The goal of this lesson is NOT to create artillery experts. The online work is designed to give students enough information about the topic so that they can intelligently incorporate it into the tactical scenarios that form the foundation of our pedagogy. They get familiarized with some basic artillery systems, capabilities and the call for fire format. Endstate is that a student can successfully plan one of these basic artillery systems into a scenario and correctly perform a technically correct Call for Fire. The simulator is linked at the end of the lesson but it is far from intuitive. Instructors must become proficient with its use to correctly guide the in-class culmination.
The lesson is divided into 3 pages and supports the Army Learning Model 2015 and the endeavor to convert the teaching pedagogy to Outcomes Based.
The Competencies marked with an (*) can be supported in this lesson:
21st Century Soldier Competencies From Army Learning Model 2015 (our version of the ISLIC standards)
• *Character and accountability
• Comprehensive fitness
• *Adaptability and initiative
• *Lifelong learner (includes digital literacy)
• *Teamwork and collaboration
• *Communication and engagement (oral, written, negotiation)
• *Critical thinking and problem solving
• *Cultural and joint, interagency, intergovernmental, and multinational competence
• *Tactical and technical competence (full spectrum capable)
Page 1: Introduction to Artillery
Students are exposed to 4 different types of artillery systems. Major take aways are as follows:
-Artillery shoots low and far
-Mortars shoot short and high
-Effects of an artillery explosion are probably NOT as destructive as students were led to believe by television and movies
-Artillery is not as accurate or responsive as students were led to believe by television and movies
Thread discussion to conclude the page is likely to reveal the items above. However, instructors must be able to lead the discussion and touch upon the responsibility that a leader has who must wield such a dangerous tool.
Grading Scale for Discussion 1 0 - 4 (more is better)
0 = Student fails to participate
1 = Student makes an attempt to answer the question and provide a thought.
2 = Student makes a marginally successful answer that captures at least one of the key objectives from page 1.
3 = Student makes a moderately successful answer that captures more than one of they page 1 objectives and relates use of artillery to leadership considerations.
4 = Student presents well organized and coherent thoughts. Recognizes most of the key take aways from page 1 in the videos. Effectively captures the key points in a coherent thread - especially as relates to leadership considerations.
Page 2: Explain Some Basic Munitions and Planning Considerations
Students get exposed to 3 types of munitions and the planning considerations for use of artillery. They must draw upon their previous knowledge of tactics and planning to best employ this new tool. Critical thinking is required as they synthesize their new knowledge. Group discussions allowed to leverage the collective intelligence and bring about better learning.
-Instructor must be able to guide the discussions and be tactically and technically correct:
Scenario 1- Possible solution is to use a combination of smoke to obscure the ambush site after contact. It is also correct to use HE to disrupt any counterattack force. Use of HE in the village would be discouraged as the scenario does not require them to enter the town.
Scenario 2 - Possible solution is to use smoke to obscure movement across open field and across bridge. Students must be careful to avoid using HE in such a way that it falls into the village.
Scenario 3 - Really no wrong answers. Looking for students to devise any number of ways to employ assets. Key would be if they identify that the mortar assets are the most responsive in a quickly changing environment. Best case, they take the 60MM asset with them on the patrol.
Key Outcome in any thread is the discriminating use of artillery. We do not want to create new enemies by being careless with firepower. Young leaders must be disciplined and THINK prior to employing this tool.
Video Thread with Marines - Students can identify rules of engagement, proportional use of force, confusion in leaders as to which artillery system to employ, time required to use artillery, difficulty in communications, smart decision to use SMOKE rounds to get the mortars onto target before using HE, video ends with hand-shakes because civilians were NOT hurt.
Grading Scale for Discussion 2A (Group Work) 0 - 4 (more is better)
0 = Student fails to participate in Group discussion
1 = Student makes an attempt to contribute and provide a thought.
2 = Student successfully contributes to Group intelligence. Attempts to provide insight to the planning and use of artillery but may not grasp proper context.
3 = Student makes a moderately successful answer that greatly contributes to the Group intelligence. Individual contribution and thoughts on planning are correct for context and tactics. Helps team arrive at a correct solution.
4 = Student leads group discussion and drives team to solution. Accepts / rejects input from other team members based on his/her superior knowledge of the topic and of tactics.
Grading Scale for Discussion 2B Marine Corp Video (Individual Work) 0-4 (more is better)
0 = Student fails to participate in individual discussion
1 = Student makes an attempt to contribute and provide analysis of leadership actions seen in video.
2 = Student recognizes some leadership actions and planning considerations seen in the video but may not be correct for tactics or context
3 = Student successfully identifies many of the leadership considerations and tactical decisions in the video. Provides an understanding of the context and why the actions in the video were correct or incorrect.
4 = Student successfully identifies most of the leadership considerations in the video and relates concepts to larger Military Science concepts. For example, notes that smoke rounds helped minimize casualties which is in accordance with the laws of land warfare, prevents insurgents from forming, preserves moral high-ground, etc.
Page 3: How to Call for Fire
Students learn the basic format to get on the radio and call for artillery. There are other formats and other assets (helicopters, aircraft, etc) but those are intentionally NOT covered in this lesson. Keep focus on the basics. Be prepared to answer additional questions on "what ifs" from students but ensure they stick to the basic format.
Call for Fire requires that a student build upon all their tactical knowledge obtained during previous Mil Science classes. It especially requires an ability to employ their Land Navigation and Terrain Association skills for the simulator. Students must be able to plot own position, conduct map resection and terrain associate in order to initiate Call for Fire. They must follow the correct format and apply the lessons learned in the two videos on Bracketing to successfully adjust fire.
Grading Scale for In-Class Assessment:
0 = Student is unable to complete exercise
1 = Student is able to plot position on target and (with assistance) initiate a Call for Fire
2 = Student is able to plot own position, that of target and initiate Call for Fire. Fails to adjust rounds onto target.
3 = Student plots own position, that of target and uses a Call for Fire to get near target. Requires minimal instructor help to adjust onto target.
4 = Student successfully plots own position on map, uses resection to identify target and initiates a proper call for fire with subsequent bracketing adjustment
NOTE - instructors must practice with the simulator prior to class. Instructors must also bring paper maps and protractors for the exercise so that all students can participate while an individual is being tested. As this is a very difficult technical task, it may be necessary to shift the grading scale to a simple GO / NO GO. Be prepared to shift exercise to small group format if Cadets are unable to accomplish an Adjust Fire individually.
The lesson is divided into 3 pages and supports the Army Learning Model 2015 and the endeavor to convert the teaching pedagogy to Outcomes Based.
The Competencies marked with an (*) can be supported in this lesson:
21st Century Soldier Competencies From Army Learning Model 2015 (our version of the ISLIC standards)
• *Character and accountability
• Comprehensive fitness
• *Adaptability and initiative
• *Lifelong learner (includes digital literacy)
• *Teamwork and collaboration
• *Communication and engagement (oral, written, negotiation)
• *Critical thinking and problem solving
• *Cultural and joint, interagency, intergovernmental, and multinational competence
• *Tactical and technical competence (full spectrum capable)
Page 1: Introduction to Artillery
Students are exposed to 4 different types of artillery systems. Major take aways are as follows:
-Artillery shoots low and far
-Mortars shoot short and high
-Effects of an artillery explosion are probably NOT as destructive as students were led to believe by television and movies
-Artillery is not as accurate or responsive as students were led to believe by television and movies
Thread discussion to conclude the page is likely to reveal the items above. However, instructors must be able to lead the discussion and touch upon the responsibility that a leader has who must wield such a dangerous tool.
Grading Scale for Discussion 1 0 - 4 (more is better)
0 = Student fails to participate
1 = Student makes an attempt to answer the question and provide a thought.
2 = Student makes a marginally successful answer that captures at least one of the key objectives from page 1.
3 = Student makes a moderately successful answer that captures more than one of they page 1 objectives and relates use of artillery to leadership considerations.
4 = Student presents well organized and coherent thoughts. Recognizes most of the key take aways from page 1 in the videos. Effectively captures the key points in a coherent thread - especially as relates to leadership considerations.
Page 2: Explain Some Basic Munitions and Planning Considerations
Students get exposed to 3 types of munitions and the planning considerations for use of artillery. They must draw upon their previous knowledge of tactics and planning to best employ this new tool. Critical thinking is required as they synthesize their new knowledge. Group discussions allowed to leverage the collective intelligence and bring about better learning.
-Instructor must be able to guide the discussions and be tactically and technically correct:
Scenario 1- Possible solution is to use a combination of smoke to obscure the ambush site after contact. It is also correct to use HE to disrupt any counterattack force. Use of HE in the village would be discouraged as the scenario does not require them to enter the town.
Scenario 2 - Possible solution is to use smoke to obscure movement across open field and across bridge. Students must be careful to avoid using HE in such a way that it falls into the village.
Scenario 3 - Really no wrong answers. Looking for students to devise any number of ways to employ assets. Key would be if they identify that the mortar assets are the most responsive in a quickly changing environment. Best case, they take the 60MM asset with them on the patrol.
Key Outcome in any thread is the discriminating use of artillery. We do not want to create new enemies by being careless with firepower. Young leaders must be disciplined and THINK prior to employing this tool.
Video Thread with Marines - Students can identify rules of engagement, proportional use of force, confusion in leaders as to which artillery system to employ, time required to use artillery, difficulty in communications, smart decision to use SMOKE rounds to get the mortars onto target before using HE, video ends with hand-shakes because civilians were NOT hurt.
Grading Scale for Discussion 2A (Group Work) 0 - 4 (more is better)
0 = Student fails to participate in Group discussion
1 = Student makes an attempt to contribute and provide a thought.
2 = Student successfully contributes to Group intelligence. Attempts to provide insight to the planning and use of artillery but may not grasp proper context.
3 = Student makes a moderately successful answer that greatly contributes to the Group intelligence. Individual contribution and thoughts on planning are correct for context and tactics. Helps team arrive at a correct solution.
4 = Student leads group discussion and drives team to solution. Accepts / rejects input from other team members based on his/her superior knowledge of the topic and of tactics.
Grading Scale for Discussion 2B Marine Corp Video (Individual Work) 0-4 (more is better)
0 = Student fails to participate in individual discussion
1 = Student makes an attempt to contribute and provide analysis of leadership actions seen in video.
2 = Student recognizes some leadership actions and planning considerations seen in the video but may not be correct for tactics or context
3 = Student successfully identifies many of the leadership considerations and tactical decisions in the video. Provides an understanding of the context and why the actions in the video were correct or incorrect.
4 = Student successfully identifies most of the leadership considerations in the video and relates concepts to larger Military Science concepts. For example, notes that smoke rounds helped minimize casualties which is in accordance with the laws of land warfare, prevents insurgents from forming, preserves moral high-ground, etc.
Page 3: How to Call for Fire
Students learn the basic format to get on the radio and call for artillery. There are other formats and other assets (helicopters, aircraft, etc) but those are intentionally NOT covered in this lesson. Keep focus on the basics. Be prepared to answer additional questions on "what ifs" from students but ensure they stick to the basic format.
Call for Fire requires that a student build upon all their tactical knowledge obtained during previous Mil Science classes. It especially requires an ability to employ their Land Navigation and Terrain Association skills for the simulator. Students must be able to plot own position, conduct map resection and terrain associate in order to initiate Call for Fire. They must follow the correct format and apply the lessons learned in the two videos on Bracketing to successfully adjust fire.
Grading Scale for In-Class Assessment:
0 = Student is unable to complete exercise
1 = Student is able to plot position on target and (with assistance) initiate a Call for Fire
2 = Student is able to plot own position, that of target and initiate Call for Fire. Fails to adjust rounds onto target.
3 = Student plots own position, that of target and uses a Call for Fire to get near target. Requires minimal instructor help to adjust onto target.
4 = Student successfully plots own position on map, uses resection to identify target and initiates a proper call for fire with subsequent bracketing adjustment
NOTE - instructors must practice with the simulator prior to class. Instructors must also bring paper maps and protractors for the exercise so that all students can participate while an individual is being tested. As this is a very difficult technical task, it may be necessary to shift the grading scale to a simple GO / NO GO. Be prepared to shift exercise to small group format if Cadets are unable to accomplish an Adjust Fire individually.