Course Title:
Amphibious Warfare
Target Audience:
Naval ROTC students commissioning into the Marine Corps
Course Learning Objectives:
1. Know the significant events of history relating to amphibious operations. Comprehend their impact on the evolution of amphibious warfare doctrine.
2. Comprehend the problems and advantages relative to employment of amphibious forces in the modern era, including the impact of nuclear warfare on amphibious tactics and amphibious operations.
Materials Needed
(Student texts):
1. Bartlett
2. Clifford, K.J., Progress and Purpose: A Developmental
History of the United States
3. Isely and Crowl, U.S. Marines and Amphibious War (Princeton,
NJ: Princeton University Press, 1951), pp. 580-590 (student resource textbook,
3-5 per
Course Outline
Module I: Fundamental Concepts, Theories, Themes, and
Terms
* I 1 Introduction and Syllabus I-1-1
* I 2 Warfighting and the POW I-2-1* I 3 Offense and Defense in Amphibious Ops I-3-1
* I 4 Themes and Types of Amphibious Ops I-4-1
I 5 Tactical Decision Games (TDG) (Optional) I-5-1
* II 1 Marathon , 490 B.C.
II-1-1
II 2 Caesar's
Invasion of II 3
* II 4 Vera Cruz, 1847 II-4-1
II 5 Invasion of the
II 6
II 7
II 8 Tanga, 1914 II-8-1
* II 9 Gallipoli, 1915 II-9-1
II 10 Zeebrugge, 1918 II-10-1
* II 11 The Interwar Years: Developing a Doctrine II-11-1
II 12 European Strategy and
II 13
II 14 Salerno
II 15 * II 16
II 17 Pacific Strategy and
* II 18
II 19 The
* II 20
* II 21
II 22 Lessons of World War II II-22-1
* II 23
* II 24
II 25 The
II 26
II 27
Module III: Amphibious Operations, Today and Tomorrow
* III 1 Marine Air-Ground Task Force (MAGTF) III-1-1
* III 2 Expeditionary Operations III-2-1* III 3 Maritime Prepositioned Forces (MPF) III-3-1
* III 4 Expeditionary Maneuver Warfare III-4-1
III 5 Expeditionary Strike Group (ESG) (Optional) III-5-1
* Focal Lessons
Instruction
procedure/Learning procedure
A. Instructional method options in recommended order
1. Seminar
discussion
2. Lecture and
discussion
3. Lecture
B. Learning Activities
1. Tactical
Decision Games (TDG)
TDGs provide the student with an opportunity to develop decision-making
skills based on the lessons they learned in the classroom. TDGs can use sand
tables, topographical maps, or basic drawings. The instructor must keep in mind
that many of the students may not possess the skills necessary to participate in
such exercises. Therefore, it is imperative that the instructor understand
his/her students’ capabilities and make time to teach the fundamentals of TDG,
which may include unit formation, weapons capabilities, symbology, map reading,
etc.
2. Wiki group
projects
During Module II, the class will be divided into four groups
(3-5 students per group) to cover the following selected time periods:
*Pre WWII
*WW II – European Theater
*WW II – Pacific Theater
*Post WWII
Each group will construct a wiki covering the selected
periods in order to produce a consolidated, informative and innovative way of
presenting the selected time period to the rest of the class. The wikis must
cover the major battles of the time period as introduced in the first class
introducing the course and as noted in the course syllabus. The Wiki should
focus on the major strategies used during the period (noting which ones worked
and which one did not), political and geographic considerations, major military figures and any outcomes
or innovations that resulted from the period.
Evaluation
1. Class Participation - 15 pts
Class participation covers all aspects of classroom
participation and preparedness; i.e. being in class and on-time, reading all
assigned material prior to class, participating in discussions, TDG’s, etc.
2. Module tests - 60 pts (3 x 20 pts)
3. Wiki Project - 25 pts
The wiki project will be due 1 week prior to the end of
module II so that each group can present their wiki to the class and we can
discuss prior to the Module two test. The wiki will be graded on content,
presentation, group collaboration and participation (the students will grade
each other on collaboration and participation in the project, with 10 of the 25
points coming from that assessment)
Your lesson plan did a good job of incorporating the knowledge construction technique outlined by West & West (2009). The subject matter lends itself perfectly to this technique, as your lesson requires the learners to acquire an understanding of the subject and develop decision-making skills. I like the way the Wiki assignment incorporates Bloom’s Taxonomy (remembering and understanding). Remembering (listing, defining, labeling) – students have to list the major battles of the time period and the major strategies used during the time period. IN addition, the students’ Wikis assignment must demonstrate understanding (summarizing, organizing, interpreting) of why the strategies worked or did not work.
ReplyDeleteReferences:
West, J. and West, M. (2009). Using Wikis for Online Collaboration: The Power of the Read-Write Web. Kindle Edition
I agree with all of Sonara’s points. This is a well thought out class. I would want to take this class.
ReplyDeleteI am somewhat taking the role of devil advocate with my following comments. I just want to give you something to think about when teaching. Writing these comments challenged my thinking about the students that take my classes.
Is the TDGs something like a game of Risk (board game) or is it a computer simulated game? How are you going to assess the students’ involvement in this? Is being present, watching the TDGs enough? What about the personal values of students, do you have alternative plan if the student is a pacifist? What accommodations are available for students with learning or physical disabilities?
I really like the details in your description of how you will be assessing the students. However, to describe your expectations completely, I would suggest using a rubric. You can use the checklist similar to what Dr. K uses in our syllabus or a table like the ones that are created using an online rubric maker.
Thanks for sharing this class plan. It really does sound like an interesting class.
Dawn,
DeleteThe TDGs are simple “what if” scenarios; I.e. you are a given a scenario, with associated map, telling you that you are a platoon commander with this equipment and this is your mission. The scenario also gives expected enemy force size and equipment and maybe where they were last seen. Now, it's what would you do and why.
There is no right or wrong answer; I only require they be able to explain why they did what they did. I usually had a couple students run through their details on a large map or drawing and then we would discuss as a class. This is almost always the students’ favorite activity of the course.
Dean,
ReplyDeleteIt appears that you think very much like me. I like that your plan is detailed without being overwhelming. The student knows what is expected without getting into minutia. I believe any clarifications need to occur in the classroom or at the student’s request.
Like Sonora established, your Wiki project is used to demonstrate West and West’s knowledge construction category. Many courses are designed solely to transfer information from the source (instructor, text, etc.) to the learner. Since this is the goal of amphibious warfare training, the Wiki does a good job in that regard. It also demonstrates comprehension, which is the second part of the first learning objective and the entire second objective. In requiring students to assess political considerations, evaluate effective strategies, and analyze outcomes of the assigned period, the Wiki project also addresses West and West’s “critical thinking” category.
Great job!