into or out of a tree stand, always use three points of contact with your arms and legs. -Keep a firm hold on the tree as you enter or leave the platform—don’t let go until you’re certain you are secure. -Discard fall-arrest systems that show signs of wear and tear, and adhere to the expiration date. -
Hauling Hunting Equipment into a Stand ◆
Never carry hunting equipment up or down the tree with you as you climb—always use a haul line.•Before attaching haul line to hunting equipment:•
If using a firearm, unload it and open action. -If using a bow, put arrows in covered quiver and secure quiver to bow. -
Use haul line of heavy cord attached to stand to bring up hunting equipment or to lower it prior to climbing •down from stand.
If using a firearm, attach haul line to the firearm’s sling so that the firearm hangs with the muzzle pointed -down.If using a bow, attach haul line between bow’s limb and bowstring so that arrows point down. -
Slip end of haul line through your belt—leave untied so it can pull free if you fall. Put on fall-arrest system, •secure yourself to the tree, and climb to your stand.After you are in the stand, haul up hunting equipment and untie haul line.•
Hunting With BoatsTrip Preparation ◆
Leave float plan with family and friends detailing where you’re going and when you plan to return.•Be sure boat is large enough to carry you and gear safely.•Load gear low in boat and distribute weight evenly.•Have personal flotation device (life jacket) onboard for each passenger to wear.•Have throwable personal flotation devices onboard in case someone falls overboard.•Stow required visual distress signals.•Check up-to-date weather forecast before heading out.•Cancel trip if wind and water conditions aren’t safe.•
Transporting Firearms in a Boat: ◆
The same rules apply as when transporting firearms in a vehicle—unload and case firearms before transporting. •The action should be open or the gun broken down, whichever makes it the safest.Before boarding the boat, place the unloaded firearm into the bow of the boat with the muzzle pointing forward. •When hunting with others, the first person settles into the bow position facing forward after the first gun is •placed. Place the second unloaded firearm in the stern of the boat with the muzzle pointing rearward. The second person settles in the stern position facing rearward. Repeat the procedure when unloading.
Zone-of-Fire in a Boat: ◆ When duck hunting, back-to-back position is the safest, with zone-of-fire confined to 180-degree area in front of each hunter. Surviving Water Emergencies ◆
Always wear U.S. Coast Guard–approved personal flotation device (life jacket) while in the boat. Life jackets will •not only keep you afloat, but they’ll also help you keep warm.If you get caught in a storm and your boat swamps or capsizes, stay with the boat. Most small boats will float •even when upside down or filled with water. Signal passing boats with bright cloth, or raise oar.Placing oar under your back and shoulders and another under legs can help you float. If decoys in reach, stuff •inside your jacket.Chest waders and hip boots also will help you stay afloat.•
If in chest waders, trap air in waders by bending knees and raising feet. Lie on your back. -If in hip boots, trap air in boots by bending knees. Lie on stomach. -
Equip your boat with a ladder or slings for re-entry if you should fall into the water.•
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Cold Water Immersion and Hypothermia ◆
Sudden immersion into cold water can cause immediate, involuntary gasping; hyperventilation; panic; and verti-•go—all of which can result in water inhalation and drowning. Also can change blood pressure, heart rate, and heart rhythm, which also can result in death.Prepare for boating in cold water by wearing a secured life jacket. Wear layered clothing for insulation.•Take all measures necessary to avoid capsizing or falling into cold water. • If you do fall into cold water:
Don’t panic. Try to get control of your breathing. Hold onto something or stay still until breathing is -controlled. When breathing under control, perform most important functions first before you lose dexterity (10-15 -minutes after immersion).Put on PFD immediately if not already wearing one. Don’t take clothes off unless absolutely necessary. -Try to reboard boat even if swamped or capsized. Get as much of your body out of water as possible. -If you cannot get out of the water quickly, protect against rapid heat loss. Stay as motionless as possible, -protecting high heat loss areas of your body, and keep head and neck out of water. If possible, stay with boat. If alone, use HELP position; if others are with you, huddle together.
When these symptoms exist, dry clothing, heat, and medical attention are required immediately:•Bluish-white appearance -Weak heartbeat -Shallow breathing -Rigid body muscles -May be unconscious -
Hunting With All-Terrain VehiclesAll-Terrain Vehicles (ATVs) are useful for traveling into back country, but can damage the environment if used recklessly. They also require training and practice to handle them safely on rough terrain.
Studies show that the majority of ATV accidents occur when the rider unexpectedly encounters an obstacle, such as a ◆
rock or a ditch. Maintaining safe speed is critical.If you use ATVs to hunt, prepare yourself and your family by attending an approved ATV course. ◆
Before hunting with ATVs on private land, be sure to get the landowner’s permission. ◆
Always follow rules for safe and ethical operation. ◆
Wear a helmet approved by the Department of Transportation.•Carry firearms unloaded, cased, and on a proper gun rack.•When using a plastic scabbard mounted on an ATV, clear the inside of scabbard of debris and check the firearm’s •muzzle for obstructions.Stay on main roads and trails.•Pick your route carefully to minimize terrain damage.•Don’t drive over crops or planted fields.•Don’t shoot from ATVs. Shooting from vehicles is unsafe, unethical, and in many instances illegal.•Use ATVs only to get to the hunting area or to haul an animal from the woods.•
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1. To minimize the risk of a firearm incident in the home, you should never ____.a. point the muzzle in a safe direction.b. keep your finger off the trigger when handling the
firearm.c. store the firearm and ammunition together.d. check that the chamber and the magazine are
empty.Answer: c. store the firearm and ammunition together.
2. Name the four main causes of hunting incidents.Answer: i. Hunter judgment mistakesii. Safety rule violationsiii. Lack of control and practiceiv. Mechanical failure
3. List the four primary rules of firearm safety.Answer: i. Point muzzle in a safe direction.ii. Treat every firearm with respect due a loaded gun.iii. Be sure of the target and what is in front of it and
beyond it.iv. Keep your finger off trigger until ready to shoot.
4. If three hunters are walking side by side, the hunter in the center should keep the gun pointed ____ or ____.Answer: to the front or up.
5. If three hunters are walking in single file, it is accept-able for the hunter in the center to use the ____.a. cradle carry.b. elbow or side carry.c. shoulder carry.d. trail carry.Answer: a. cradle carry.
6. If crossing a fence while hunting alone, you should ____.a. cross the fence with the gun held under your arm.b. place the gun on the other side of the fence with
muzzle pointed away from you, and then cross.c. set the gun down, cross, and then pull muzzle to
you.d. any of the above.Answer: b. place the gun on the other side of the fence with muzzle pointed away from you, and then cross.
7. To load or unload a firearm safely, you should always ____.a. put the safety on.b. dry fire the firearm before loading and after
unloading.c. point the muzzle in a safe direction.d. both a. and c.Answer: d. both a. and c.
8. ____ is not a safe way to transport a firearm.a. Unloadedb. With the action openc. In a gun cased. Loaded and in a gun rack in the rear windowAnswer: d. Loaded and in a gun rack in the rear window
9. Hunters should be spaced _____________ yards apart, and each should have a zone-of-fire of ____ degrees in front.Answer: 25 to 45 yards apart and each have a zone-of-fire of 45 degrees in front.
10. Consuming alcohol before or during a hunt does not ____.a. impair your coordination.b. increase your chance of a hunting incident.c. affect your judgment.d. enhance your chance of a successful hunt.Answer: d. enhance your chance of a successful hunt.
11. ____ should be worn at all times while climbing a tree and when on a tree stand.a. Climbing bootsb. Thick outerwearc. A safety harnessd. Camouflage outerwearAnswer: c. A safety harness
12. To get your firearm into an elevated stand safely, ____.a. climb into the stand using the cradle carry.b. climb into the stand and have your companion
carefully toss your firearm up to you.c. climb into the stand using the sling carry.d. haul up the unloaded firearm after you have
secured yourself in the stand.Answer: d. haul up the unloaded firearm after you have secured yourself in the stand.
13. When hunting from a boat, it is best to always wear a ____.a. personal flotation device.b. camouflage jacket.c. red jacket.d. safety harness.Answer: a. personal flotation device.
14. If you fall into cold water while hunting from a boat, you should try to _____ the boat.Answer: stay with
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Give five reasons why we have hunting laws. ◆
State how the “father of wildlife management” defined ◆ethical behavior.Describe how responsible and ethical hunters show ◆respect for natural resources.Describe how responsible and ethical hunters show ◆respect for other hunters.Describe how responsible and ethical hunters show ◆respect for landowners.
Describe how responsible and ethical hunters show ◆respect for non-hunters.Identify public and private land where you can go ◆hunting.List and describe the five stages of hunter devel- ◆opment.Give three examples of what you can do to be involved ◆in making hunting a respected sport.
Why Do We Have Hunting Laws?During the 19th century, many game animals were hunted nearly into extinction. Herds of buffalo that once roamed ◆
the plains were reduced to about 800 head. Beavers were almost wiped out. Once-plentiful elk, deer and pronghorn had been reduced to a fraction of the original number.Game Conservation: ◆ To conserve wildlife for future generations to enjoy, wildlife management laws were passed. Laws allow game to flourish by:
Establishing hunting seasons that limit harvesting and avoid nesting and mating seasons.•Limiting hunting methods and equipment.•Setting “bag” limits on the number of animals that can be taken.•Establishing check stations and game tag requirements to enforce the laws.•
Safety, Opportunity, and Funding: ◆ In addition to ensuring the availability of game for future generations, hunting laws:
Establish safety guidelines for hunting that protect both hunters and non-hunters.•Offer equal opportunity for all hunters, whether they use modern firearms, muzzleloaders or bows.•Ensure adequate funding for wildlife programs by collecting license fees.•
Fair Chase: ◆ Hunting laws also define the rules of fair chase. The concept began in the Middle Ages when hunters increased the challenge of sport hunting by setting rules •that limited how they took game.More recently, fair chase rules have been developed to stem public criticism of hunters. One of the earliest models •was the “Fair Chase Principle” established in the late 1800s by the Boone and Crockett Club, which was founded by Theodore Roosevelt. Those who violated club rules were expelled.Rules were later expanded, banning use of vehicles, airplanes, and radios; electronic calling; or shooting in fenced •enclosure. Many states have made those rules into law.
How Hunting Laws are Passed: ◆ (sidebar) In most states, wildlife management agencies set hunting regulations. Agencies have regular meetings where the public can voice their concerns and make suggestions. Hunters wishing to propose changes to regulations should participate in meetings or join a hunting organization that interacts with the agency.The Hunter’s Image Matters ◆
Responsible hunters welcome laws that enforce sportsmanlike hunting practices, because behavior of irresponsible •hunters has caused some people to oppose hunting. Nationally, about 5% of the population hunts, and roughly the same percentage actively opposes hunting. The •rest of the population is predominantly neutral. However, bad behavior by hunters could sway some of neutral crowd into the anti-hunting camp.
How Hunters Make a Positive Impact ◆ (sidebar)Put in countless hours to improve wildlife habitat.•Help biologists transplant game species, and save other species from extinction.•Encourage others to practice ethical behavior.•
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Chapter One / Page 34 Chapter SevenBe a Responsible and Ethical Hunter Start Time
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Hunter EthicsWhile hunting laws preserve wildlife, ethics preserve a hunter’s opportunity to hunt. Because ethics generally govern ◆
behavior that affects the public’s opinion of hunters, ethical behavior ensures that hunters are welcome and hunting areas stay open. Ethics generally cover behavior that has to do with issues of fairness, respect, and responsibility not covered by laws. ◆
For instance, it’s not illegal to be rude to a landowner when hunting on his or her property, or to be careless and fail to close a pasture gate after opening it, but most hunters agree that discourteous and irresponsible behavior is unethical.Then there are ethical issues that are just between the hunter and nature. For example, an animal appears beyond a ◆
hunter’s effective range for clean kill. Should the hunter take the shot anyway and hope to get lucky? Ethical hunters would say no.Hunter’s Ethical Code: ◆ As Aldo Leopold, the “father of wildlife management,” once said, “Ethical behavior is doing the right thing when no one else is watching—even when doing the wrong thing is legal.” Ethical code used by hunters today were developed by sportsmen over time.
Respect Natural Resources:•Leave land better than you found it. -Adhere to Fair Chase rules. -Know your capabilities and limitations as a marksman, and stay within your effective range. -Strive for a quick, clean kill. -Ensure that meat and usable parts are not wasted. -Treat both game and non-game animals ethically. -Abide by game laws and regulations. -Cooperate with conservation officers. -Report game violations. -
Respect Other Hunters:•Follow safe firearm handling practices, and insist your companions do the same. -Refrain from interfering with another’s hunt. -Avoid consuming alcohol, which can impair you to the point of endangering others. -Share your knowledge and skills with others. -
Respect Landowners:•Ask landowners for permission to hunt. -Follow their restrictions on when and where you may hunt. -Treat livestock and crops as if they were your own. -Offer to share part of your harvest with the owner. -Leave all gates the way you found them. -If you notice something is wrong or out of place, notify the landowner immediately. -Never enter private land that is cultivated or posted, unless you have obtained permission first. -
Respect Non-Hunters:•Transport animals discreetly—don’t display them. -Keep firearms out of sight. -Refrain from taking graphic photographs of the kill and from vividly describing the kill while within earshot of -non-hunters.Maintain a presentable appearance while on the street—no bloody or dirty clothing. -
Personal Choice: ◆ As in every human endeavor, there are gray areas of ethical behavior that come down to personal choice. Examples of gray areas of ethical behavior are:
Baiting deer with corn or protein pellets.•Shooting birds on the ground, on the water, or in trees.•Shooting from a vehicle or boat within private boundaries or on private waters.•
How to Ask Landowners for Permission ◆ (sidebar)Make contact well ahead of the hunting season.•Wear street clothes—no hunting gear or firearms.•Don’t bring companions—a “crowd” could be intimidating.•Be polite, even if permission is denied.•
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Landowner Complaints about Hunters ◆ (sidebar)Don’t get permission to hunt•Don’t tell the landowners when they arrive or leave the property•Make too much noise•Leave litter behind•Carry loaded firearms in vehicles•Drive off ranch roads•Don’t leave gates as they were found (open or shut) when the hunter arrived•Shoot too close to neighbors or livestock•Leave fires unattended•Violate game laws•Drink alcohol to excess•
How to Behave if Confronted by Anti-Hunter Protesters ◆ (sidebar)Remain calm and polite and do not engage in arguments—never lose your temper.•Never touch an anti-hunter or use any physical force—never threaten an anti-hunter with your firearm.•Report hunter harassment to law enforcement authorities. Record the vehicle license number of the harassers.•
Hunting Opportunities on Public Lands ◆ (sidebar) All states have federal- or state-owned public lands available for hunting. Public lands may have special regula-•tions that regulate hunting on these properties and may require special permits. Be sure to check with your state’s wildlife management agency and obtain maps before you go out. Public lands that may be open for hunting are:•
State parks and forests -State-owned wildlife management areas -National forests -National parks -National Wildlife Refuge properties -Bureau of Land Management properties -Bureau of Reclamation properties -
The Five Stages of Hunter DevelopmentIt should be the goal of every responsible hunter to become a true sportsman. As a hunter gains experience and skill, ◆
studies have shown that he or she will typically pass through five distinct stages of development.Five Stages: ◆ Not everyone passes through all stages, nor do they do so necessarily in the same order.
Shooting Stage: • The priority is getting off a shot, rather than patiently waiting for a good shot. The eagerness to shoot can lead to bad decisions that endanger others. A combination of target practice and mentoring helps most hunters move quickly out of this stage.Limiting-Out Stage: • Success is determined by bagging the limit. In extreme cases, this need to limit out also can cause hunters to take unsafe shots. Spending time with more mature hunters helps people grow out of this phase.Trophy Stage:• The hunter is selective and judges success by quality rather than quantity. Typically, the focus is on big game. Anything that doesn’t measure up to a desired trophy is ignored.Method Stage: • The process of hunting becomes the focus. The hunter may still want to limit out but places a higher priority on how it’s accomplished. Sportsman Stage: • Success is measured by total experience—an appreciation of the out-of-doors and the animal being hunted, the process of the hunt, and the companionship of other hunters.
Involvement ◆ (sidebar)Part of the process of becoming a true, responsible sportsman is becoming involved in efforts to make hunting •a respected sport. That includes teaching proper knowledge and skills to others, working with landowners, and cooperating with wildlife officials.Also includes joining conservation organizations dedicated to improving habitat and management efforts. Young •hunters can be involved by joining organizations such as the 4-H Club, Boy Scouts and Girl Scouts, and by participating in wildlife projects in their local communities.Responsible, ethical behavior and personal involvement are both essential to the survival of hunting. How you •behave and how other people perceive you determines whether hunting will continue as a sport.
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1. Which of these was not a reason for establishing hunting laws?a. to limit hunting methods and equipmentb. to limit the profits of sporting goods
manufacturersc. to set rules on how hunters take gamed. to limit harvesting and avoid hunting during
nesting and mating seasonsAnswer: b. to limit the profits of sporting goods manufacturers
2. According to Aldo Leopold, the “father of wildlife management,” ethical behavior is ____.a. killing game only for food.b. harvesting as much game as the law allows.c. doing the right thing when no one else is
watching—even when doing the wrong thing is legal.
d. not killing any wildlife but preserving it for future generations.
Answer: c. doing the right thing when no one else is watching—even when doing the wrong thing is legal.
3. A responsible and ethical hunter would not ____.a. waste meat and usable parts of the game
harvested.b. strive for a quick, clean kill.c. leave the land better than he or she found it.d. abide by game laws and regulations.Answer: a. waste meat and usable parts of the game harvested.
4. Responsible hunters ____.a. use land without asking permission from the
landowner.b. keep firearms out of sight when not hunting.c. draw attention to themselves by wearing bloody or
dirty hunting clothes when it’s not necessary.d. unnecessarily harass or frighten livestock.Answer: b. keep firearms out of sight when not hunting.
5. There are five distinct stages of development that most hunters will experience. The most responsible and ethical is the ____ stage. Answer: sportsman
6. In the ____, success is determined by bagging the limit, which can cause hunters to take unsafe shots. a. shooting stageb. limiting-out stagec. trophy staged. sportsman stageAnswer: b. limiting-out stage
7. To bring respect to the sport of hunting, hunters can ____.a. transport bagged animals on the hood or roof of
their automobiles.b. share graphic accounts and photographs of their
hunting experiences with non-hunters.c. support organizations dedicated to improving
habitat and management efforts.d. consume alcohol and loudly proclaim their
hunting prowess.Answer: c. support organizations dedicated to improving habitat and management efforts.
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List and describe four ways to prepare properly for ◆hunting.Prepare a sample hunting plan. ◆
List three conditions that affect a hunter’s physical ◆ability to perform safely and responsibly.Describe how to dress for hunting in cold weather. ◆
State why hunters should wear daylight fluorescent ◆orange clothing.Demonstrate how to read a topographic map and use ◆a compass.List the five primary requirements for survival. ◆
List the eight basic survival rules. ◆
Describe three ways to signal for help when lost in the ◆outdoors.
Give the causes and symptoms of hypothermia, and ◆explain how to prevent and treat hypothermia.Give the causes and symptoms of heat exhaustion, and ◆explain how to prevent and treat heat exhaustion.Give three examples of why it’s important for every ◆hunter to attend first-aid and CPR training courses.Demonstrate how to stop bleeding. ◆
Explain what to do if someone breaks a bone. ◆
Describe how to recognize first-, second-, and third- ◆degree burns, and how to treat them.Explain what to do immediately if a person suffers a ◆chest wound.
Importance of Planning and PreparationHunting is a safe sport, but it does involve a certain amount of risk. A variety of incidents can occur on a trip ◆
outdoors. Rough terrain—particularly when it’s unfamiliar—increases the chance of accidents. Climate extremes also increase the risk. In remote areas, there’s always the possibility of becoming lost. Plan Properly ◆
Be Ready: • To avoid or minimize problems, it’s essential to plan carefully for the hunt. Responsible hunters antic-ipate potential problems and make plans to deal with them. Considerations include terrain, location, weather, dangerous game, and the potential for forest fires. Know Your Location: • Learn about your chosen hunting area before you arrive. Purchase a topographic map and familiarize yourself with the terrain. If it’s within a convenient drive, visit the area in off-season. Prepare for Safety: • You also need to assess your physical condition and equipment. Refresh your memory of hunting and firearm safety rules, and review rules with your hunting partners.Tell Others:• Prepare a hunting plan that tells where and with whom you are hunting and when you expect to return. Give specific directions on your route to your destination and any alternate destinations. Leave the plan with a family member or friend. Do not deviate from the hunting plan without notification. When you’re hunting with group, each person should discuss their route plan.
Physical Conditioning ◆
Hunting often demands more physical exertion than you’re accustomed to doing. Conditions that hamper •physical ability to perform safely and responsibly while hunting include: allergies; asthma; heart condition; excess weight; and poor physical conditioning.Your mental condition impacts your performance as well.•Prepare for the hunt by getting in shape well in advance.•
Clothing ◆
Select clothing based on the weather you expect, while preparing for the worst. In warm weather, wear a hat and •light clothing that covers as much of your skin as possible to prevent heat exhaustion or sunburn. Cold weather conditions call for clothing worn in layers. Layers offer superior insulation. Also, as weather warms •up, you can shed a layer at a time to stay comfortable. Layers should include:
Vapor transmission layer - (material such as polypropylene)—worn next to your body; releases moisture from skin while retaining warmth.Insulating layer - —weightier or bulkier; holds warm air around you. Wool is the best choice; it can provide warmth even when wet.Protective outer layer - —available in various weights and materials according to the conditions; protects inner layers from water and wind.
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Most important clothing choices are a daylight fluorescent orange hat and daylight fluorescent orange •outerwear—shirt, vest or jacket. Daylight fluorescent orange clothing makes it easier for one hunter to spot and recognize another hunter because nothing in nature matches this color. The orange color of clothing should be plainly visible from all directions. This is required by law in many states.
Other Clothing Essentials ◆ (sidebar)Hat or cap with earflaps and gloves to retain body heat—most body heat is lost through the head and hands. •Gloves also protect the hands from abrasions and rope burns.Gloves that protect the hands from cold as well as abrasions and rope burns•Sturdy footwear suitable for conditions you’ll encounter—broken in before hunt•Two layers of socks—polypropylene against skin and wool outer layer•
Topographic Maps and CompassesTopographic Maps: ◆ When in a remote or unfamiliar area, a topographic map and compass are a must. Topographic maps, created from aerial photographs, reveal contours of land, including hills, ridges, and valleys, as well as lakes, rivers, creeks, trails, and roads.
Contour lines show elevation of ground.•Contour intervals reveal how much vertical distance is between each contour line—closely spaced contour lines •indicate very steep slopes.Contour lines that are sharply tapered indicate an uphill direction.•Rounded contour lines typically indicate a downhill direction.•
The Compass: ◆ An orienteering compass is a critical piece of equipment for outdoor travel. A good orienteering compass has these features:
Clear base plate that allows you to see the map underneath.•Straight sides for aligning the two points or for drawing lines.•Liquid-filled needle housing that keeps a magnetic needle relatively steady when taking readings.•Two arrows: A direction arrow, painted on the base plate (or you may use the edge of the compass), is used to •point a compass from your starting point to your destination; the orienting arrow, located in needle housing, is used to orient the compass to a map.
Declination: ◆ Topographic maps drawn to true north (the North Pole) are indicated by grid lines on a map. However, a compass will always point to magnetic north, which is in the Hudson Bay area. The difference between true north and magnetic north is called “declination.”
When true north and magnetic north are aligned, you’re at 0° declination. A compass needle points to true •north. If you are east or west of 0° declination, the compass will not be in line with true north. To compensate for declination:•
Center north arrow (“N”) of the compass dial along the north/south line of the map. -Check the diagram on the map that shows whether magnetic north is to the left or the right of true north. -Turn the compass dial the correct number of degrees left or right as indicated on the map. “N” now points to -magnetic north.Hold the compass level in front of you and rotate your body until the tip of the compass needle aligns with -“N” on the compass dial. The direction arrow on the base plate points in the direction you want.
Plot Your Progress ◆
As you hike into unfamiliar terrain, keep your bearings by taking frequent compass readings and plotting your •progress on a map.
Note key points, such as stream crossings, to help you find your way back. -Pay particular attention when you reach a high point at the top of a ridge. -Use elevation to locate landmarks visible from there. -
Learning to set your course and take bearings takes study and practice. The best way to become proficient with a •compass is under the guidance of an experienced individual.
Global Positioning System (GPS): ◆ (sidebar) Navigation system based on a network of 24 satellites. Users with a GPS receiver can fix their exact location (latitude and longitude) in any weather all over world, at any time.
GPS satellites circle the earth twice a day and transmit information to earth. GPS receivers use this information •to calculate the user’s location by comparing the time that the signal was transmitted by satellite with the time it was received. The time difference tells the GPS receiver the distance from the satellite. By calculating several satellite distances, the receiver can determine and display a user’s location on a GPS unit. Once the user’s position is determined, the GPS receiver can calculate the other information—bearing, trip •distance, the distance to a destination, sunrise and sunset times, and more.GPS receivers are accurate to within 15 meters (49 feet) on average. Certain atmospheric factors and other •sources of error can affect accuracy.
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Survival SkillsRules of Survival ◆ (sidebar)
Give a responsible person your hunting plan.•Don’t travel or hunt alone.•Take enough food and water to last for several days in an emergency.•Bring a map and compass, and always orient yourself before leaving camp.•Wear layered clothing, and take extra clothing with you, preferably wool and polyester.•Plan your outings so that you can return to camp before dark.•Never leave camp without taking fire-starting equipment and a foil blanket.•Don’t panic if you become lost.•
Survival Mode ◆
Most everyone gets turned around occasionally. How you respond in early stages often determines if disorien-•tation is temporary or traumatic. Keep a cool head and you’ll usually get your bearings fairly quickly. Think through recent events to see if you can retrace your path. If you decide you can’t return to your camp or •car, commit to spending the night where you are. If you remain in one spot, it’s very likely that you will be found in few days. You now have three priorities: shelter, fire and signal.•Remember STOP: Stop, Think, Observe, and Plan.•
Shelter ◆
Start preparing camp well before dark. Look for natural shelter, such as rock overhang or thick stand of •evergreens. Site should be dry, well drained, and protect you from wind. Ideally, it also should be near water and firewood. If no natural shelter available, pick area with materials nearby to build lean-to or debris hut. Lean-to constructed •by leaning branches against horizontal support to form frame for roof. Orient opening away from wind. Cover frame with evergreen branches to block out wind or precipitation. Leaves and twigs are another option. If you need additional protection, add side walls.Build fire where heat will radiate into shelter. Sleeping area should be located between shelter wall and fire.•
Starting a Fire ◆
If there is snow on ground, build fire on platform of green logs or rocks. If terrain is dry, clear patch of bare dirt •to avoid starting grass or forest fire.Gather everything you need before starting fire. Pile fuel ranging from small twigs to fuel logs next to fire site. •Collect more fuel than you think you can use.Pile fine twigs, grass or bark shavings loosely as base. If you can’t find dry kindling, remove bark from trees. Use •knife to shave dry wood from inside of bark. Place slightly larger sticks on starter material, until you have pile about 10 inches high. •If no breeze, light kindling in middle of base. If there is breeze, light one end of kindling so flame will be blown •toward the rest of fuel. As kindling lights and flames spread to larger twigs, slowly add more wood. Add larger pieces as fire grows. Large fire will throw more heat and be easier to maintain.
Signaling for Help ◆
When you decide to stay put and wait for rescue, prepare help signals as soon as possible. •The international emergency distress signal is three of any of these: shots, blasts on a whistle, flashes with a •mirror, or fires evenly spaced. If you’re near open space, walk an “X” in snow, grass or sand. Make it as large as possible, so seen easily from air. Placing branches, logs or rocks along “X” will make it more visible. Do not light signal fires until you hear an aircraft. Adding green boughs, preferably pine, to fire helps create smoke.Once you have a shelter, fire, and your signal prepared, focus on water and food.•
Water ◆
Even in cool weather, you need two to four quarts of water a day. Under most conditions, humans can only last •about three days without water.Pure drinking water is rare, even in remote regions. Clear mountain streams often are contaminated by Giardia •lamblia, a parasite that causes serious intestinal sickness in humans.The best way to purify water is by boiling for five minutes. Chemicals such as iodide or chlorine and filter •systems may not be satisfactory. Never worsen survival problems by drinking unsafe water.
Food ◆
Humans can go for two weeks or more without food. Although the need for food is not urgent, you will be more •comfortable and clear-headed if you eat. Anywhere there is game, there is food, but probably not what you’re accustomed to eating.Before you head into a remote area, learn what’s edible in that region. Hopefully, you’ll be able to use your •hunting equipment to harvest the bulk of your food.
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Coping With Extreme WeatherBasics of Cold Survival without Fire ◆ (sidebar)
Wear the proper type of clothing (no cotton).•Stay dry.•Build a shelter.•Avoid contact with cold surfaces.•Wrap your body in a thermal foil blanket.•Limit physical activity to conserve energy.•
Hypothermia: ◆ Occurs when the body loses heat faster than it can produce it, causing your core body temperature to fall. Hypothermia is often induced by cold, wet conditions, such as rain, snow, sleet, or immersion in water. Moisture from perspiration, humidity, and dew or rain on bushes and trees can also soak clothing, putting you at risk in cold weather. Wet or damp clothes will draw heat out of the body more rapidly than cold air. Wind lowers the body temperature as it evaporates moisture. Resting against cold surfaces also will draw heat from the body.
Prevention of Hypothermia:•Hypothermia can be prevented by dressing properly, avoiding potentially dangerous weather conditions, and -by drying out as quickly as possible when wet.High-calorie food, such as chocolate, peanuts or raisins provides quick energy that helps body produce heat. -
Symptoms of Hypothermia:•Uncontrolled shivering, usually the first obvious symptom, which ceases as hypothermia progresses -Slow, slurred speech -Memory loss -Irrational behavior, such as removing clothing -Lack of body movement -Sleepiness -Unconsciousness, which could lead to death -
Treatment of Hypothermia:•Find shelter for the victim. -Remove wet clothing—replace with dry clothing and other protective covering. If there is no dry clothing, use -a fire to dry one layer at a time.Give warm liquids to rehydrate and rewarm, but never give the victim alcohol. Quick energy foods also -produce inner body heat.For mild cases, use fire, blankets, or another person’s body heat to warm up the victim. -In more advanced stages, have one or more persons surround the victim in full-body contact with the victim. -Place canteens of hot water, insulated with a sock or towels, on the groin, armpits, and the sides of the neck.A victim who is at or near unconsciousness must be handled gently. Do not immerse the victim in a warm -bath or expose to a large fire—this can lead to traumatic shock or death. Immediately contact emergency medical personnel to evacuate the victim to a hospital for treatment.
Frostbite: ◆ Occurs when tissue freezes. The best prevention is to avoid severe weather. If caught in extremely cold weather, pay attention to the head and the extremities such as the fingers, toes, ears, and nose. Wear a face cover if the temperature is below 0° Fahrenheit.
Symptoms of Frostbite:•Skin turns off-white. -Prickly or tingling feeling as ice crystals form. -Pain may be present initially, then disappears as the frostbite progresses. -In severe cases, there is a loss of feeling in the affected area. -
Treatment of Frostbite:•Warm the affected area with body heat, but avoid rubbing the area—this can damage tissue. -Don’t use hot water or other external heat sources—it could cause a burn. -Wrap with warm, dry clothing. -Move to a warm shelter. -Drink hot liquids. -Get medical attention. -
Heat Exhaustion: ◆ The opposite of hypothermia: core body temperature increases, usually as result of hot and humid conditions, plus lack of water.
Prevention of Heat Exhaustion:•Drink plenty of water. -Take frequent breaks if hiking to or from hunting spot, especially when carrying a large load. -Dress in layers and shed layers as physical activity increases. -
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Symptoms of Heat Exhaustion:•Pale and clammy skin -Weakness -Nausea -Headache -Muscle cramps -
Treatment of Heat Exhaustion:•Move to a cooler place and drink water. -Fan to lower the body temperature, but don’t over-chill. -
Heat Stroke: ◆ Should be treated as a medical emergency—it can be fatal.Symptoms of Heat Stroke:•
Dry, hot and flushed skin—dark or purple in color -Dilated pupils -Slow, weak pulse -Shallow breathing -High temperature—may be in excess of 106° Fahrenheit -
Treatment of Heat Stroke:•Wrap in a sheet and soak with cool—not cold—water. -Fan but don’t over-chill. -Get to hospital immediately. -
Basic First AidCommon injuries that could occur while hunting: ◆
Bleeding:• Severe bleeding is a life-threatening medical emergency. To stop bleeding:Apply direct pressure on the wound. -Cover with a sterile gauze pad—or the cleanest cloth readily available. Infection concerns are secondary to -preventing massive blood loss. Press a pad firmly over wound using the palm of your hand. Don’t lift the pad to check the wound—this will -only renew bleeding.When pad becomes soaked, put a fresh one directly over the old pad. -If the wound is on a limb and is not fractured, raise the limb above level of heart. Gravity reduces the blood -pressure in the limb.Direct pressure and elevation is usually sufficient to stop bleeding. If profuse bleeding continues, try shutting -off the circulation in the artery that is supplying blood to the injured limb.
Broken Bones:• Assume that someone has a broken bone if: the pain lasts more than a few minutes; moving the injured area is difficult; or there is swelling in the injured area. If you transport the victim a long distance, immobilize the joint above and below the break to prevent further injury and relieve the pain. Don’t try to straighten the limb—splint it the way you found it. For a broken foot, remove the shoe and tie a pillow or thick padding around the foot. To splint a broken leg:
Place a blanket or thick padding between the legs. -Bind the injured leg to the uninjured one with strips of cloth. -Bind the legs together snugly at several places above and below the painful area. -
Burns:• First-degree and second-degree burns with closed blisters are best treated with cold water. Immerse the burned area, or cover it with cloths soaked in cold water—don’t use ice water. -Avoid using butter or greasy ointment because either can interfere with healing and can cause an allergic -reaction.Second- and third-degree burns with open blisters should be wrapped with loose, dry dressing. -
Carbon Monoxide Poisoning:• Improperly working camp stoves and lanterns, and wood and charcoal fires, can produce lethal carbon monoxide. Symptoms include headache, dizziness, weakness and difficulty breathing. The victim’s skin can turn red and he or she can lose consciousness. Get victims into fresh air immediately—keep them lying quietly. Prompt medical care is essential.
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Chest Wounds:• A bullet striking the chest can cause a sucking chest wound—a deep, open wound of the chest wall that allows air into the chest cavity. All chest injuries are very serious and need immediate medical attention. To respond immediately to a chest wound:
Use the palm of your hand to cover the wound until a bandage is located. -Cover the wound with sterile gauze, clean cloth, plastic, or foil. -Make sure the wound cover forms an airtight seal. -Hold the gauze in place with a bandage or tape. -If the victim has trouble breathing, remove the bandage and replace it quickly. -Transport the victim to a hospital with the injured side down. -
Shock:• Shock can result from any serious injury. Symptoms include pale, cold, clammy skin; a rapid pulse; shallow breathing; and fear in the victim. To treat shock:
Keep the victim lying on their back. In some cases, shock victims improve by raising their feet 8-10 inches. -If the victim is having trouble breathing, raise the victim’s head and shoulders about 10 inches, rather than -raising feet.Maintain normal body temperature, and loosen any restrictive clothing. -Try to keep the victim calm and comfortable, and get medical help as quickly as possible. -
Snakebite:• Most doctors agree that the best response is to rush the victim to the hospital emergency room. Cutting and suctioning the bite can do more harm than good. Panic aggravates snakebite reactions. Calm the victim as much as possible. Keep the victim in a reclining position to slow the spread of venom. If the bite is on a limb, keep the wound at or below the level of the heart.
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1. There are four ways to prepare for a hunting trip: be ready, know your location, prepare for safety, and ____.Answer: tell others.
2. ____ would not be an essential part of a hunting plan that you would leave with family member or friend. a. The number of game you plan to harvestb. Where and with whom you intend to huntc. Specific directions on the route to your destinationd. When you expect to returnAnswer: a. The number of game you plan to harvest.
3. The most important clothing choice is ____ clothing. a. bright redb. hunter greenc. fluorescent oranged. camouflageAnswer: c. fluorescent orange
4. If dressing for cold weather conditions, you should ____.a. wear several layers of clothing instead of one heavy
article of clothing.b. wear cotton since it can provide warmth even
when wet.c. wear wool.d. both a. and c.Answer: d. both a. and c.
5. When laid on a map, a compass needle points to ____.a. the direction you’re heading.b. true north.c. magnetic north.d. contour lines.Answer: c. magnetic north.
6. List the five primary requirements for survival. Answer: i. shelterii. starting a fireiii. signaling for helpiv. waterv. food
7. The international emergency signal for distress is ____.a. three fires evenly spaced.b. three shots.c. three blasts of a whistle.d. any of the above.Answer: d. any of the above.
8. List four of the eight rules of survival that every hunter should follow. Answer: Any four of:
Tell someone where you’re going and when you •plan to return.Don’t hunt alone.•Take enough food and water to last for at least two •days in an emergency.Bring map and compass and always orient yourself •before leaving camp.Wear layered clothing, and take extra clothing •with you.Plan outings so you can return to camp before •dark.Never leave camp without taking fire-starting •equipment.Don’t panic if you become lost.•
9. Hypothermia can be prevented by ____.a. staying dry.b. dressing properly.c. exposing yourself to the wind to dry out if wet.d. both a. and c.Answer: b. dressing properly.
10. Heat exhaustion can be prevented by _________________ water. Answer: drinking plenty of
11. Bleeding should be controlled by applying ____ to the wound. a. butterb. fresh airc. direct pressured. cold waterAnswer: c. direct pressure
12. If a hunting companion breaks a leg and no medical help is readily available, you should ____.a. try to straighten the limb and put a splint on it. b. not try to straighten the limb; splint it the way
you found it.c. leave the leg exposed to the air to reduce the
swelling.d. not splint it, but place a thick pad around it.Answer: b. not try to straighten the limb; splint it the way you found it.
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Define “wildlife conservation,” and explain how it ◆differs from preservation.List the five essential elements for wildlife habitat. ◆
Define “carrying capacity.” ◆
List the factors that limit wildlife populations. ◆
Explain the role of hunting in wildlife conservation. ◆
Give five examples of wildlife management practices, ◆and explain how each helps conserve wildlife popula-tions.
Explain why the correct identification of wildlife is ◆crucial for hunting.List the five groups commonly used to divide wildlife. ◆
Give one example of a large mammal and some of its ◆distinguishing features.Tell where to find more information on identifying ◆characteristics, habitat, and range of common wildlife species.
Wildlife ConservationConservation and Preservation ◆
The concept of wildlife conservation has been around since ancient times. Restrictions on taking game is •mentioned in the Bible, and the first official hunting season may have been established in the 13th century by Kublai Khan.Today, wildlife conservation has evolved into a science, but the goal remains essentially the same—ensure wise •use and management of renewable resources. Given the right circumstances, the living organisms that we call renewable resources can replenish themselves indefinitely.Preservation is another means of protecting or saving resources, such as by outlawing hunting of endangered •species. Both preservation and conservation are necessary to sustain resources for future generations.
Lessons in Wildlife Management ◆
Initially, wildlife management in the U.S. was skewed toward protection. For example, in the early 1900s, •wildlife managers attempted to preserve a mule deer herd in the remote Kaibab Plateau of Arizona. Hunting was banned and predators were destroyed. The result was severe overpopulation, habitat destruction and mass starvation.The Kaibab Plateau was opened to hunting in 1929, which brought the population into balance with the •habitat. Today, a large, healthy herd of mule deer inhabits the area.Around the same period, a similar event took place in Pennsylvania. Deer had been brought into the state after •the native population was thought to be extinct. With most of the predators eliminated and little hunting allowed, the herd grew out of control. As the food supply dwindled, thousands of white-tailed deer starved to death.Wildlife managers learned that there is more to conservation than just protecting wildlife. They discovered that •nature overproduces game resources and that good wildlife management yields surplus that can be harvested by hunters.
Habitat Management ◆
The most essential aspect of wildlife management is habitat management. Habitat loss presents the greatest threat •to wildlife.Habitat management safeguards the essential elements to meet these needs: •
Food and water - are necessary to all wildlife. Competition for these elements among species makes cover, space, and arrangement top priorities. Cover - protects animals from predators and the weather while they feed, breed, roost, nest, and travel. Cover ranges from thick weeds and brush to a few rocks piled together. Space - is necessary for adequate food among wildlife, territorial space for mating and nesting, and freedom from stress-related diseases. Arrangement - of these elements ideally allows animals to meet these needs in a small area to minimize energy use while fulfilling their basic needs. Edge effect - refers to the consequence of placing two contrasting ecosystems adjacent to one another. Most animals locate where food and cover meet, particularly near water. An example would be a river bottom, which offers many animals all their habitat needs along one corridor.
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Carrying Capacity ◆
Resources in any habitat can support only a certain quantity of wildlife. As seasons change, food, water, or cover •may be in short supply. Carrying capacity is the number of animals the habitat can support all year long. The carrying capacity of a certain tract of land can vary from year to year, changed by nature or humans.Factors that limit potential production of wildlife include: disease and parasites; starvation; predators; pollution; •accidents; old age; and hunting.If the conditions are balanced, game animals will produce a surplus, which can be harvested on an annual, •sustainable basis.
The Hunter’s Role in Wildlife Conservation ◆
Since wildlife is a renewable resource with a surplus, hunters help keep wildlife populations at a healthy balance •for the habitat. Regulated hunting has never led to threatened or endangered wildlife populations.Hunting is an effective wildlife management tool. Hunters play an important role by providing information from •the field that wildlife managers need.Funding from hunting licenses has helped many game and non-game species recover from dwindling popula-•tions.(sidebar)• Hunters spend more time, money, and effort on wildlife conservation than any other group in society. In addition to participating in the harvest of surplus animals, hunters help sustain game populations by:
Filling out questionnaires -Participating in surveys -Stopping at hunter check stations -Providing samples from harvested animals -Funding wildlife management through license fees -
Wildlife Management and Conservation PrinciplesA wildlife manager’s job is to maintain a number of animals in a habitat at or below the habitat’s carrying capacity, so ◆
no damage is done to the animals or to the habitat.The wildlife manager’s task is similar to the rancher’s. Just as ranchers limit the number of animals in a cattle •herd to the level that the habitat can tolerate, wildlife managers keep the number of animals in balance with their habitat. In addition to looking at the total number of each species in the habitat, wildlife managers also monitor the breeding stock—the correct mix of adult and young animals needed to sustain a population. To manage habitats, wildlife managers consider historical trends, current habitat conditions, breeding population •levels, long-term projections and breeding success. With that knowledge, wildlife managers have a variety of practices to keep habitats in balance.
Wildlife Management Practices ◆
Monitoring Wildlife Populations:• Wildlife managers continuously monitor the birth rate and death rate of various species and the conditions of their habitat. This provides data needed to set hunting regulations and determine if other wildlife management practices are needed to conserve species.Habitat Improvement: • As succession occurs, the change in habitat affects the type and number of wildlife that the habitat can support. Wildlife managers may cut down or burn forested areas to promote new growth and slow down the process of succession. This enables them to increase production of certain species.Hunting Regulations: • Hunting regulations protect the habitat and preserve animal populations. Regulations include setting daily and seasonal time limits, bag limits, and the legal methods for taking wildlife.Hunting: • Hunting is an effective wildlife management tool. Hunting practices help managers keep animal populations in balance with the habitat.Predator Control: • In rare instances, predators must be reduced to enable some wildlife populations to establish stable populations, particularly threatened or endangered species.Artificial Stocking: • Restocking of game animals has been successful in many parts of the nation. Trapping animals in areas where they are abundant and releasing to other suitable habitat is an example of restocking.Controlling or Preventing Disease and Its Spread: • Disease can have a devastating effect on wildlife. Avian cholera, for example, poses a serious threat, especially to ducks and geese on crowded wintering grounds. Once avian cholera occurs, managers must work to prevent spread by daily gathering and burning waterfowl carcasses.Management Funds/Programs:• In addition to Pittman-Robertson funds, many states have initiated programs that help finance conservation efforts.
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Wildlife Identification Developing wildlife identification skills is a basic requirement for hunters. Mistakes can lead to the illegal harvest of ◆
game or non-game animals. To identify game properly, you must learn to recognize key characteristics of the animal you’re hunting. Identifying animals accurately is a skill that improves with experience. Sometimes, the difference between animals in ◆
the same species is subtle, such as the size of ears or a distinctive coloring. Recognizing tracks, scat, food sources, and habitat types can also help identify animals.A variety of print and visual resources are available to help increase your knowledge of wildlife. ◆
Wild animals are generally divided into five groups: large mammals; small mammals; upland birds; waterfowl and ◆
wetland birds; and birds of prey. Each group may include species that are “threatened” or “endangered.”Large Mammals• Typically include horned animals, antlered animals, bears, and large members of wild cat or dog families.Small Mammals• Examples are rabbits and squirrels. Some are sought after primarily for their pelts, such as fox and mink.Upland Birds • Examples are turkey, grouse, quail, and pheasants. “Upland” refers to where they are often found. They have short, rounded wings good for short flights and strong legs for running.Waterfowl and Wetland Birds • Waterfowl are birds that live on or near water, and include diving ducks and puddle ducks. Wetland birds live close to water in marshy and coastal areas and include cranes and pelicans.Birds of Prey • Feed on other birds or mammals. Examples are eagles, falcons, and owls. Found throughout North America.
Within each group, there may be species that are “threatened” or “endangered.” ◆
Some are protected from hunting because their numbers are small and they produce no surplus to harvest. •Animals labeled “threatened” or “endangered” are protected by federal law.•
(sidebar) ◆ Characteristics of MammalsWarm-blooded animals with hair. Young nourished with milk from mother.•Carnivorous (meat eating), herbivorous (plant eating), or omnivorous (meat and plant eating).•Seek to regulate their temperature. •Small mammals generally live shorter lives than large mammals.•Mammals vary in social behavior—some live in groups, and others are solitary except when mating or raising •offspring.
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1. Wildlife conservation ensures that ____.a. hunting seasons established by Kublai Khan will
continue.b. no animals are ever harvested.c. natural resources can be drawn on despite unwise
use.d. renewable resources can replenish themselves
indefinitely.Answer: d. renewable resources can replenish them-selves indefinitely.
2. Wildlife preservation ____.a. allows for the consumptive use of natural
resources.b. is a Biblical rule for saving natural resources.c. saves natural resources but with no consumptive
use of them.d. allows hunting of endangered species.Answer: c. saves natural resources but with no consumptive use of them.
3. A habitat for wildlife must include ____.a. space, arrangement, food, cover, and water.b. brush and rocks, predators, water and space.c. space, vegetation, food, and resting and breeding
places.d. cover, predators, large area, arrangement and food.Answer: a. space, arrangement, food, cover, and water.
4. The “carrying capacity” of a wildlife area is the _____.Answer: number of animals the habitat can support all year long.
5. List four factors that can limit wildlife populations. Answer: Any four of: • Disease • Accidents• Starvation • OldAge• Predators • Hunting• Pollution
6. Hunting is an effective wildlife conservation tool because ____.a. funding from hunting licenses helps many game
and non-game species recover from dwindling populations.
b. hunters play an important role by supplying wildlife managers with needed information from the field.
c. hunting contributes to threatened or endangered wildlife.
d. both a. and b.Answer: d. both a. and b.
7. By continuously monitoring the birth rate and death rate of various species and the condition of their habitat, wildlife managers ____.a. know how to set hunting regulations and
determine if other management practices are needed to conserve wildlife species.
b. know when to ignore hunting regulations they set earlier.
c. can obtain data to eliminate wildlife species.d. both b. and c.Answer: a. know how to set hunting regulations and determine if other management practices are needed to conserve wildlife species.
8. Trapping and relocating animals is an example of the ____ wildlife management practice. a. huntingb. artificial stockingc. setting bag limits and legal methods for taking
wildlifed. habitat improvementAnswer: b. artificial stocking
9. Some species are protected by law from being hunted because _____.a. they are predators for a pest species.b. they are migrating.c. their death rate is high.d. their numbers are small.Answer: d. their numbers are small.
10. It is critical that hunters are able to identify wildlife correctly so that they don’t mistakenly ____.a. harvest illegal game animals or non-game animals.b. confuse horns with antlers.c. confuse cloven hooves with cud chewers.d. confuse meat-eating animals with those that eat
meat as well as plants.Answer: a. harvest illegal game animals or non-game animals.
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Published by Kalkomey Enterprises, Inc.
2906 Ladybird LaneDallas, Texas 75220
214-351-0461Printed in the U.S.A.
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ADVANCED HUNTER EDUCATION COURSES SECTION HE5(CONTENT & INSTRUCTION)
Bowhunting
Muzzleloading
Orienteering
Supplemental Resources
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MUZZLELOADERS
Lesson Purpose: To familiarize the hunter education student with the history of black powder and muzzleloaders. To introduce the student to the practical aspects of load-ing, firing and cleaning a black powder muzzleloader.
Training Objectives: At the end of this block of instruction, the student will be able to achieve the following objectives in accordance with in formation received during the instructional period:
1. Give a brief history of the discovery and use of black powder.
2. Name the four basic types of muzzleloaders and describe their methods of operation.
3. Describe different powders and ammunition that can be used in a muzzle-loader and safety steps when using these materials.
4. Name the basic parts of a muzzleloader and the equipment associated with it.
5. Properly load and fire a muzzleloader.
6. Demonstrate the proper cleaning techniques used in the care of a muzzleloader.
Hours: Four to six hours (4-6)
Instructional Method: Lecture/Demonstration/Practical Exercise
Materials Required: Pen/Pencil/Paper Black Powder Firearms and Accessories
Training Aids: • Muzzleloader Firearms • Black Powder or Pyrodex • Percussion Caps • Muzzleloading Equipment (bullet starter, capper, jag, powder measurer etc…) • Projectiles (round balls, maxi-balls, sabots etc…) • Targets • Cleaning supplies
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IntroductionA. Opening Statement
The sport of black powder hunting has become increasingly popular during the last decade. We have a responsibility to educate the public in the safe use of these firearms. There are several different designs and methods of operation that are produced by varying manufactures that the hunter safety instructor should be familiar with in order to inform the public and promote the sport. The overall safe use of all firearms reflects on our hunter safety program and the shooting sports. This block of instruction is intended to give you a basic understanding of the introduction of black powder, firearm development and muzzleloaders. You will be instructed on the safe loading, handling and care of a muzzleloader and will be able to familiarize yourself with its operation. Each instructor will establish varying skills and personal knowledge of muzzleloaders. We will endeavor to assess that information and allow you to work in those areas that you feel would be most beneficial to you in your classroom instruction. Each instructor should feel comfortable in teaching black powder hunting and the safety concerns that come with the sport.
Body
A. Firearm as a tool. 1. Early man was at a great disadvantage when attempting to obtain food. Without tools his
physical attributes were inferior to those of the creatures he was attempting to kill for food. He could easily end up wounded or as “lunch”.
2. The development or use of simple tools, rock-club-spear, allowed him to take animals at a distance and increased his chance of survival.
3. Food storage and the taking of large animals gave him more time for development. This increased time led to such things as more social interaction, religion, art, language and other aspects of a more complex civilization.
4. The firearm is simply another tool developed by man that has had far reaching effects upon our culture and survival.
B. Gunpowder 1. Probably developed by the Chinese in the early 1200 as a pyrotechnic substance
used in fireworks.
2. The earliest undisputed record was in the writings of Roger Bacon in 1260. He listed a formula for “the powder”: “But take 7 parts saltpetre, 5 of young hazelwood [charcoal] and 5 of sulphur: and so you may make thunder and lightning, if you know the trick.”He later expounded on the virtues of “the powder” in the writings of Opus Tertium in 1266-8: ” By the flash and combustion of fires, and by the horror of sounds, wonders can be wrought, and at any distance that we wish—so that a man can hardly protect himself or endure it…”
3. Formula gradually increased in the amount of saltpeter to a ratio of 75% to 15% charcoal to 10% sulphur. This earliest of powders was called ‘serpentine’ and was finely ground. It
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packed tightly in the gun chamber and was hard to ignite. When it was stored it tended to settle or separate into its original components.
4. French invented ‘corned’ powder. The components were mixed in a wet state into a paste. When the paste had dried it was broken apart and passed through a sieve, which produced granules. The powder ignited better and was more stable in the granulated form.
5. Black powder is produced in 4 standard sizes or granulations: Fg: Course grain, used in cannons and rifles greater than .75 caliber, and shotguns of
10 gauge or larger.
FFg: Medium grain, used in rifles from .50 to .75 caliber and 20 to 12 gauge shotguns and pistols of .50 caliber and larger.
FFFg: Fine grain, smaller rifles and pistols of less than .50 caliber and shotguns of 20 gauge and less.
FFFFg: Extra-fine grain, should be used as a priming powder for flintlocks only.
6. Black powder substitutes should be loaded as equal amounts to black powder.
7. Substitutes come in both granulated powder and pellet form. Be sure to review the firearm’s owners manual to determine manufacturer’s recommendations as to preferred propellant type and load size.
8. With the addition of smokeless powder muzzleloaders on the market, it is very important that muzzleloader hunters inspect their firearms and determine the whether smokeless or black powder can be used. Under no circumstances should smokeless powder be loaded in a black powder arm.
C. Early Firearms 1. One of the earliest references to a firearm was in 1326. The Council of Florence issued a
decree to the effect that two officials should be appointed the task of making iron bullets and metal cannon for the defense of castles and lands.
2. Early firearms where mostly stationary cannon type implements but in 1350 reference was being made to ‘gunnis cum telar’ or guns with handles. This was the emergence of the per-sonal firearm.
3. Early firearms used various objects as projectiles. The use of stones, pieces of metal and arrows was common. In one type of cannon a metal tube was placed on top of the powder and loaded with several arrows. The metal tube was fastened to the cannon by wire so that it would travel the length of the barrel upon discharge of the powder but would stop at the muzzle of the cannon. This abrupt stop would fling its contents (arrows) forward into the approaching army and the metal tube could then be reloaded with more arrows and settled on top of the next charge of gun powder.
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D. Matchlock Muzzleloader 1. The earliest type of a firearm was loaded from the muzzle and ignited by a hot iron or
wire that was touched to priming powder. The resulting flame flashed down a vent into the chamber to ignite the propelling charge of powder which discharged the projectile or pro-jectiles out the barrel of the weapon. This was a definite drawback since it necessitated that the person had to stay close to a fire to keep his hot iron handy.
2. The development of the ‘slow match’ greatly enhanced the effectiveness of the early muzzle-loaders. The slow match consisted of a length of loosely woven hemp cord that had been boiled in a solution of saltpeter and then left to dry. When the cord was lit it smoldered for several hours with a glowing end. It could then be carried in one hand while having the muzzleloader in the other. This made the firearm mobile and increased its effectiveness.
3. In time a Z shaped arm was attached to the firearm and when pulled placed the smolder-ing end of the slow match in a pan filled with powder. This made it possible for the person to aim the firearm while igniting the powder thereby making the firearm more accurate. A cover was later added to the pan to keep the powder dry and protect it from being acciden-tally ignited by the slow match. Eventually the vent was placed on the side and the pan and Z arm were attached to a plate making the ‘matchlock’. All this happened towards the end of the 14th Century.
E. Wheel-lock 1. The wheel-lock was developed in the early 16th century. Records show that the wheel-lock
was in use in 1510 in Germany.
2. The wheel-lock works the same way as a modern day cigarette lighter. A serrated wheel revolves against a pyrophoric stone so that sparks are thrown off. A spring was wound back until it was under tension. When it was let go it spun the wheel against the stone and ignited the power.
3. The wheel-lock had several advantages over the matchlock. You did not have to carry a burning slow match that at times could give your position away to the enemy. The wheel-lock could operate during rainy conditions that would have extinguished the fire on the matchlock. The lock was more self contained and allowed for more reliable ignition.
4. Wheel-locks were crafted by skill artisans and generally were fairly expensive. There locks were delicate and prone to malfunction. Due to the cost and complexity of wheel- lock firearms, matchlocks continued to be popular throughout the 1500’s.
F. Flintlock 1. The flintlock came into use between 1620-1635. The flintlock consisted of a hammer hold-
ing a piece of flint that, when the trigger was pulled, struck a piece of steel causing sparks to strike powder in a pan. The powder was thus ignited and a spark traveled down the vent and ignited the powder in the chamber.
2. The flintlock cut down on the number of parts used versus the wheel-lock. The mechanism was simpler and more dependable. The flintlock also was the first to employ the half-cock as a safety.
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G. Development of the Percussion Cap 1. Reverend Alexander Forsyth is generally credited with developing a system of detonation
that used a substance that burst into flame when struck with another object. In 1807 he patented the system that used a substance composed largely of potassium chlorate.
2. The system solved the major problem of the ignition system used in the flintlock which was the delay between the ignition of the priming charge and the ignition of the charge in the chamber. It also made it possible to keep the powder dry and protected before firing the gun.
3. Several methods were used before coming up with the modern version of using fulminate
of mercury in a metal case with an open back. Forsyth used a ‘sent bottle lock’ that rotated and placed a small amount of the potassium chlorate directly in the vent. The magazine was then rotated back placing a pin above the powder in the vent. The trigger was pulled and the hammer fell striking the pin which detonated the powder.
4. Further advances in the process used powder pills coated with varnish or gum to help keep them dry. Another process used the powder sealed between two pieces of paper similar to the ‘caps’ used in toy guns.
5. The development of the percussion cap is generally deemed to be the single most signifi-cant innovation in the advancement to modern firearms.
H. Other Notable Innovations 1. The benefits of rifling were found somewhat by accident while solving another problem
that plagued muzzleloaders. Black powder creates a residue when burned and causes foul-ing in the muzzleloaders thus limiting the number of shots one could take before the barrel need to be cleaned. To solve these problems straight grooves were cut on the inside of the barrel to give the gun powder residue a place to collect without inhibiting the successive shots. It was later found the spiraled grooves inside the barrel would effectively increase the surface area and create a larger volume of space to store the residue. As a by-product of this action it was noticed the grooves were having a stabilizing effect on the projectile and was causing it to be more accurate.
2. Patches were later developed (1740) to help seal off the gasses that were escaping around the projectile because of the rifling. This helped to increase the pressure behind the projec-tile giving it more range and penetrating power. This also made it possible to have a ball or projectile that was smaller than the bore. When the enemy was at short range and accuracy was not of great importance the ball could be rammed down on the powder quickly and easily without a patch saving time and providing for a faster second shot.
3. In-line ignition has greatly enhanced the operation of modern-day muzzleloaders. In these firearms the nipple or vent is located within a covered or partially covered chamber. Once the percussion cap is struck the flame follows a straight path to the powder. This makes the ignition more dependable and allows the spark to travel a shorter distance.
I. Parts of a Muzzleloader 1. The parts of a muzzleloader are similar to those of a modern firearm. The three main
groups are the barrel, action and stock. The barrel consists of the muzzle, front sight, rear
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sight, breech, nipple and thimble. The action consists of the hammer, lock plate and set trigger if applicable. The stock consists of the butt stock, butt plate, grip, Fore end and patch box. The ramrod is stored under the barrel and is used for seating the bullet in a muzzleloader.
J. Muzzleloader Projectile 1. The muzzleloader projectile should be of pure soft lead shot and comes in a variety of
shapes. A round ball is wrapped in lubricated linen or pure cotton cloth (patch) which acts as a partial gas seal. The conical is an elongated bullet that is coated with a lubricant and when fired the skirt expands to fill the rifling grooves. Sabots are plastic or synthetic bullet carriers that encase the bullet. The manufacturer’s recommendations concerning projectiles and their powder charges should be followed.
K. Patching 1. Round ball patches should be tightly woven 100% cotton or linen. Patches surround the pro-
jectile and enable it to: 1) act as a seal, 2) transfer the spin of rifling to projectile, and 3) hold the ball in place to prevent the ball from moving up the barrel to create an obstruction in the barrel. Patch lubrication prevents burn through, assist in cleaning the bore and improves accuracy. Lubrication may be a commercial product or lard, chassis lube, or saliva, etc.
L. Loading Accessories: • Shooter’s Pouch or Shooting Box • Powder Measure • Ball Starter • Powder Horn or Flask • Patching • Extra Nipples, Nipple Wrench, Vent Pick & Percussion Caps • Capper • Flints, Leather of Lead Flint Pads, Vent Pick & Priming Horn (if Flintlock) • Ramrods • Worm • Lubricant
M. Developing Correct and Effective Loads 1. Always follow manufacturers’ recommended loads on all guns and never exceed the maxi-
mum load limits. Moderate loads are more accurate. Load correctly by choosing the correct selection and amount of powder. Always use a powder measure when loading a muzzle-loading firearm. Never pour powder from the powder container, horn or flask directly into the barrel. Rifle and single shot pistol loads should start with one grain weight of black powder for each caliber. Example, use 45 grains of powder for .45 caliber. Remember that FFg powder is generally used in rifles .45 caliber and larger. FFFg powder is used in rifles .45 caliber and smaller.
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N. Loading a Muzzleloader 1. Before beginning the loading process wipe the bore clean. Use a jag and cleaning patch. An
alcohol moistened cleaning patch will help to wipe the bore dry. 2. For a flintlock, put the hammer on half-cock and clean the frizzen and flint. Clear the
flintlock’s touch hole with a vent pick, paper clip or pipe cleaner. 3. For a percussion cap, place the hammer on halfcock to inspect the nipple for any obstruc-
tion. Snap a couple caps to clear the vent. Point the barrel toward a blade of grass or leaf and watch for motion. This will indicate the nipple and flash channel are clear.
4. Before loading put the hammer of the percussion on halfcock or the cock of the flintlock
in the down position with the frizzen open. 5. Pour powder charge into powder measure. Never load directly from the horn or flask. 6. Point the muzzle up and away from your body and carefully pour the powder into the bore.
With the heel of the hand, tap near the base of the barrel to help settle the powder to the bottom of the bore. Never look down the bore when pouring the powder charge.
7. When using a roundball, place a lubricated or moistened patch over the muzzle. Place the
ball in the center of the patch. 8. Set the ball into the bore using the shortest shaft on the ball starter. Trim the patch,
if needed. 9. Push the ball as far as possible into the bore using the longer shaft on the ball starter. 10. Use the ramrod to push the ball the remainder of the way down the barrel until it is firmly
seated against the powder charge. Do this by gripping the ramrod 6-8 inches from the muzzle pushing the ball down the bore with a series of short even strokes. Gripping the ramrod at the end using one long loading stroke could snap the ramrod.
11. THE BALL SHOULD BE PLACED FIRMLY AGAINST THE POWDER CHARGE. 12. After the ball has been seated, mark the ramrod at the muzzle of the loaded barrel. This
mark will serve as a reference in the future to let you know that the rifle is properly loaded. 13. Return the ramrod to the thimbles located under the barrel. 14. If a Flintlock, prime the flintlock pan with loose FFFFg powder. Never cover the touch
hole with priming powder. Close the flintlock frizzen. 15. If a Percussion Cap, place a percussion cap on the nipple. KEEP YOUR FINGER OFF
OF THE TRIGGER UNTIL READY TO SHOOT. 16. Be sure of what is behind and beyond the target.
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17. Bring the hammer to a full cock. Aim and fire. Be sure to “Follow through” by remaining in a fire position for a couple seconds. It is more important to “Follow through” with a muzzleloader because it has a longer ignition time than a conventional firearm would.
18. Wipe the bore with a damp patch to ensure that there are no sparks to ignite the next pow-
der charge. Clean your muzzleloader after every four or five shots to prevent excess fouling from building up.
O. If It Fails to Fire 1. A “hang-fire” is a time delay between the ignition of the primer and the ignition of the
main powder charge. 2. A “misfire” is when the primer ignites but the main powder charge fails to fire. Keep the
muzzle pointed in a safe direction until the barrel has been cleared. If the main powder charge still fails to fire after several minutes, remove the cap from the nipple or priming powder from the flintlock pan. Run a vent pick through the touch hole or nipple channel. Recap or reprime and try to fire again. When loaded without powder, it may be possible to work a little powder through the touch-hole of the flintlock or the nipple channel of the percussion. Remove the nipple from the drum with a nipple wrench. FFFFg can usually be worked into the area behind a projectile with a vent pick by tilting the firearm so that the flash channel is facing upward and the muzzle pointed toward the ground. Then lightly tap the barrel with the heel of the hand. Replace the nipple in the drum. Reseat the projectile by applying firm but gentle ramrod pressure before recapping or repriming. Point the fire-arm in a safe direction (down range) and shoot toward the ground about 20 feet in front of the muzzle in order to observe that the projectile actually leaves the barrel.
3. Ignition problem can result from a dull flint producing a weak spark, if this occurs, replace the flint. Reprime and once again try to fire. Sharpening a flint is called knapping. Remove the flint from the firearm before knapping. Secure the flint so that the striking edge can be knapped. Using something like a small brass hammer, sharpen the flint by applying quick, light, downward blows to the flint’s striking edge.
4. A quick method for clearing the firearm, is the carbon dioxide discharger. This device is placed over the nipple and pressed down, releasing compressed gas into the flash channel forcing the projectile out of the barrel.
5. When all attempts to fire have failed or the projectile sticks in the barrel before it seats on the powder charge, the projectile must be pulled. Deactivate the powder charge. First, remove the barrel from the stock. Set the barrel, breech down, in a container of water at least eight inches deep. Let the barrel soak for about an hour. Pour a little water down the barrel to loosen the fouling. Using a work rod (a heavy, strong ramrod) with a puller attached, screw the puller into the projectile by applying pressure and turning the work rod. A bore sized collar helps to guide the puller tip into the center of the projectile. Pull the work rod straight out with enough force to remove the projectile from the barrel. This must be done with extreme care, being certain that no part of the body is in front of the muzzle. The safest and easiest way is to place a T-handled work rod in the padded jaws of a vise, the crotch of a tree or the rafters of the covered firing line and pull on the rifle. After pulling the projectile, clean the rifle to remove all traces of the deactivated charge. Thoroughly dry the barrel and flash channel before reloading.
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P. Cleaning a Muzzleloader 1. After you have enjoyed a safe trip to the range, you will need to give you muzzle loader
a good cleaning. Though out the country there are probably a hundred different ways of cleaning a black powder weapon. We are not here to tell you which way is right or wrong. If your method works well for you, then it is right for you. We will cover one cleaning method.
a. Prepare one five-gallon bucket with hot water and dish washing detergent and a second bucket with clear hot water.
b. Take your nipple wrench with a wedge puller and remove the barrel key or wedge from the fore end or stock, this will free the barrel from the stock. Remove the nipple from the breech end of the barrel.
c. Place a jag on the ramrod. Place a clean patch on the jag and start the patch down the bore. Place the breech end of the barrel in the bucket of hot soapy water and run the ramrod up and down the bore of the weapon, washing it thoroughly. When you see clean water coming out of the muzzle and nipple hole remove the barrel from the soapy water and rinse it thoroughly in the hot clean water. Then remove the ramrod and patch from the barrel. Place the barrel, muzzle down against a sta-tionary object to dry. While the barrel is drying, take a brush and clean the nipple in the soapy water. Use a pipe cleaner and vent pick to finish cleaning the nipple. Rinse the nipple in the clean hot water. Remove the lock assembly and clean it in the hot soapy water and rinse in the clean hot water. Clean the stock.
d. After all parts have been cleaned and dried. Wash all metal parts thoroughly with Spit Bath, then dry. (This will help kill the corrosive materials left on the metal.)
e. Oil all metal parts with a good grade of oil, run an oily patch down the bore of the weapon. Be sure the bore in well oiled. Wipe off excess oil.
f. Completely reassemble the muzzleloader and wipe the weapon with an oily cloth or patch.
After the first cleaning is complete, it is recommended that after three or four days, you should recheck and clean your muzzleloader again. After the second cleaning, it is ready for storing until the next shooting day. Conclusion
A. Summary During this period of instruction, we have discussed the history of the muzzleloading firearm.
The history and types of black powder and its substitutes, parts of the firearm, equipment and components for loading and shooting the weapon and cleaning the muzzleloader. We also referred to the safety precaution of wearing eye and ear protection while firing a muzzleloader.
B. Closing Statement By knowing the history of the firearm and how it has advanced through time to become one
of our most used tools for hunting, sport shooting, law enforcement and also the military we can have more respect for it and the uses that men have for the firearm. The development of black powder is also important for without it there would not have been a firearm. The inven-tion of the percussion cap that led to the round of ammunition that we use so freely today greatly increased the effectiveness of the firearm. With this knowledge and also being familiar with the nomenclature of the firearm and knowing the equipment and components needed to load, shoot and clean the muzzle loader. We can have a life filled with safe shooting.
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Questions
1. Muzzleloader development followed in the following order: A. Flintlock, Percussion, Matchlock, wheel lock B. Matchlock, Flintlock, Wheel lock, Percussion C. Matchlock, Wheel lock, Flintlock, Percussion D. Percussion, Flintlock, Matchlock, Wheel lock
2. When loading a muzzleloader what do you place in the barrel first? A. Ball B. Patch C. Powder D. Sabot
3. 4Fg powder should be used in which of the following? A. Shotguns of greater than 20 gauge B. Cannons C. Flintlock flash pans D. Rifles of .45 cal and less
4. Which of the following cannot be used in a Black powder muzzleloader? A. Pyrodex B. Black Powder C. Smokeless Powder D. Clean Shot.
5. What is the most important thing to remember when dealing with muzzleloading firearms? A. Know if the gun is loaded. B. Keep the muzzle pointed in a safe direction. C. Use the correct percussion cap. D. Keep the powder dry.
6. Black powder is classified as a: A. oxidizing agent B. propellant C. explosive D. catalyst
7. Muzzleloaders do not require special cleaning procedures. T or F
8. Black powder handguns are legal hunting arms in North Carolina T or F
9. Sabots are typically modern handgun bullets encase in a plastic sleeve. T or F
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10. The best method for handling a misfire is to inspect the charge by looking down the barrel. T or F
11. North Carolina has a special muzzleloading season. T or F 12. Muzzleloaders can only fire patch and round ball. T or F
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Skill Demonstrations
1. Name the key components of a muzzleloading firearm.
2. Correctly determine if the firearm is unloaded.
3. Identify needed materials for loading and prepare the muzzleloader for loading.
4. Properly load the muzzleloader.
5. Safely fire the muzzleloader.
6. Describe steps to take if a misfire or a hang fire should occur.
7. Describe the proper steps to deactivate a powder charge.
8. Properly disassemble and clean a muzzleloader. Reassemble and store the muzzleloader for travel.
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Map and Compass Lesson Plan
Lesson Plan : The hunter education student will gain an understanding of the compass and the USGS Topo-
graphic map. The student will also gain knowledge in the practical application of map and compass skills to be used in hunting activities.
Training Objectives: At the end of this block of instruction, the student will be able to achieve the following objec-
tives accordance with information received during the instructional period:
1. List the parts of a compass and describe their function.
2. Describe 3 types of compasses.
3. With a compass, be able to take a bearing.
4. Be able to successfully navigate a short compass course.
5. Locate and understand the various measuring systems on a USGS Topographic map
6. Be able to navigate to a point by using the topographic map and compass.
Hours: Four to six hours (4-6)
Instructional Method: Lecture/Demonstration/Practical Exercise
Materials Required: Pen/Pencil/Paper, Compass, USGS Topographic Maps, Flagging, Rulers, Tape Measures
Training Aids: Power Point presentation on Map and Compass Various map and compasses
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Introduction
There are many tools that are used to enhance the experience and success of a modern hunting expe-rience. The advances in modern firearm technology, four-wheelers, long distant trips are but a few examples of these tools. One valuable tool has once again become popular. The compass and the topo-graphic (topo) map are again finding a place with hunters and fishermen. These devices are necessary for any type of land navigation that would be involved in hunting an area that the sportsman has little or no knowledge. This course has been developed using traditional needle-type compasses. The intro-duction of electronic compass would require modification to portions of the objectives. Since many hunters do not use range finders it will be very helpful in determining the pace or stride of the hunter.
Body
I. Compass 1. Parts of a Compass A. Base B. Azimuth Ring C. Orienteering Arrow/Needle D. Magnetic Arrow/Needle E. Direction of Travel Point
2. Types of Compasses A. Mapping Compass B. Mirror Compass C. Lensatic Compass D. Electronic Compass E. Declination Scale
3. Reading a Compass A. Keep the compass level B. Point the compass in the direction of travel C. Allow the magnetic needle time to stop moving. D. Rotate the azimuth ring until the orienteering arrow surrounds the magnetic needle. E. Read the bearing at the direction of travel point. F. When given a bearing, rotate the azimuth ring to that bearing as read at the direction of
travel point. Then rotate you body until the magnetic needle and the orienteering arrow are aligned. Now the compass will be facing the assigned bearing.
ActivityEstablish a series of targets and let the participant’s practice taking bearings. This could be used to simulate reference points following a successful shot, in preparations for beginning a blood trail.
ActivityTo determine a person’s stride lay a tape measure on the ground. Have participants walk beside the tape at a normal pace. This can be measured in feet, yards, or even meters.
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ActivityTo practice the skill of land navigation, establish a three (3) point compass course with a total length of approximately 300 feet. The course can be longer and contain more points based on the skill of the participants and the amount of time allotted for the activity. This activity can be used to simulate establishing a trail while scouting or trailing game. II. Topographic Maps 1. Parts of a US Geological Survey Map
A. Scales B. Contour lines C. Symbols D. North arrow and declination E. Coordinate systems F. Land features G. Declination scale (declination is the difference between true north and magnetic north)
2. Combining the Topographic Map and the Compass A. Place the map on a non-metal table (be sure there is no metal hardware
underneath the table). B. Locate the declination scale at the bottom of the map. Adjust the compass (some have
an adjustment, others you have to add (easterly) or subtract (westerly)) to include the declination difference.
C. Orient your compass to North. D. Place the compass along either the right or left outside border of the topographic map. E. Rotate the map until the orienteering arrow surrounds the magnetic needle. F. Now the map is properly oriented to North. Tape the map in place. G. Restore the compass declination back to zero. H. Locate your beginning and ending points. I. Place a ruler on the map so that it intersects both points. J. Place the compass on the map against the edge of the ruler. Be sure the compass is
pointed in the direction of travel. K. Rotate the azimuth ring on the compass until the orienteering arrow surrounds the
magnetic needle. L. Be sure the ruler is intersecting the beginning and ending points and the compass is
completely against the ruler. M. Record the bearing. N. Use the appropriate scale to measure the distance between points. Remember that the
scale is straight line and does not take land features into account. O. If there are additional points, use the same procedures to plot the course. P. Go out to the beginning point and with a compass, set the azimuth ring to the reading
determined from the map. Q. Rotate your body until the orienteering arrow surrounds the magnetic needle. R. Locate a landmark along the bearing and head towards it. You should not walk and
watch the compass. This will usually get you off course. S. Travel along the determined bearing the estimated distance to the ending point. Be sure
to make adjustments for terrain and land features.
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T. If you approach an obstacle that cannot be traversed (i.e. buildings, gullies, rocks etc….),
A. Step 1 : Rotate the compass 90° and walk on the 90° bearing until the obstacle is cleared. Be sure to measure this distance carefully.
B. Step 2 :Turn the compass back to the original bearing. Walk this bearing until you have cleared the depth of the obstacle.
C. Step 3 :Rotate the compass 90° opposite Step 1 and walk back along this bearing a distance equal to Step 1.
D. Step 4 : Rotate the compass back 90°. This will put you back on the original bearing.
G. At times your end point will not be visible. When this occurs, locate a landmark along the required bearing or have a hunting partner to walk along the bearing, stop and allow the compass reader to come to their position and continue shooting the assigned bearing.
ActivityUsing a topographic map of the area have the participants plot a course that would include at least one obstacle maneuver and 3 to 5 course changes. This would simulate initial preparation for getting to a stand or hunting site when a hunter has limited or no knowledge of the area.
ConclusionBeing familiar with the area that is to be hunted is necessary for success and safety. Being able to safely and efficiently locate and navigate specific hunting areas is a must for organized hunters. Maps and compasses can be easily overlooked in the preparation for a hunt. However these simple tools can eas-ily mean the difference between an enjoyable experience and a waste of time and effort.
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Questions:
1. Which is not a component of a compass? A. Base B. Chamber C. Azimuth Ring D. Magnetic Arrow
2. What compass component is adjusted when taking a bearing? A. Base B. Direction of travel C. Orienteering Arrow D. Magnetic Arrow
3. Which of the following is not a type of compass? A. Lensatic B. Mapping Compass C. Mirror Compass D. Text Compass
4. Which of the following can be found on a USGS Topographic Map? A. Latitude/longitude B. Contour lines C. Scales D. All of the above
5. Which is the best size of USGS Topographic Map for orienteering? A. 1:24000 B. 1:50000 C. 1:100,000 D. 1:250,000
Skill Demonstrations
1. Demonstrate how to take a bearing with a compass.
2. Successfully navigate a short orienteering course.
3. Demonstrate the ability to interpret a USGS Topography Map.
4. Using a USGS 7.5 Quadrangle Map, lay out a 3 point orienteering course.
5. Navigate the above course.
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FORMS AND REQUIRED ADMINISTRATIVE WORK SECTION HE6 Student Hunter Education Course Record Addendum
Instructor Cover Sheet
Student Information Sheet
Student Certification Cards
Student Attendance Cards
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STUDENT HUNTER EDUCATION COURSE RECORD ADDENDUM
Please fill out course addendum accordingly:
Instructor’s Name • Primary Instructor print name; last, first, middle initial
Page Numbers • Instructor will complete with the series of number of addendum pages.
Course Ending Date • Instructor will complete with the ending date of this course.
Student Name • Student or Instructor will complete with student’s name printed; last, first, middle initial. This
must be legible, and complete.
Student Address • Student or Instructor will complete with student’s address printed; street, route or box, city,
state, and zip code. This must be legible, and complete.
Student Race / Sex • Student or Instructor will complete with student’s race, and sex. Refer to the bottom of form
for the correct codes.
Student Date of Birth • Student or Instructor will complete with students date of birth.
C/R Hours • Instructor will complete with the total number of classroom hours for the student • These hours and range hours combined must be a minimum of 10.0 hours.
Range Hours • Instructor will complete with the total number of range hours. Certification Number • This certification number is assigned by the NCWRC after the course has been completed, and
is the student’s permanent Hunter Education Certification number. Test • Instructor will complete this section with students written test score. 70% on the written test is
required to pass the course. Primary Instructor’s Signature • Instructor will sign after Course Record Addendum has been reviewed for accuracy,
and completeness.
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INSTRUCTOR COVER SHEET
Other Course • Instructor will check the box for the appropriate course type or fill in under “Other Course”.
Return Addendum • The District Hunter Education Specialists name is entered.
Return Materials to: • Instructor will complete with their mailing address, and county that course was instructed in. • This must be legible and complete.
Number of Students • Tested: total number of students that were tested. • Passed: total number of students that passed the course.
Completion Date • Instructor will enter the date that all classroom, testing, and range hours are completed.
Race and Sex • Instructor will need to refer to the student addendum and total the classes of race, and sex of
students attending the course and enter in the appropriate blank.
Instructor’s Name • The instructor will print their name in this blank. Instructor Number • Instructor will enter the assigned Hunter Education Instructor number. Course Documenta-
tion (date, instructing hours, testing hours, preparation hours, range hours, miles driven, and instructor’s signature)
• Instructor will complete each section on a daily basis.
Instructor’s Signature• All instructors will sign verifying entered information is correct. District Review• An approved NCWRC agent will sign the blank after they have reviewed the Student Addendum, and Instructor Cover Sheet for accuracy, and completeness.
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STUDENT CERTIFICATION CARDS
Completion / Issuance • Certification Cards will be completed by the instructor. • Instructor will issue certification cards to the students that passed the course
Use of Certification Card
Hunter Education Certification Cards are required for : • First time hunting license purchasers in North Carolina • Some other states for nonresident license purchasers
Duplicate Certification Card • Duplicate cards can be obtained by calling the Hunter Education section of the NCWRC
office in Raleigh, NC @ (919)707-0031.
STUDENT ATTENDANCE CARDS
Completion / Issuance • Attendance cards will be completed by the Instructor, or District Hunter Education Specialist • Attendance cards are issued upon request
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FIREARMS & EQUIPMENT SECTION HE7 Use of Firearms
Care of Equipment
Scheduling, Receiving and Return of Equipment
Equipment Needs and Repairs
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USE OF FIREARMS
• All firearms shall be handled as if they were loaded and should be pointed in a safe direction at all times.
• At no time will any live ammunition or firearms (including muzzleloading firearms) will be allowed into the classroom.
• Only NCWRC approved classroom firearms will be allowed in the classroom • All range firearms must be NCWRC approved.
• All firearms shall be cased and unloaded while being transported.
• All firearm actions shall remain open while not in use by the instructor.
CARE OF EQUIPMENT
• All NCWRC equipment utilized by the instructor shall be used in a professional manner, and in the manner in which it was designed to be used.
• No NCWRC equipment shall be used for personal use by any instructor.
• All NCWRC equipment shall be promptly returned to the Hunter Education Specialist in good working condition.
• All firearms shall be wiped down with a lightly oiled cloth and stored in its assigned case.
• All equipment shall be checked prior to storing in transportation cases for any malfunctions.
SCHEDULING, RECEIVING AND RETURN OF EQUIPMENT
• During certain times of the year, equipment needs may exceed equipment inventory. There-fore, scheduling your equipment needs in advance will be necessary to guarantee your equip-ment requests.
• Equipment needs can be requested either by written or oral communications. • Equipment needs will be filled on a first request, first serve basis.
• Arrangements for equipment returns should be made at the time of delivery. If the conditions of return cannot be met for any reason, it shall be the instructors responsibility to contact the Hunter Education Specialist prior to the arranged pick-up date to re-schedule.
• Arrangements for return should be as close to the end of the class as possible, but should never exceed 5 working days.
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EQUIPMENT NEEDS AND REPAIRS
• The instructor shall make written or verbal notification if any assigned equipment is missing or damaged immediately to the Hunter Education Specialist or upon returning the equipment. This shall include firearms, videos, slides, visual aid equipment or any other equipment or sup-plies loaned or assigned.
• If special equipment needs are requested, special consideration will be given to these requests and, if possible, the equipment will be secured and delivered.
• Volunteer instructors shall not be held liable for any equipment repairs unless gross negligence is evident. If gross negligence is evident, then a written statement may be required and reim-bursement may be assessed.
• Gross negligence of equipment may result in instructor certification revocation.
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INSTRUCTOR INCENTIVE, RECOGNITION AND AWARDS SECTION HE8
Incentive Awards
Incentive Awards Form
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INCENTIVE AWARDS
Incentive awards will be awarded to Volunteer Hunter Education Instructors according to the table listed on the incentive awards form. Each instructor will receive one credit for every ten hours of effort they volunteer. When an instructor receives every award that is on the form, they will start back at the 1st level award again. The Hunter Education Specialist will be responsible to ensure that the hours claimed by the instructor as volunteer effort are reasonable.
When funds are available, additional annual incentive awards may be awarded for instructors that have been active that year. All incentive awards should be awarded to recipients at the annual instructor workshop if they are in attendance.
An “Instructor of the Year” will be recognized annually in each District. The District will select their “Instructor of the Year” by determining which instructor has been the greatest asset to the hunter education program in that District for that year.
The North Carolina Wildlife Federation selects an “Instructor of the Year” annually. Any input or recommendations for this award can be made to the State Hunter Education Coordinator. Other opportunities to recognize outstanding instructors exist within the private and public sector. These opportunities should be actively pursued when appropriate.
INCENTIVE AWARD FORMS
Incentive award forms are to be completed and sent in to the Raleigh Office no later than January 31st for the previous year totals.
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PROCEDURE FOR CONDUCTING CLASSES SECTION HE9
Class Size
Class Sequence
Pre-registration
Canceling Classes
Course Requirements (NCAC)
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CLASS SIZE
• Maximum Class Size The number of students which may attend a hunter education class is dependant on many fac-tors including, but not limited to, space, number of instructors instructing and other various factors. Ultimately, it will be the decision of the lead instructor whether to restrict the size of any class.
• Minimum Class Size Minimum class size is five students. An instructor may hold a class for less than five students if they choose to but are under no obligation to do so. If less than five students show up for a class, they should be directed to another scheduled class or offered the home study course through the Hunter Education Specialist as options. Please refer to the following diagram which depicts the proper sequence that the instructor should follow.
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PRE-REGISTRATION
Pre-registration of students should be conducted for all classes that are open to the public. An ade-quate time period should be allowed between the final pre-registration date and the beginning of class to allow for the contacting of students in the event that a class is cancelled due to lack of interest.
CANCELLING CLASSES
Classes may be cancelled due to lack of interest or other reasons. As a general rule, the canceling of classes should be held to a minimum. If an instructor becomes ill, has a family or personal matter to attend to, or otherwise is unable instruct, all efforts should be made to locate a substitute instructor to teach the class. The Hunter Education Specialist will be the primary point of contact when arranging for a substitute instructor.
When a class is cancelled, all persons who have pre-registered for the class should be contacted. In the event that they cannot all be contacted, the instructor or another qualified person should be present at the date, time and location of the start of the scheduled class. That person should notify the persons who have arrived for class that the class has been cancelled. If possible, the class sequence (previous page) should be followed.
COURSE REQUIREMENTS (NORTH CAROLINA ADMINISTRATIVE CODE)
The North Carolina Administrative Code T15A: 10K .0001 provides for the following:
a) The hunter safety course shall provide a minimum of 10 hours of instruction.
b) Of the 10 hours of instruction required by Paragraph (a) of this Rule, 60 percent of the time shall be devoted to instruction related to the safe handling of firearms. The remaining four hours shall include instruction on hunter responsibility (ethics), wildlife conservation and wildlife manage-ment, wildlife identification, game care, specialty hunting, survival and first aid, water safety, and special concerns (alcohol and drugs, turkey hunting, trapping, all terrain vehicles, hunting dogs).
c) The hunter safety course shall be administered by an instructor certified by the NCWRC.
d) The following requirements must be satisfied by the course participant in order to successfully complete a hunter safety course and be entitled to the issuance of a Certificate of Competency:
1. Complete all 10 hours of the instruction. 2. Score a minimum of 70 percent on the final examination.
Any student who either intentionally or unintentionally points a firearm at another or himself shall fail the course and must re-enroll at a later date.
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HOME STUDY COURSES SECTION HE10
Home Study Course Procedure
HOME STUDY COURSE
Home study options for hunter education are available in written form and the Internet. For written home study the chapter reviews in the hunter education student manual must be completed by the stu-dent at home. This home study course is administered by the Hunter Education Specialist and Wildlife Enforcement Officers only. For the internet hunter education course the student must complete a NCWRC approved internet hunter education course and provide a field day qualifier certificate to be eligible to participate in the field day exercise. The student must provide a field day qualifier certificate from the NCWRC approved course with his or her name and unique certificate Identification number and any other identifying documents requested before participating. As a general rule, home study courses should be given to those students who are not able to attend a scheduled class.
When a person has elected to take the written home study course option, arrangements for testing should be made at the time that the materials are delivered to that person, if possible. Testing can be conducted at a regularly scheduled class testing time (at the end of the last day of class), at a date and time determined by NCWRC personnel, or during Internet course testing.
After the home study student arrives for testing, their workbook should be thoroughly reviewed for accuracy and completeness. Any questions that the student has regarding the material should be answered at that time. Students are then required to demonstrate the performance based skills listed in the IHEA minimum standards and N.C. Basic Hunter Education Course Lesson Plan. A brief test review may also be conducted.
When testing is completed and if the student has passed the test, the same forms will have to be completed. The instructor will need to write “Home Study” on the instructor cover sheet in the Other Course section.
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RANGE TRAINING & SHOOTING TOURNAMENTS SECTION HE11
Range Operations
Range Commands
Safety Zones
Guidelines for Conducting Shooting Tournaments
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RANGE OPERATIONS
IntroductionIt has been stressed throughout this course that the true sportsman or sportswomen must strive for clean, sportsman-like skills. This can only be accomplished through the development of good marks-manship skills; skills that can only be acquired through hands-on shooting. When one considers that many Hunter Education graduates may not have an opportunity to shoot a firearm until they first day of their first hunting season, it becomes all the more important to provide a resource to develop, at the minimum, some initial shooting skills before the hunting season actually arrives.
Such an opportunity should be viewed as an essential ingredient of any Hunter Education Program. And, in many cases, the Hunter Education Instructor may be the first (if not the only) individual to provide the initial opportunity for such actual practice under safe, controlled conditions.
This is especially true in areas where a public range, with qualified range officials (range officers, PCA controllers, and/or marksmanship instructors) may not be readily available.
One can “classroom” teach how to drive an automobile, but an actual road test is required in order to obtain a drivers license. The same should hold true to obtain a hunting license.
Range ControlAs you plan your range, keep in mind the following Range Control considerations. It will help you in rendering several of the decisions you will have to make as you conduct the planning stage.
1. Range Control serves to provide rules and supervision that encourage safe, healthy and proper use of a range facility. It also facilitates the “joy of shooting” for the shooters because good range control eliminates distractions and provides that ever-important “emotional” element of safety that will be paramount in the minds of parents, guardians, and the shooters themselves.
2. Post Rules, Regulations and Signs. Traditionally, range rules and regulations cover handling of firearms, carrying, cleaning, and instruction to include the 10 standard safety rules (See SAFETY RULES in the appendix).
NOTE: Caution and/or Warning signs are normally painted with red letters on white back-ground are usually 12 inches x 16 inches in size with 6 inch – 8 inch letters and posted at 100 foot intervals around the range perimeter. Where necessary, use dual language signs. Colors should be highly visible, such as Blaze Orange and signs should read “Shooting Range Area Keep Out”.
3. Control Devices. Safety devices control the physical use of the range and are usually restric-tive in nature. They include warning lights on trap houses and red flags or barriers to warn that someone is down range. Safety flags and signs posted at strategic points around the perimeter of the range will alert would-be trespassers, and warn intruders that going beyond a given boundary constitutes trespass and may be hazardous.
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Safety PlanThe term “safe range” is based on the assumption that all shooting takes place in the direction of the targets, that users always keep their firearms unloaded and actions open when arriving or departing a range; that firearms are always unloaded except when the shooter is in position on the firing lane; that users will use only firearms and ammunition with which they are familiar, or firearms that are to be provided as part of the instructional aspects of the shooting operation.
Safety cannot be left to chance. Positive control of every aspect of range operations is absolutely essential. Users and spectators must obey rules and regulations and conduct themselves in a respon-sible manner. Control of a range implies that controllers to enforce rules and regulations. Further, errant behavior must not be tolerated. If necessary, the errant individual must be required to leave the range premises.
In the planning and design of any range, safety must always be the central issue. All elements of the plan must fit into an integrated package, best described as “the Four E’s”:
Evaluate: the needs of the user (shooter), and any non-shooters present such as spectators.
Engineer: the range layout to accommodate these needs.
Educate: those who will use or visit the range. The best tool for this is the Range Officers Brief (ROB) with handouts as deemed appropriate.
Enforce: this solidifies the range plan. Active control is essential where more than one shooter and perhaps public spectators are present. This means having sufficient numbers of properly trained/indoctrinated range officials present throughout the entire schedules operation of the range.
A copy of the safety plan should be prepared and handed out to each participant and spectator. Itshould include, at a minimum, the following information:
1. How the range is laid out and who is authorized (or not authorized) into any of the area(s) established.
2. What the authority of each range official is.
3. The date of the safety plan, the names of the range officials, the name(s) sponsor(s) if any, and a preamble that states a specific purpose. For example:
“This safety plan has been established to ensure the health and safety of those individuals who will use or visit range facility and the community at large. It is a plan developed to assure the maximum educational experience while ensuring maximum safety of all present.” A terminol-ogy section (or page) should be attached.
4. Basics Range Firearms Rules such as follows should also be provided in print form.
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Planning OverviewThe planning, organization, and conduct of range operations is not a difficult task but it is a task that requires a logical approach so that nothing is overlooked or left to chance. The planning stage should begin with a list of guidelines to be followed. Included in the list of guidelines are:
Step One – Decision: Determine what type of facility (range) will be required. Will it be an indoor or outdoor facility? How many shooters must be accommodated? What type(s) of firearm(s) will be allowed/used? What will be the prevailing climatic conditions? What health and safety considerations will be necessary?
Step Two – Site Selection: Check with local authorities regarding any zoning restrictions. Obtain copies of ordinances, soil conservation standards, health department requirements and any other regulation which any pertain to the establishment of a range facility. This step is important for two rea-sons; (1) Some local communities have never had to address the issue of a shooting facility and some additional delays can be expected while local authorities attempt to resolve certain matters and (2) certain legal issues might arise where the services of an attorney might be required.
Step Three – Preliminary Prepare preliminary layout sketches that include all of the areas identi-fied in the following sections. Prepare a safety plan (explained later in this section) for each specific aspect of the overall range operation. Submit all necessary zoning permits for approval. Be prepared to pres-ent and perhaps defend the proposal at public hearings before zoning boards, health officials, or other governmental bodies involved with issuing permits.
Step Four – Final Design: Prepare final plans and specifications – to include the layout of the specified areas contained herein. And do not forget community rela-tions. Cultivate good will with neighboring residents and landowners. This can be achieved by demonstrating sensitivity to concerns for safey and health. Describe how the firearms education program will benefit the community as a whole.
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Range PersonnelAt a minimum, at least six (6) properly trained/indoctrinated personnel are required for a safe range operation:
A. One – Chief Range Safety Officer (CRSO) B. Two – Range Safety Officers (RSO) C. Three – Pre-Defined Control Area controllers (Controller)
Collectively, these personnel are the authorities at the range. The Chief Range Safety Officer is the final authority on all range operations matters.
The National Rifle Association offers a program designed specifically to certify individuals as Range Safety Officers. Absent an individual with such certification, the determination of who is to function as the Chief Range Safety Officer is normally made locally by all who are or may be involved whit the shooting aspects of the Hunter Education Course. Experience and a no nonsense leadership mindset are paramount to designating an individual as Chief Range Safety Officer. The entire weight of the range operation – and the safety of all concerned – is placed upon the shoulders of the individual so designated.
The Shooting RangeA proper shooting range will evidence the following physical characteristics:
1. Site selection. An area large enough to accommodate the appropriate safety fan as modified by existing topographic features. Locate the range as far away from populated areas as possible. Make every effort to minimize the impact on the surrounding environment. Sufficient land area (see the following Pre-Defined Control Areas section) will provide for adequate safety fan, direct fire, and ricochet areas as well as other areas as identified herein. Safe impact/overshoot zones and proper backstops are prime considerations. Environmental concerns such as noise abatement and land/water contamination must be addressed. Shooting discharges lead particulants and other toxic materials into the air that eventually fall to the earth. Therefore, water and soil contamination are fundamental issues to be addressed in the planning stage. Check with local EPA and zoning officials in this regard to alleviate any problem areas or concerns before proceeding with any range layout planning. (Refer to Step Two – Site Selection above)
2. Range Layout. Once a suitable land area has been identified (and the necessary authorizations obtained), the next step in the planning process is to decide how the shooting range is to be laid out. The effective use of available land requires the considered establishment of the following:
a. Firing lines and Target areas. Where are rifle firing lines and target areas positioned? Where are shotgun shooting stations to be established and where will the “shot-zone” (airborne area that clays will be thrown into) be? The direction of prevailing winds and the sun are also important considerations. The wind should be as longitudinal to the target area as much as practicable. The sun should be at best from the back of the shooter or at least from a rear-quadrant direction.
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b. Overshoot/Impact zones. As taught to the students, every projectile must eventually “come to earth”. Therefore, bullet/shot impact zones must be properly determined and identified. Rifles: The basics of rifle marksmanship (sight alignment, sight picture, breathing, and trigger control) should begin with shooting the .22 caliber rifle at a distance of not more than 75 feet from the shooter to the target. This distance is more than sufficient for basic marksmanship training from a bench rest position. Backstops should be sufficient to ensure adequate penetration containment for rifle projectiles. Lateral “fire-free zones” should be no less than 200 feet on each side of the furthermost left and right shooting sta-tions, with raised earthen hillocks if possible. Shotguns: The basics of shotgun marksmanship (position, pointing, swinging, and follow-through) should begin with shooting the 12 gauge at clays thrown by hand or through the use of a portable launching system. Establish a 180 degree “free-air” clay-zone that does not include natural or man-made obstructions. Ideally, nothing above “ankle-high” should be under the clay-zone. And, of course, nothing should be within 250 yards distance from any angle of the shooting station.
c. Pre-Defined Control Areas (PCA). Positive control of every aspect of range opera-tions is an absolute in order to ensure safety and smooth operations. This requires a detailed analysis of the “what, when, where, and who” of the entire range operation. It is the responsibility of the Chief Range Safety Officer to establish PCA’s and no shortcuts should be allowed to enter into this decision process.
1) Pre-Defined Control Areas (PCA). At a minimum, five Pre-Defined Control Areas are established by the Chief Range Safety Officer in consultation with his subordinate Range Safety Officers and PCA controllers.
Parking PCA Reception PCA Spectator PCA Marshaling PCA Relay Staging PCA PCA’s (hereafter referred to as “control areas” are physical location at the range that are pre-defined by the Chief Range Safety Officer. The emphasis is on SAFETY and POSITIVE CONTROL of all range activities. Of at most importance is the requirement that all firearms are unloaded, clear, and actions open and remain so until otherwise directed by the Chief Range Safety Officer at the firing station(s).
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a. Parking PCA. This is the first area to be identified by the Chief Range Safety Officer. It is for vehicular parking. As a positive safety measure, a sign should be posted at the actual entrance to the range itself, as well as the entrance to the parking control area, stating in large bold letters.
STOPNO LOADED FIREARMSBEYOND THIS POINT
DO NOT PROCEED UNTIL YOU VERIFY ALL FIREARMS TO BE:
• UNLOADED• CLEAR and
• ACTIONS OPEN
b. Reception PCA. This is the second “control area” to be established by the Chief Range Safety Officer and it is the largest area in terms of physical size because all shooters, their parents, guardians, and all others – to include spectators – will enter the range at this site. Upon arrival at the reception control area, all firearms are to be checked by Range Safety Officers to ensure they are unloaded and clear. All Range Officials gather here to greet arrivals and to assist in maintaining “crowd control””. Adequate seating should be provided. The reception control area is the ONLY area at which personnel may enter or exit the range, and, this must be stressed to all. All personnel will remain in this area until the designated time at which range operations will commence. At such designated time, the reception area will be closed and remain closed until the end of all range activities. The Range Officers Briefing (ROB) will be presented in the reception control area. The presence of parents and/or guardians/spectators is considered a positive aspect in that they will also be witness to the rules and operational procedures to be adhered to while at the range. Accordingly, everyone at the range will hear and know the same information, rules, and operational procedures to be followed. Once the Range Officers Brief has been concluded, parents and/or guardians and spectators are guided to the Spectator PCA by a Range Safety Officer. He (or she) will introduce the group to their PCA Controller. This Range Safety Officer then moves directly to the Relay staging PCA. The Spectator PCA Controller, introduced by the Range Safety Officer to the group will remain with the spectators in the spectator control area to ensure no one leaves and enters any other part of the range, and, to respond to any questions that might arise. In effect, this PCA controller is a Public Relations representative and should be selected with care.
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Shooters (students) are simultaneously guided to the Marshaling PCA by another Range Safety Officer and shall remain there until further directed to the Relay Stag-ing PCA.
c. Spectator PCA. This is the third “control area” to be established by the Chief Range
Safety Officer. Admittance to the Spectator control are parents, guardians, and other non-shooters must be “confined” as far to the rear area of the range as practical but close enough to enable observation of shooting activities at the range. This will not only facilitate observational enjoyment but it is a positive aspect in promoting a posi-tive image of shooting and the hunting sport in particular. A PCA CONTROLLER IS STATIONED HERE. Under no circumstance should anyone from the Spectator control area be permitted to engage in any aspect of range operations. This can be dealt with easily by providing such guidance in the form of a letter to the parent or guardian, delivered personally by the student or previously provided by the Course Instructor by mail or other positive means.
d. Marshaling PCA. This is the fourth “control area” to be established by the Chief Range Safety Officer. It is the “first” area set aside specifically for shooters. All shoot-ers (i.e., individual and relays) assemble here and remain until further directed. Relay cards are issued, equipment checked, and final instructions provided. “Relay groups” are organized and remain together ready to be called to the Relay Staging control area. A PCA CONTROLLER IS STATIONED HERE. Firearms are again verified to be clear and unloaded by a Range Safety Officer.
e. Relay Staging PCA. This is the “ready” area for the next relay of shooters. Only the next relay to shoot moves into this area. All other relays remain in the Marshaling PCA. They are called from the Marshaling control area. Shooters in this area double check their firearms, ammunition, and related shooting materials such as eye and ear protection, shooting gloves, and other such items. Maximum quiet and stillness must be insisted upon as this control area is the closest area to the actual shooting stations(s). Chairs should be provided for the shooters. A PCA CONTROLLER IS STATIONED HERE.
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RANGE OFFICERS BRIEF
At the pre-determined time, which should have been well advertised in advance of the day of shoot-ing, the Chief Range Safety Officer will conduct the Range Officers Brief – in the Reception Control Area for all shooters and non-shooting personnel (to include spectators).
The Range Officers Brief (ROB) should include the following: 1. Introduce yourself (CRSO) then welcome and thank everyone for coming out.
2. Provide a brief five-point description of (1) how the range is laid out, (2) what firearms and types of shooting will occur, (3) when lunch and rest-room breaks will occur, (4) why range rules and regulations are required and (5) who will be doing what.
3. Introduce Sponsors, Range Officials, and briefly describe the duties and authority of the Range Officials.
4. Point out all Pre-Defined Control Areas and who is/is not authorized in them.
5. Go through each of the Range Commands to be issued by the Chief Range Safety Officer but also explain that TWO specific commands can be given by ANYONE:
CEASEFIRE – This may be called by anyone who detects an unsafe situation or condition.
MISFIRE – This is called by the individual shooter who experiences a misfire, hangfire or pos-sibly a squib round.
6. Explain that Range Commands are “commands of ABSOLUTE authority and not subject to discussion, debate, or hesitation; that failure to immediately comply will be justification for the instant removal of the offending individual from the range premises.
7. Describe any special safety issues or concerns.
8. Finally, direct spectators to the Spectator PCA and all shooters to the Marshaling Area and command Range Officials to “take their stations.” (Use of authoritative but congenial tone of voice to establish their clear notion of your authority and to instill confidence in all present in you, and your Range Officials).
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RANGE COMMANDS
A proper and effective Range Command consists of Two Parts
ThePREPARATORY COMMAND
(to get the attention of a particular individual or group of individuals)and the
COMMAND OF EXECUTION(causes a specific action to commence)
Every Range Command by the Chief Range Safety Officer is:
Directed to PERSONNEL who are ON the Firing Line or IN the Relay Staging Area.Therefore, it….
Must be PRECEDED by one of the Four PREPARATORY COMMANDS:
1. RELAY NUMBER 2. SHOOTER NUMBER 3. SHOOTERS 4. FIRING LINE
The PREPARATORY COMMAND must always include a brief “hesitation” following it to ensure all shooters become alert for the “COMMAND OF EXECUTION” which will immediately follow.
Make sure ALL of your RANGE COMMANDS are:
Loud enough for all to hear easily. Remember, there could be a lot of noise and/or distraction.
Concise (for clarity of understanding). There’s no time to “figure” out what you mean.
Clear (in speech and articulation to avoid confusion of intent). Again, hearing and understand-ing are important.
“Relay Number x_______” is an ORDER to a specific RELAY of shooters in the Relay Staging Area.
“Shooter Number x_______” is an ORDER to a specific shooter on the firing line.
“Shooters” is an ORDER to ALL who have a firearm in their hands and is also an ALERT to Range Officials (RSO’s, etc.)
“Firing Line” is an ORDER to all on the firing line. This includes shooters as well as Range Officials.
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COMMANDS of EXECUTION
CEASEFIRE called out by anyone who detects an unsafe situation or condition.
• ALL SHOOTING STOPS • FINGERS OFF TRIGGERS AND OUTSIDE TRIGGER GUARD • SHOOTERS “STAY IN POSITION” looking downrange • MUZZLES pointed down range • FIREARMS are UNLOADED and ACTIONS OPENED • SHOOTERS AWAIT FURTHER INSTRUCTION from the CRSO
MISFIRE the shooter who experience a misfire takes his/her hand off the trigger, keeps the muzzle pointed down range, and calls out MISFIRE while raising his/her OFF HAND.
• SHOOTER RAISES OFF HAND and awaits the approach of a Range Officer. The shooter continues to keep his/her eyes down range. The shooter makes NO attempt to turn his/her body, to clear the problem, or otherwise move from their “frozen” position.
• SHOOTERS TO IMMEDIATE LEFT/RIGHT of the affected shooter cease fire, and freeze in position with their muzzles pointed down range and finger off the trigger.
• REMAINING SHOOTERS continue shooting unless commanded otherwise.
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TO MOVE A RELAY TO THE FIRING LINE
PREPARATORY COMMAND OFCOMMAND EXECUTION
(The Chief Range Safety Officer faces the Relay Staging Area)
RELAY Number “x” MOVE UP TO THE FIRING LINE WITH YOUR FIREARM AND PERSONAL EQUIPMENT (The CRSO then turns and faces the fir-ing line as shooters approach their shooting positions) As the shooter take their firing positions. KEEP ALL MUZZLES POINTED DOWN RANGE DO NOT LOAD YOUR FIREARM KEEP ALL ACTIONS OPEN PREPARE YOUR FIRING POSITION The left and right line RSO’s assist the shooters as necessary and ensure all firearms remain clear with actions open.
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PREPARING SHOOTERS ON THE FIRING LINE
PREPARATORY COMMAND OFCOMMAND EXECUTION
(The Chief Range Safety Officer faces the Firing Line)
SHOOTERS KEEP YOUR MUZZLES POINTED DOWN RANGE AT ALL TIMES WHILE ON THE FIRING LINE
SHOOTERS YOUR (number) STRING OF FIRE WILL BE ____ ROUND(s) TO BE FIRED WITHIN x (time frame) Example: “Your first string of fire will consist of one round to be fired within 10 seconds” Example: “Your third string of fire will consist of 5 rounds to be fired within 50 seconds”
SHOOTERS WITH x ROUND(s), LOAD AND MAKE SAFE YOUR FIREARM Example: “With one round, load and make safe your firearm” Example: “With 5 rounds, load and make safe your firearm” NOTE: To “MAKE SAFE” should have been demonstrated and made crystal clear to the shooters prior to ever coming to the Firing Line. In the Relay Staging Area, this should be reviewed with the shooters. In fact, proper familiarization with the firearm(s) they will be shooting includes knowledge of mechanical safeties, cocking (if appropriate), etc.
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PREPARING THE LINE TO FIRE
PREPARATORY COMMAND OFCOMMAND EXECUTION
(The Chief Range Safety Officer faces the Firing Line, constantly observing the full length of the line, with eye especially on his Line RSO’s)
FIRING LINE STAND BY ON THE FIRING LINE All shooter prepare to make ready to fire. READY ON THE LEFT? The Left Line RSO verifies his shooters to be ready and signals the CRSO with a RIGHT-HAND HIGH signal. READY ON THE RIGHT? The Right Line RSO verifies his shooters to be ready and signals the CRSO with a LEFT-HAND HIGH signal.
Note: During either of these two READY ON THE…..? commands, if any shooter is not ready to fire, he/she immediately raises the OFF hand for attention.
The Line RSO CROSSES BOTH ARMS OVER HIS HEAD, facing the CRSO.
The CRSO Commands THE LINE IS NOT READY…..SHOOTERS…STAND EASY ON THE FIRING LINE and then signals to the Line RSO to move to the shooter to render the necessary assistance. The Line RSO then steps back and raises his left or right hand as appro-priate to signal the CRSO that his side of the firing line is now ready.
ALL READY ON THE FIRING LINE COMMENCE FIRING! During the live fire, shooting will continue until a predetermined time period has lapsed or until all shooters have completed their string of fire. When the specified time for completion is nearing, the CRSO may command.
SHOOTERS YOU HAVE x (time frame) REMAINING
When the individual shooter has completed his/her string of fire, he/she will simply open the action, clear the firearm, bench or ground the firearm and remain in position until directed to move back from the firing line by the Chief Range Officer.
CEASEFIRE!CEASEFIRE! CLEAR ALL FIREARMS….OPEN YOUR ACTIONS
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CLEARING THE FIRING LINE – MOVE TO MARK TARGETS
PREPARATORY COMMAND OFCOMMAND EXECUTION
(The Chief Range Safety Officer faces the Relay Staging Area, maintaining a roving eye all along the Firing Line)
CEASE FIRE!CEASE FIRE!
SHOOTER CLEAR ALL FIREARMS…OPEN ALL ACTIONS. (After ensuring all firearms are cleared and open, and receiving a HIGH HAND from the Line RSO’s, the Chief Range Officer commands)
SHOOTERS THE FIRING LINE IS CLEAR. LEAVE YOUR FIREARMS IN PLACE. STEP BACK FROM YOUR FIRING POSITIONS. Line RSO’s verify all firearms clear and actions open.
SHOOTERS MOVE DOWN RANGE TO MARK YOUR TARGETS.
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PREPARING SHOOTERS – FOR ANOTHER STRING OF FIRE
PREPARATORY COMMAND OFCOMMAND EXECUTION
(The Chief Range Safety Officer faces the Firing Line)
SHOOTERS MOVE UP TO THE FIRING LINE AND TAKE YOUR POSITION
The cycle of Range Commands repeats, beginning with
SHOOTERS YOUR (number) STRING OF FIRE WILL CONSIST OF x ROUND(s) TO BE FIRED WITHIN x (time frame)
SHOOTERS WITH x ROUND(s), LOAD and MAKE SAFE your firearm
NOTE: After the last string of fire for the shooting relay, all targets are removed and new targets placed in the target holders by the shooters, making the targets ready for the next relay. Explain the “teamwork” aspect of them doing so.
CLEARING THE FIRING LINE – TO MOVE ANOTHER RELAY UP
CEASE FIRE…CEASE FIRE! SHOOTERS… CLEAR ALL FIREARMS…OPEN ALL ACTIONS. (After ensuring all firearms are cleared and open, the Chief Range Officer commands) SHOOTERS…THE FIRING LINE IS CLEAR….STEP BACK FROM YOUR FIRING POSITIONS. (After ascertaining the firing line to be safe and all firearms clear and actions open…the Chief Range Safety Officer commands) SHOOTERS…RETURN TO THE FIRING LINE AND REMOVE ALL FIREARMS AND APERSONAL EQUIPEMENT FORM THE FIRING LINE. (All shooters move back to the Relay Staging area with their firearms and per-sonal equipment)
THE RANGE IS CLEAR!
(The assisting Range Safety Officers check each firing line position for debris, spent casings, etc. and make ready the posi-tions for the next relay. When this has been done, the Chief Range Safety Officer is so informed.)
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DUTIES, RESPONSIBILITES, AND AUTHORITY OF RANGE OFFICIALS
Chief Range Safety Officer: Responsible for the planning, design, layout and overall safety and operation of the shooting range.
Prepares and has printed the range safety plan and ensures all appropriate cau-tion, warning and other public announcement placards are prepared and posted accordingly in and around the range premises. Has the final word on all issues related to range operations and safety issues. Conducts all range command.
Range Safety Officer: Assists the Chief Range Safety Officer in the planning, design, layout of the shooting range and preparation of the Range Safety Plan and all placards/posters. Places all placards and posters according to the range layout design. Assists the Chief Range Safety Officer in the reception of shooters and oth-ers in the reception PCA and other such duties as defined by the Chief Range Safety Officer. Assists the Chief Range Safety Officer on the firing line. One Range Safety Officer assumes oversight for all firing positions to the left of center on the fir-ing line. Another Range Safety Officer assumes oversight for all firing positions to the right of center on the firing line. Moves to assist individual shooters as necessary during a MISFIRE call. Verifies compliance with all Range Commands issued by the Chief Range Safety Officer. Constantly monitors the firing line for any unsafe condition or situation. Ensures the firing line is made ready for shooting relays and informs the chief Range Safety Officer of the same.
Safety Baffles: Vertical or sloping barriers designed to prevent a projectile from traveling into an undesired area or direction. Most often used to prevent bullets from leaving the range proper.
Safety Fan: An area large enough to contain all rifle/pistol projectiles fired on the range complex.
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Shot: (1) The projectile from a shotgun round which is usually in pellet or BB form. Identified by a number with the larger the number having the smaller the same size shot. A no. 9 shot will have more pellets or BB in a shotshell than will a no. 5 shot. (2) One discharged cartridge or shotshell. i.e. “He fired one shot”.
Shotfall Zone: On shotgun ranges, this area is determined by the largest shot fired on the range. It is the shotgun equivalent to a rifle range safety fan. Additional yard-age must be included to compensate for the displacement of shot that might be dispersed by adverse wind conditions. Shotfall zones extend to 300 yards for most shotgun ranges and should be laid out in a 180 degree pattern from the firing point. For most Hunter Education shooting ranges, shot should be restricted to No. 7 ½ or smaller.
Shotshell: A cartridge, designed to be used in shotguns. A unitized “round” of ammuni-tion that is comprised of a hull (or shell), a primer, powder, hot cup or was, and shot (numerous small “pellets” of lead or steel). Shotshells are normally constructed using plastic or paper for the hull.
Squad: A “team” of shooters, usually from the same club or shooting organization. They normally do not shoot at the same time, rather each is assigned a firing position (point) number and one member from each squad will be joined with one member each from other squads to form a relay.
Squib: A round (cartridge or shotshell) that develops much less than standard pres-sure or velocity. Usually the result of aged ammunition or improper reloading procedures. A squib round can result in a battle obstruction due to the projec-tile not having enough pressure to force it entirely out of the barrel, which can then of course set the stage for a disaster to occur. (Compare to “Misfire” and “Hang-Fire”)
String of fire: A set number of rounds to be fired during a specified time period. Once the command “COMMENCE FIRING” is given, firing commences and shooters continue to fire with no further command until the set number of rounds has been fired or a CEASEFIRE or MISFIRE COMMAND is given.
Target line: A line parallel to the firing line along which target are placed.
Trajectory: The path a projectile travels from the muzzle to the point of impact. This is a sloping path – as opposed to a flat, line-of-sight path.
Velocity: The speed at which a projectile travels. (Usually measured in feet-per-second, or FPS – or meters-per-second, or MPS)
Venetian Blind Trap: A steel-trap that has a series of angled plates, 45 degrees or less, sloping to the
rear, downward and toward the bullet impact area and installed in a vertical fashion as to resemble a Venetian blind. The bullets are directed upon impact into a chamber located at the bottom of the device, where remaining velocity and energy are expended. The chamber provides easy access for lead removal.
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NORTH CAROLINA HUNTER EDUCATION COURSE RANGE COMMANDS & FIREARMS SAFETY
The Proper and Effective Use of Range Commands depends upon three important factors:
1. The Command must be LOUD enough for all concerned to hear it. 2. The Command must be CLEAR enough for all to understand it. 3. The Command must be CONCISE enough to avoid confusion as to its meaning.
All Range Commands are called (made by) the Chief Range Safety Officer and he alone. There must be no confusion as to “who is in charge”. There are only two exceptions to this iron-clad rule:
1. CEASE FIRE! CEASE FIRE! CEASE FIRE! This command can be called by any person who see’s or detects an unsafe condition or situation. Upon such a call being made, ALL shooters take the following immediate action in the order presented:
1. ALL SHOOTING on the firing line STOPS 2. FINGERS OFF TRIGGERS and OUTSIDE TRIGGER GUARD 3. MUZZLES REMAIN POINTED DOWN RANGE 4. FIREARMS ARE UNLOADED, CLEARED, and ACTIONS OPENED 5. SHOOTERS REMAIN IN POSITION FOR FURTHER COMMAND
2. MISFIRE! This command can be called by any shooter or person on the firing-line who detects a MISFIRE, HANGFIRE, or SQUIB load. Upon such a call being made, THREE SHOOTERS take the following immediate actions in the order presented:
1. AFFECTED SHOOTER RAISES HIS/HER “OFF” HAND keeps the muzzle pointed down range and awaits the approach of a Range Safety Officer. This shooter remains in position with finger OFF the trigger and OUTSIDE the trigger guard. This shooter makes NO attempt to “clear” or open his/her firearm.
2. THE SHOOTERS TO THE IMMEDIATE LEFT AND RIGHT OF THE AFFECTED SHOOTER ceases fire immediately, clear their firearm and open the action. The muzzle remains pointed down range. They await further command.
3. MUZZLES REMAIN POINTED DOWN RANGE.
4. REMAINDER OF FIRING LINE CONTINUES UNLESS CEASE FIRE CALLED.
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RECOMMENDED COURSE OF FIREFor typicalHunter Education Course
A. SMALL-BONE RIFLE (.22 caliber rifle) from a bench rest position.
1. RIFLES: The Winchester Model 67 (or similar) .22 bolt action rifle is idea for the first-time shooter. It is a single-shot “hand cocking” bolt-action rifle with a finger-flip mechanical safety. It is easily maintained and is quite accurate with the iron sites that it comes with.
2. TARGETS: Use of the NRA B-3 “Pistol Target” placed at 50 feet distance from the table(s) or bench rests is an idea target for iron-sight rifle use. This target has a 3 inch “black” that includes a 1 inch center “X” and a 10 and 9 ring within the black. Within the whiten target area are an 8, 7, and 6 ring. This target is more than adequate to both instill confidence while still challenging the beginning rifle shooter to “hold them steady”. And, 1 inch color coding labels (any office supply store) can be purchased in various colors to “patch” holes, or to highlight a tight “group”.
3. TARGET FRAMES: The use of the B-3 is facilitated easily with the use of standard Real Estate sign holders. These can be purchased at any home supply retail like Lowe’s or Home Depot. They are made of metal, stand about 4 feet high and are steady the tow metal legs are pushed into the ground.
4. ARRANGEMENT: Standard 8 foot long folding tables, with folding steel chairs work well for this purpose. Have the student bring a medium weight twin-sized blanket to the range with them to serve as a forward rest, or, provide sandbags. Pre-assign students to “squads” then assign each squad member a number. That number will be his or her relay number. Limit your relay size to not more than four shooters per relay as this is the optimal “span of control” for safety and minimizes distraction between shooters. It also requires not more than two assisting Range Safety Officers (which may difficult to come by anyway).
5. COURSE OF FIRE: Above all else, control the ammunition. Do not give out anymore ammunition than the student will need for a specific string of fire. Teach them “ammo man-agement” from the start. Begin with single shot strings. Have each student fire five shots, singularly. At the end of this “string” take them to their targets and discuss the importance of “placement and grouping”. Minimize the important of “getting into the black” as the same rifles will be shot by all students, and individuals shoot differently with the same firearm. Have them concentrate on “grouping” for the first 5-10 rounds. Then, “sight picture” placement can be adjusted with the help of some coaching at the bench.
The following is the recommended course of fire for the .22 rifle: (42 rounds) • 5 single shots to determine “repeatability” in terms of “holding”, breathing, and trigger
squeeze. (Hand one round each time to the student) • 5 more “singles” to “cement” basic marksmanship requirement. (One round at a time
handed to the student) • 5 rounds, to be shot at will by the student. • 5 rounds, to be shot at will by the student.
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• Change targets and have the student shoot 12 rounds with instructions to shoot 3 in each quadrant of his/her target. Emphasize that you are looking for tight groups.
• Change targets and give each student 10 rounds to “fire for record”. Time = 5 minutes.
B. SHOTGUN (12 or 16 gauge) from a standing position at clays.
1. SHOTGUNS: Any break action, slide, or bolt-action is adequate. It is a good idea to stay away from auto-loaders because, integral to the shooting, you want to observe (and correct as necessary) any improper gun handling insofar as loading, clearing, etc. Proper “fit” is important because many young shooters may have difficulty with a long pull. I encourage parents to let their young shooter bring the shotgun they will use a field for this part of the shooting pro-gram. But check to be sure only factory loads are used. (Stress the possible “squib” problem with reloaded ammunition)
2. TARGETS: Clays, thrown either by hand or a portable thrower such as the one Outers manu-factures are sufficient. The use of a manufactures “thrower” eliminates some human errors and establishes some consistency of pattering between shooters. And the option of singles or doubles can add some additional “excitement” for a shooter who is relatively good and at “ease” with the shotgun on the wing.
3. TARGET THROWERS: As mentioned, I would recommend a portable, capable of throwing singles as well as doubles. Stability can be enhanced by welding the metal legs to a large truck wheel as often time the “launcher” will “launch” right out of the ground.
4. ARRANGEMENT: With a little legwork and some public relations skills, a suitable piece of open farmland can often be found for an adequate shotfall zone. Make an effort to take some of your “better” students along with you when you “negotiate” for the use of a piece of land. The presence of a polite, young impressive future hunter can do wonders. Be sure your selec-tion has an adequate safety fan.
5. COURSE OF FIRE: This will in the main, depend on the individual shooter. Noise and recoil are the first two aspects to help them overcome. To this end, choose light loads when-ever possible. The shotguns should have adequate recoil padding as well insofar as is possible and still “fit” the young shooter. Some you shooters will have “had enough” after 3-5 clays. Don’t push them or let others ridicule them. Explain that everyone has a bad day and add that you have more than your own share as well. Sincerity and humor are the best antidotes here. Other would stay out with you all day long if they could. But consider an average of 20-25 clays per student. Mixing up flight patterns with some singles/doubles might add some addi-tional challenge and enjoyment for some of your more “advanced” shooters but exercise cau-tion around the less capable for it may only frustrate them further. Young egos run high and peer-pressure can be intense. The key to all this is to NOT turn them “OFF” about shotgun hunting. By all means, avoid shooting yourself as the will only serve to “demean” the students’ abilities in their own eyes. Save your shooting for another time, with your favorite hunting partner.
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North Carolina Hunter Education Course RIFLE/PISTOL
LIVE-FIRE RANGE OPERATIONS
A. LIVE-FIRE OPERATIONS: Proper and safe live-fire operations at the Range is a logical and controlled series of events. It is the sole responsibility of the Chief Range Safety Officer to maintain positive control during the entire series of events to ensure the proper performance of Range Officials and shoot-ers. The singular overriding concern is always safety.
B. BASICS SERIES OF EVENTS: Live-fire operations begin with moving the first relay of shooters from the Relay Staging Area to the Firing Line and concludes with Sanitizing the Firing Line and Target Area. There are nine logical Series of Events for a Rifle/Pistol Live-Fire operation. They are provided as a guide for Chie Range Safety Officers who may exercise all or only a few for any one specific event. Regardless, the “sequencing” of these events deserves strong consideration on the part of the Chief Range Safety Officer when he plans his live-fire operation.
1. Move a shooter or relay of shooter from the Relay Staging Area to the Firing Line.
2. Prepare the shooter or shooters at their respective firing positions/points on the firing line.
3. Conduct live-firing from the Firing Line.
4. Cease all firing on the firing-line in preparation for the physical movement of personnel to/from the firing-line, or for any safety issue or concern. This is always the preliminary event to any “Clear” event.
5. Clear the firing-line of loaded firearms for whatever purpose deemed appropriate by the CRSO. This involves the removal of all munitions from all firearms on the firing-line and the opening of all actions (always verified by the Line RSO’s). This event is an “absolute neces-sity” before anyone should be permitted to move to/from the firing-line for any reason and, most certainly, before anyone is permitted to move down range, return to the Relay Staging Area or to the Marshaling Area.
6. Return the shooter or shooters to the Firing Line to resume a string of fire or to prepare for subsequent string(s) of live-fire. Usually commanded by “Move up to the Firing Line”.
7. Resume live-firing for subsequent string(s) of live-fire from the Firing Line.
8. Change the shooter or relay on the Firing Line with another shooter or relay.
9. Sanitize the Firing Line and Target Area upon conclusion of all live-firing by removing and properly disposing all shooting materials, ammunitions, spent cases, and target materials.
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C. RANGE COMMANDS: In order to ensure the safe, orderly conduct of live-fire operations, various Range Commands have been established and are recognized throughout the shooting sports. They are utilized throughout the entire range operation. A typical Range Command will consist of two components.
1. Preparatory Command: The Preparatory Command is the first component and is called to get the attention of a particular individual or group of individuals by the Chief Range Safety Officer (CRSO). The Preparatory Command serves as an “alert” that a Command of Execution is to immediately follow moment of hesitation should follow the Preparatory Command to give listeners time to process the “who” that it is intended for. There are four Preparatory Commands:
1. “RELAY NUMBER x _________” 2. “SHOOTER NUMBER x _______” 3. “SHOOTERS _________” 4. “FIRING LINE ________”
As can be seen:
RELAY NUMBER x ___ addresses a group of shooters. SHOOTER NUMBER x ___ addresses an individual shooter on the firing-line SHOOTERS addresses all shooters on the firing-line FIRING LINE addresses all personnel (shooter and official) on the firing-line
2. Command of Execution: The Command of Execution follows the Preparatory Command and is called to cause or produce a specific action or result. A list of twenty “typical” “Commands of Execution” include:
1. MOVE UP TO THE FIRING LINE 2. KEEP ALL MUZZLES POINTED DOWN RANGE 3. DO NO LOAD YOUR FIREARM(s) 4. OPEN ALL ACTIONS 5. PREPARE YOUR FIRING POSITION (station) 6. YOUR NEXT STRING OF FIRE WILL BE ____ 7. WITH ONE ROUND, LOAD AND MAKE SAFE YOUR FIREARM 8. YOU HAVE ____ MINUTES REMAINING 9. STAND BY ON THE FIRING LINE 10. READY OF THE LEFT (RIGHT) 11. ALL READY ON THE FIRING LINE 12. THE LINE IS NOT READY 13. REAMIN IN POSITION 14. CLEAR ALL FIREARMS 15. COMMENCE FIRING 16. CEASE FIRE! CEASE FIRE! CEASE FIRE! 17. THE LINE IS CLEAR 18. MOVE BACK FROM THE FIRING LINE 19. MOVE DOWN RANGE 20. MISFIRE
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D. RANGE COMMAND MATRIX:
PREPARATORY COMMAND for… COMMAND of EXECUTIONRELAY SHOOTER SHOOTERS FIRING- NUMBER NUMBER LINE X X X MOVE UP TO THE FIRING LINE X X KEEP ALL MUZZLES POINTED DOWN RANGE X X X DO NOT LOAD YOUR FIREARM(s) X X X OPEN ALL ACTIONS X X X PREPARE YOUR FIRING POSITION (station) X X X YOUR NEXT STRING OF FIRE WILL BE ___ ROUND(s) X X X WITH ___ ROUND(s), LOAD AND MAKE SAFE YOUR FIREARM X X X YOU HAVE ___ MINUTES REMAINING X X STAND BY ON THE FIRING LINE X READY ON THE LEFT (RIGHT) X X X ALL READY ON THE FIRING LINE X X X THE LINE IS NOT READY X X X REMAIN IN POSITION X X CLEAR ALL FIREARMS X X X COMMENCE FIRING X X X CEASE FIRE! CEASE FIRE! CEASE FIRE! X X X THE LINE IS CLEAR X X MOVE BACK FROM THE FIRING LINE X X MOVE DOWN RANGE X MISFIRE
In the above matrix, an “X” in a PREPARATORY COMMAND column indicates that the Command of Execution must be preceded by at least one of the Preparatory Commands as checked with an “X”.
The actual Preparatory Command will depend on the situation as determined by the Chief Range Safety Officer.
When in doubt, the Preparatory Command of FIRING-LINE is recommended as it addresses and gains the attention of ALL personnel on the firing-line, to include Range Officials (RSO’s)
Example: FIRING LINE – DO NOT LOAD YOUR FIREARMS or SHOOTERS – DO NOT LOAD YOUR FIREARMS
Example: SHOOTER NUMBER 4 – YOU HAVE 2 MINUTES REMAINING or FIRING LINE – YOU HAVE 2 MINUTES REMAINING
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North Carolina Hunter Education CourseSHOTGUN
LIVE-FIRE RANGE OPERATIONS
A. LIVE-FIRE OPERATIONS: Live-fire operation at a Shotgun Range is no less a logical and controlled series of events than for a Rifle or Pistol Range. It is still the sole responsibility of the Chief Range Safety Officer to maintain positive control during the entire series of events and to ensure the proper performance of Range Officials and shooters. The singular, overriding concern is always safety.
B. BASIC SERIES OF EVENTS: Live-fire shotgun operations begin with moving the first shooter to the Shooting Station and concludes with sanitizing the Shooting Station and Shotfall Zone.
C. There are also nine logical Series of Events for a Shotgun Live-Fire operation. They are provided as a guide for Chief Range Safety Officers who may exercise all or only a few for any one spe-cific event. Regardless, the “sequencing” of these events deserves strong consideration on the part of the Chief Range Safety Officer when he plans his live-fire operation.
1. Move a shooter to the Shooting Station.
2. Prepare the shooter at the Shooting Station by employing a dry-fire demonstration of point and swing, with follow through.
3. Conduct live-firing from the Shooting Station.
4. Cease all firing at Shooting Station in preparation for the physical movement of persons to/from the Shooting Station, or for any safety issue or concern. This is always the preliminary event to any “Clear” event.
5. Clear the Shooting Station of loaded firearms for whatever purpose deemed appropriate by the CRSO. This involves the removal of all munitions from all firearms and the opera-tion of all actions (always verified by a RSO). This event is an “absolute necessity” before anyone should be permitted to move to/from the Shooting Station for any reason and; most certainly, before anyone is permitted to move into the Shotfall Zone, return to the Relay Staging Area or to the Marshaling Area.
6. Return the shooter Shooting Station to resume another round fire.
7. Resume live-firing at the Shooting Station.
8. Change the shooter at the Shooting Station with another shooter.
9. Sanitize the Shooting Station and Shotfall Zone upon conclusion of all live-firing by removing and properly disposing all shooting materials, ammunitions, spent cases, and target materials such as clays that can be located.
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D. RANGE COMMANDS: In order to ensure the safe, orderly conduct of live-fire operations, various Range Commands have been established and are recognized throughout the shooting sports. They are utilized throughout the entire range operation. Typically, a SHOTGUN Range Command for a single-shooter at a SINGLE Shooting Station will be limited to only a few well chosen words. NOTE: “Commands of Execution” will normally be chosen by the CRSO from the list of Commands provided for Rifle/Pistol Range Operations as these should be well understood by the student at this time. However, before the student actually begins to shoot, a brief 1-on-1 review of the commands to be used should be considered if there is any doubt on the part of the CRSO and the student of what commands might be used.
COMMANDS:
1. SHOOTER: This, of course, will be called by the CRSO and directed to the shooter. It also serves as an “alert” to the individual who will be operating the clay-throwing mechanism. As it is the “attention getter” (i.e. Preparatory Command) there will of course be the need for a moments hesitation immediately following the command for the student to prepare for the follow-on Command of Execution (See NOTE above).
2. CLAY: The Preparatory Command is called by the CRSO and is directed to the individual who is operating the clay-throwing mechanism. According to pre-arranged hand signals, the opera-tor is advised by the CRSO of how many clays and at what angle(s) they are to be thrown.
3. PULL: This is the “command”, called by the student when he/she is ready for the thrower to launch a clay (or clays). Immediately upon hearing this, the operator “throws” the clay(s) according to the flight scheme (number of clays and pattern(s) indicated by the CRSO (See CLAY above).
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SAFETY SIGNALS
Communication between the Chief Range Safety Officer and his/her subordinate Range Safety Offi-cers are crucial. Time and clarity of communication cannot be over-emphasized.
During live-fire operations, the Range Safety Officer primary duty is to closely observe and monitor each shooter under his/her “umbrella of responsibility”. Ideally, there will be a RSO on the left and right of the CRSO who positions himself in the middle of the firing line, slightly aft of the two RSO’s.
Each RSO should position himself/herself somewhere in the “middle” of his/her umbrella so that maximum observation and minimum time to react are enhanced.
When the CRSO commands READY ON THE RIGHT (or LEFT), the appropriate RSO, after ascer-taining his/her shooter to be in full readiness, turns at a 45 degree angle towards the CRSO and raises his/her closest arm over head to signal “READY”. In the case of the left side RSO, he/she will raise his/her right arm. Vice versa for the right side RSO.
If a flank of the line is NOT ready, the affected RSO will turn 45 degrees toward the CRSO with both arms held high overhead, wrists crossed and fists clenched, to signal a “NOT READY” condition. When acknowledged by the CRSO, the RSO then turns attention immediately to the shooter.
A whistle is a very effective means of communicating a cease-fire or misfire command from the line back to the CRSO. Each RSO and the CRSO should have one and discuss how they are to be used. This, of course, should be addressed during the Range Officers Brief as well.
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N.C. WILDLIFE RESOURCES COMMISSIONGUIDELINES FOR ORGANIZING AND CONDUCTINGSHOOTING TOURNAMENTS
I. STATE
A. The NCWRC State Shooting Tournament will be governed and conducted by the NCWRC with the assistance of our volunteer force.
B. A separate Hunter Education Tournament Advisory Committee will be appointed by the Exec-utive Director of the NCWRC to include representatives from the following organizations: N.C. Wildlife Federation, State Future Farmworkers of America, N.C. Bowhunters Association, N.C. Rifle and Pistol Association, National Rifle Association, N.C. Gun Collectors Association, a member of the NCWRC, the N.C. (4-H) Extension Service, Guilford Bowhunters, or any interested person or group associated with shooting, conservation or education.
Duties: The Advisory Committee will make recommendations to the NCWRC for the site
selection and sponsorship for the annual State Tournament. The recommendations will be presented at the October Commission meeting. The site selected will be notified immediately.
C. The State Tournament will be directed by a Steering Committee. The N.C. Hunter Education
Coordinator will be the State Tournament director and the tournament sponsor representa-tive will be the Steering Committee chairman. The host district lieutenant will be the Assistant Tournament Director. These three (3) officials will appoint the rest of the Steering Committee and its subcommittees following procedures for districting tournaments.
Duties: The Steering Committee will plan, coordinate, and operate the State Tournament and
notify participating schools of the location of the State Tournament in January at the same time they are notified of the District Tournament location. The commission may approve one or more sponsor(s) in addition to the host sponsor.
D. The State Tournament will be held on the 4th Saturday in April at the site approved by the
NCWRC. In the event that the 4th Saturday falls on Easter Weekend, the following weekend will be designated to hold the tournament.
E. Senior Category: Each district conducting a tournament will be allowed to bring their top three (3) Senior schools (one team per school) that score a minimum of 2,700 points in their District Tournament. Each district may send the district champion and runner-up, regardless of points.
F. Junior Category: Each district conducting a tournament will be allowed to bring their junior champion and runner-up, regardless of points, and up to three (3) junior schools (one team per school) per district that score at least a minimum of 2,400 points in their District Tournament.
G. Qualifying teams will be given invitations immediately following the District Tournament by the District. The District will notify the Raleigh office of all qualifying teams.
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H. All registration forms for the State Tournament will be returned to Raleigh by the 15th of April with the registration fee of $80.00.
I. Ammunition and targets for the State Tournament will be ordered based on the pre-registra-tion. The ammunition and targets will be purchased in bulk and withdrawn on a warehouse order form.
J. Trophies and plaques for the State Tournament will be awarded for 1st, 2nd, and 3rd placing teams and individuals in the shotgun, rifle, archery, hunter skills and aggregate categories. In addition to the team trophy, each team member will receive a plaque. All participants in the State Shooting Tournament will receive a patch or hat pin.
K. In the event that a National Tournament is held, review of the National rules and regulations will govern eligibility.
L. Subcommittees for the State Tournament are as follows:
1. Shotgun Subcommittee
Members: A WEO chairman, a volunteer vice-chairman, a volunteer trap field referee (back-up scorer), and official scorer, pullers, and ammunition officer per trap field.
2. Rifle Subcommittee
Members: A WEO chairman, a volunteer vice-chairman, and a block safety officer, target poster, target scorers, and an equipment inspector.
3. Archery Subcommittee
Members: A WEO chairman, a volunteer vice-chairman, volunteers, arrow puller and scorer per shooting lane, and an equipment inspector.
4. Black Powder Subcommittee
Members: A WEO chairman, a volunteer vice-chairman. and volunteers.
5. Hunter Skills Subcommittee
Members: A WEO chairman, a volunteer vice-chairman, volunteers for each orienteering event, volunteers for the wildlife ID and test portion.
6. Arrangements Subcommittee
Members: A volunteer chairman, a volunteer vice-chairman, and workers.
Responsibilities: Responsible for physical facilities including but not limited to food for volunteers, staff, coaches participants, and spectators as well as adequate rest rooms, park-ing, and other necessities.
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7. Arbitration Subcommittee
Members: The tournament director will be the chairman and a representative from each subcommittee will constitute the membership.
Responsibilities: All complaints and appeals related to scoring or rules and conduct of the tournament shall be resolved by a fair hearing of evidence and majority vote of a quorum (the chairman and four members) of the Arbitration Committee.
8. Registration, Scoring, and Awards Committee
Members: The district lieutenant not designated as a tournament director shall be chair-man, a volunteer vice-chairman, and a minimum of three to five assistants depending on the number of pre-registered participants.
Responsibilities: Awards and trophies will be handled by this committee, with the assis-tance of the assistant tournament director. Registration and scheduling of events and times. Scores received and tallied, winners determined.
K. Each event chairman is responsible to oversee the setup, operation, close, and policing of his range or area of responsibility.
L. All District Tournaments will be conducted under the same rules as the State Tournament unless specifically addressed in section II of these guidelines.
M. The District Tournament Director shall submit to the Raleigh Office (through the district cap-tain) a district listing of numerically ranked junior and senior teams, including their scores in all categories and in aggregate, within three days of their District Tournament but no later than the 1st of April.
N. Qualifying teams earn the privilege of advancing to state competition and possibly on to the Nationals.
II. DISTRICT
A. The District will set the date and location of the District Tournament during the first week of January. The District Tournaments will be held during the month of March.
B. Each District will mail an invitation to all the schools who have taught or will teach hunter education classes prior to the District Tournament that year.
C. Invitations will be mailed to eligible schools by January 10th each year. The invitation will have a form letter and application blank giving the date and location of the District Tournament. The registration fee will be $40.00 for all District Tournaments. Rules and registration forms will be included in the invitation.
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D. All registration fees will be by check payable to “NCWRC Hunter Education” and returned to the District represenative who mailed the invitation. The district captain will forward the checks along with copies of the district school registration to the Raleigh within three days of their District Tournament but no later than the 1st of April.
E. Each district will draw participants hat pins, ammunition and targets for the District Tourna-ment based on the school pre-registration forms from the Wildlife Warehouse using the appro-priate form.
F. Ammunition, targets and trophies will be purchased by competitive state bids. The same ammu-nition will be used in the District Tournaments and the State Tournament when available.
G. District trophies will be purchased by competitive bids and awarded and awarded to senior and junior first, second and third place teams in shotgun, rifle, archery, hunter skills and aggregate. District plaques will be awarded to first place individuals in the same events. A participant patch or hat pin will be given to each district participant.
H. Each District Tournament will be directed by a Steering Committee. The Steering Committee shall consist of, but not be limited to; the district captain, both district lieutenants (one of who shall be designated as tournament director), a volunteer chairman, who may be selected by the captain and lieutenants, and other volunteers as deemed necessary by the tournament director and Steering Committee chairman.
I. Subcommittees for the District Tournaments shall be established as follows:
1. Shotgun Subcommittee
Members: A WEO chairman, a range officer, puller and scorer.
2. Rifle Subcommittee
Members: A WEO chairman, an equipment inspector and safety officers.
3. Archery Subcommittee
Members: A WEO chairman and safety officers.
4. Hunter Skills Subcommittee
Members: A WEO chairman and safety officers.
5. Arrangements Subcommittee
Members: A WEO chairman and two to four workers.
Responsibilities: Responsible for physical facilities including but not limited to food for volunteers, staff, coaches participants, and spectators as well as adequate rest rooms, parking, and other necessities.
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6. Arbitration Subcommittee
Members: The tournament director will be the chairman and a representative from all other subcommittees will constitute the membership.
Responsibilities: All complaints and appeals related to scoring or rules and conduct of the tournament shall be resolved by a fair hearing of evidence and majority vote of a quorum (the chairman and four members) of the Arbitration Committee.
7. Registration, Scoring, and Awards Committee
Members: The district lieutenant not designated as a tournament director shall be chairman, a volunteer vice-chairman, and a minimum of three to five assistants depending on the number of pre-registered participants.
Responsibilities: Awards and trophies will be handled by this committee, with the assistance of the tournament director. Registration and scheduling of events and times. Scores received and tallied, winners determined.
K. Each event chairman is responsible to oversee the setup, operation, close, and policing of his range or area of responsibility.
L. All District Tournaments will be conducted under the same rules as the State Tournament.
M. The District Tournament director shall submit to the Raleigh Office (through the district cap-tain) a district listing of numerically ranked junior and senior teams, including their scores in all categories and in aggregate, within three days of their District Tournament but no later than the 1st of April.
O. Qualifying teams earn the privilege of advancing to state competition and possibly on to the Nationals.
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North Carolina Archery in the Schools SECTION HE12 N.C. Archery in the Schools
National Archery in the Schools Instructor Application
National Archery in the Schools Mission and Objectives
N.C. Archery in the Schools Instructor Requirements
Instructor Compliance, Code of Conduct and Ethics
Instructor Revocation
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NORTH CAROLINA ARCHERY IN THE SCHOOLS APPLICATION FOR INSTRUCTOR CERTIFICATION
(PLEASE PRINT)
FULL NAME:___________________________________________________________________
STREET ADDRESS:______________________________________________________________
CITY:__________________________________ STATE:_______________ZIP_______________
COUNTY:______________ BIRTHDATE:_______________ SEX:________ RACE:_________
HOME PHONE:_____________________ BUSINESS PHONE:_______________________
EMAIL ADDRESS__________________________________________________
OCCUPATION:__________________________ DRIVER LICENSE#_____________________
EMPLOYER:____________________________________________________________________
PREVIOUS ARCHERY AND OTHER SHOOTING SPORTS EXPERIENCE, IF ANY:________________________________________________________________________________
SPECIAL SKILLS OR INTERESTS:__________________________________________________
ARE YOU INTERESTED IN HUNTER EDUCATION INSTRUCTOR CERTIFICATION Y___ N___
I understand that if appointed as a Archery in the Schools or Hunter Education Instructor I will utilize my appointment solely for the purpose of teaching the North Carolina Archery in the Schools Program or Hunter Education Course as prescribed by the North Carolina Wildlife Resources Commission. I understand that my certification will be terminated unless I have actively participated in at least one instructional course within a two year period and continuation of my certification will be renewed by the active participation of at least one instructional course every two years. I agree that instruction will be offered to all persons wishing to participate without regard to race, color, national origin, sex, age or handicap. I further agree to adhere to the code of con-duct and ethics that are set out by the N.C. Wildlife Resources Commission for Hunter Education Instructors.
_______________________________________________________________________________ Signature Date
Equal opportunity to participate in and benefit from Hunter Education programs is available to all individuals without regard to their race, color, national origin, sex, age or handicap. Complaints of discrimination should be sent to the Office of Equal Opportunity, U.S. Department of Interior, Office of the Secretary, Washington D.C. 20240; and the North Carolina Wildlife Resources Commission, Personnel Office, 1751 Varsity Drive, Raleigh N.C. 27606
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National Archery in the Schools Mission:
The National Archery in the Schools Program (NASP) is a joint venture between state departments of Education and Wildlife. Several archery equipment manufacturers and organizations are also partners. The program promotes student education, physical education and participation in the life long sport of Archery. The program’s focus is to provide International Style Target Archery training in physical education classes’ grades 4 thru 12 promotes student education, physical education and participation in the life long sport of Archery.
N.C. Archery in the Schools Objective:
Provide North Carolina’s 4th thru 12th grade physical educational students with a safe, well organized and highly structured introduction to International Style Target Archery to increase the students’ knowledge and appreciation for outdoor recreation and the shooting sports.
North Carolina Archery in the Schools Instructor Requirements
1. Complete the N.C. Archery in the Schools Instructors Application.
2. Complete the 12 hour N.C. Archery in the Schools Instructors Course, and score 80 percent or higher on the written examination.
3. Submit to a background investigation including a records check which reveals no disqualifying convictions. Disqualifying convictions are listed as follows:
a) A felony. b) A crime or unlawful act defined as a “Class 1” misdemeanor within the five-year period
prior to the date of application; or c) Any conviction of the game and fish law which would require a mandatory suspension and
or revocation of a license as indicated in G.S. 113-276.3 within the three year period prior to the date of application.
4. Be a licensed and currently active teacher in North Carolina or actively involved with a Home School Organization or other non-traditional educational organization for 4th thru 12th grade curriculum requirements.*
*Any individual requiring Basic Archery Instructor (BAI) or Basic Archery Instructor Trainer (BAIT) for any purpose other than NASP will have to provide their own training material packet (training manual, etc.) unless otherwise an active N.C. Hunter Education Instructor. Only individuals trained by NCWRC approved instructors will be allowed to teach NASP in North Carolina.
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INSTRUCTOR COMPLIANCE, CODE OF CONDUCT AND ETHICS
The purpose of this document is to establish the basis upon which N.C.’s Hunter Education Program will be administered. It is also the intent of this document to clearly describe the responsibilities and general obligation of the instructor regarding the subject of compliance, code of conduct and ethics. We appreciate and thank you for your time that you give as a volunteer instructor. Cooperation with the ten listed items within this document will help to ensure a good learning environment and project a positive role within the Hunter Education Program.
1. I agree to comply with all instruction as set forth within the instructor’s workshop, any policy, procedure or manual produced to ensure uniform instruction to all students of the N.C. Archery in the Schools Program and the Hunter Education Course.
2. The use of alcoholic beverages of any kind before or during a class is prohibited and is incon-sistent with the purpose of the N.C. Archery in the Schools Program and the Hunter Educa-tion Program.
3. Profane, obscene, racial, ethnic, cultural or demeaning statements, gestures or materials of any kind will be prohibited and will not be used in any portion of the N.C. Archery in the Schools Program and the Hunter Education Program.
4. Open criticisms of other instructors and/or heated disagreements between instructors in front of a class are prohibited. Disagreements between instructors and NCWRC employees will be resolved in a professional and courteous manner.
5. Eating and use of any tobacco products are prohibited during any Hunter Education Program training activities. These activities are permissible during breaks, outside the classroom.
6. Instructors are prohibited from lobbying for political causes and/or distributing politically motivated material or engaging in any solicitation or commercial activity for financial gain.
7. No instructor shall deliberately make a false statement or comment, or conduct themselves in any manner that would bring discredit to any student, the Hunter Education Program or the NCWRC. Falsification or misrepresentation of any records or reports will not be permitted.
8. Instructors shall comply with the fish and game laws and regulations. They shall not commit or be found guilty of any felony.
9. Instruction of all the materials contained in the N.C. Archery in the Schools must be taught. You may add any appropriate subject materials; however, no areas of interest can be deleted.
10. Complaints and/or reported violations of this document will be investigated by a NCWRC employee. Substantiated violations and/or failure to comply with this document by any volun-teer instructor may result in immediate revocation of his or her instructor certification and/or denial of renewal of his or her instructor certification.
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REVOCATION OF INSTRUCTOR CERTIFCATION
Instructor certification may be revoked and/or rescinded for any of the following purposes:
1. Failure or refusal to comply with program policies concerning course requirements and/or instructor responsibilities.
2. Failure to actively participate in the program. This includes failure to teach or assist in at least one class every two years.
3. Falsifying program records and/or documents. 4. Violation of any part of the “Code of Conduct”. 5. Conviction of a felony, a crime or unlawful act defined as a “Class 1” misdemeanor by the N.C.
General Statutes. Any conviction of the game and fish law which would require a mandatory suspension and/or revocation of license as indicated in G.S. 113-276.3
Instructors who leave the program voluntarily with a good record may be automatically reinstated within two years by contacting their District Hunter Education Specialist.
Instructors who are absent from the program for longer than two years may have to complete training before being reinstated.
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DISABLED PERSONS SECTION HE13
Disabled Persons
DISABLED PERSONS
• The N.C. Hunter Education Program is required to be accessible to handicapped or disabled persons. Reasonable accommodations must be made for disabled persons as a rule.
• Handicapped or disabled persons must not be denied the opportunity to participate in or ben-efit from the Hunter Education Program.
• The location of facilities shall not have the effect of excluding handicapped or disabled per-sons from, deny them the benefits of, or otherwise subject them to discrimination under the Hunter Education Program.
• Hunter Education Program services must be provided to handicapped or disabled persons in an integrated setting. This means, whenever possible programs should be available to persons with disabilities in the same settings under similar circumstances as are available to persons who are not disabled.