Brown Belt.pdf

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

BROWN BELT

Revised 2015

https://vcepub.tecom.usmc.mil/sites/trngcmd/tbs/tbsmace

TABLE OF CONTENTS

Lesson ID Lesson Title Page #

MCCS-BRWN-2041 BAYONET TECHNIQUES........................3

MCCS-BRWN-2042 GROUND FIGHTING...........................15

MCCS-BRWN-2043 CHOKES....................................23

MCCS-BRWN-2044 THROWS....................................31

MCCS-BRWN-2045 UNARMED VERSUS HANDHELD WEAPONS...........39

MCCS-BRWN-2046 FIREARM RETENTION.........................47

MCCS-BRWN-2047 KNIFE TECHNIQUES..........................57

MCCS-BRWN-2048 FIREARM DISARMAMENT.......................65

MCCS-BRWN-2049 WARRIOR AS A GENTLEMAN....................75

MCCS-BRWN-2050 MARTIAL CULTURE STUDY: THE APACHES........79

MCCS-BRWN-2051 FREE SPARRING.............................87

GUIDED DISCUSSION 1: FINANCIAL RESPONSIBILITY............103

GUIDED DISCUSSION 2: THE OATH OF ENLISTMENT..............111

GUIDED DISCUSSION 3: LAWS OF WAR.........................119

GUIDED DISCUSSION 4: WARRIOR MORAL ETHIC.................133

MCCS-BRWN-2041

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

BAYONET TECHNIQUES

MCCS-BRWN-2041

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __07/31/2015_

MCCS-BRWN-2041

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Bayonet Techniques

LESSON DESIGNATOR: MCCS-BRWN-2041

TOTAL LESSON TIME: 2 hours

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Rifle/Training Rifle

 Bayonet Trainer

 Wooden Bayonet Trainer

 Flak Jacket

 Helmet

 Mouthpiece

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2041

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. As Marines we are constantly training to

fight America’s battles. The fighting that took place in battles

like Bloody Ridge, Bairoko, and Okinawa was “Close-In” fighting.

The fighting consisted of grenades, firing rounds while closing,

bayonets and even knives. During these engagements Marines were

confronted by multiple attackers and engagements. The techniques

that we will learn today were utilized by those Marines in such

battles. These skills are some of the many elements needed to

maintain combat readiness.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover bayonet techniques and the combat readiness.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Training will be conducted in three stages.

(1) Marines will execute techniques in the air.

(2) Marines will practice strikes on a pad or dummy.

(3) Marines will practice during free sparring.

d. Before training with firearms, unload and show clear.

e. When handling firearms, the weapons safety rules apply.

(1) Treat every weapon as if it were loaded.

(2) Never point a weapon at anything you do not intend to

shoot.

(3) Keep your finger straight and off the trigger until

you are ready to fire.

(4) Keep your weapon on “safe” until you intend to fire.

f. Conduct all practical application utilizing approved

training gear.

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2041

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of bayonet techniques.

BODY (45 MIN)

1. EXPLAIN

a. Purpose. The purpose of bayonet techniques is to disable

or kill an aggressor.

b. Principles. The principles for bayonet techniques are

mindset, grip, stance, movement, and channeling.

(1) Mindset. When engaged, your mindset is a factor of

success or failure. Mindset is the "mental trigger" during a

defining moment that enables you to commit to an attack. You

must have the superior mindset against the aggressor to succeed.

(2) Grip. It is possible to execute these bayonet

techniques while gripping the buttstock of the weapon, but the

stress is on being able to execute them from the pistol grip.

These are lethal, offensive techniques that can be used in

conjunction with assault fire movement.

(a) Grab the pistol grip with your right hand. Keep

your trigger finger off the trigger and included it in the grip.

(b) With the left hand, grab the hand guards of the

rifle under-handed.

with the right forearm.

(d) Keep movements of the bayonet blade within a box,

shoulder width across from your neck down to your waistline.

Always keep the bayonet end of the rifle oriented toward the

aggressor.

(3) Stance. All movement begins and ends with the

modified basic warrior stance. Create a smaller silhouette and

lower center of gravity by lowering your body at the knees and

create “eye-muzzle-target” toward the aggressor.

(4) Movement. Movement is used to get from one place to

another when the threat of contact is imminent. Use a controlled

and steady combat glide to avoid tripping while moving toward the

aggressor.

(5) Channeling. Channeling is using movement to place

one aggressor in front of the other. This will allow you to

MCCS-BRWN-2041

engage one aggressor at a time. Using the proper angles of

approach learned earlier in your martial arts training does this.

c. Fundamentals. The fundamentals for bayonet techniques

are approach, close, and entry.

(1) Approach. Approaching is used when you have located

the aggressor. While maintaining a combat glide, move toward the

aggressor until you are within 5 to 10 feet. The bayonet must

stay locked on the aggressor.

(2) Close. As you reach the critical distance of 5 to 10

feet, you will use a burst of speed to close the final distance

with the aggressor. Increase your speed by quickening your steps

without changing your stride length or standing upright. This

will cause the aggressor to hesitate and give you the

psychological and tactical advantage.

(3) Entry. The entry is made to get inside the

aggressor’s defense to conduct a lethal attack. The movement can

be a step forward or to an oblique to get within range.

(a) Target Areas. The primary target areas of the

body are the aggressors throat, groin, or face. The aggressor’s

torso can be another target area if it is not protected by body

armor.

(b) Striking Surface. Thrusts will use the point of

the bayonet and slashes will use the cutting edge of the bayonet.

Buttstrokes will use the toe of the buttstock off the rifle and

smashes will use the butt of the rifle.

TRANSITION: We have covered the purpose, principles, and

fundamentals, are there any questions? I will now demonstrate

the first technique.

2. DEMONSTRATE

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. One-On-Two Engagement. This technique is used to isolate

each aggressor to allow you to fight them one at a time.

(1) Assume the modified basic warrior stance

approximately 30 to 40 feet away from two aggressors staggered

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

MCCS-BRWN-2041

approximately 10 meters in stationary positions, as depicted

below.

(2) While moving toward aggressor, use angles of approach

to place one aggressor in front of the other, as depicted below.

(3) Use an economy of motion and no hesitation while

moving towards aggressors.

(4) Utilize natural terrain features and/or obstacles to

channel aggressors along with movement.

(5) Engage one aggressor at a time. Do not hesitate at

any time.

(6) Primary technique used is the straight thrust, unless

a disrupt is needed to disrupt your aggressor.

(7) When at closing distance, thrust bayonet to engage

the aggressor at the furthest possible distance.

b. Two-On-One Engagement. This technique is used to allow

two Marines to simultaneously attack one aggressor.

(1) Two Marines assume the modified basic warrior stance

approximately 20 to 30 feet away from one aggressor in a

stationary position, as depicted below.

MCCS-BRWN-2041

(2) Execute movement toward the aggressor. Do not allow

the aggressor to use angles of approach to place one Marine in

front of the other.

(3) Stay together in a manner that allows both Marines to

attack simultaneously, covering each other’s movement and attack.

This is accomplished by staying shoulder to shoulder until

closing, then attacking at a ninety-degree angle to each other.

Communication between the Marines is essential.

(4) Use an economy of motion and no hesitation while

moving towards the aggressor.

(5) Utilize natural terrain features and/or obstacles to

canalize the aggressor along with movement.

(6) Primary technique used is the straight thrust, unless

a disrupt is needed to clear a path for your blade.

c. Two-On-Two Engagement. This technique is used to allow

two Marines to isolate each aggressor, allowing you to fight them

one at a time.

(1) Two Marines assume the modified basic warrior stance

approximately 30 to 40 feet away from two aggressors staggered

approximately 10 meters in stationary positions, as depicted

below.

(2) While moving towards the aggressors use angles of

approach to place one aggressor in front of the other. At the

same time do not allow the aggressors to use angles of approach

and movement to place one Marine in front of the other.

(3) Stay together in a manner, which will allow both

Marines to attack one aggressor at a time, covering each other’s

movement and attack. This is accomplished by staying shoulder to

MCCS-BRWN-2041

shoulder until closing, then attacking at a ninety-degree angle

to each other. Communication between the Marines is essential.

Do not allow the aggressors to turn this into two, one-on-one

engagements.

(4) Use an economy of motion and no hesitation while

moving towards aggressors.

(5) Utilize natural terrain features and/or obstacles to

channel aggressors along with movement.

(6) Engage one aggressor at a time. Do not hesitate at

any time.

(7) Primary technique used is the straight thrust, unless

a disrupt is needed to disrupt your aggressor.

(8) When at closing distance, thrust bayonet to engage

the aggressor at the furthest possible distance.

4. PRACTICE

TRANSITION: We have learned bayonet techniques, are there any

questions? We must also be maintain combat readiness.

5. TIE-IN (COMBAT READINESS). Every individual Marine is

essential to the performance of his unit, and all Marine units

depend upon the effective performance of other units. A loss in

effectiveness can result in the loss of Marine lives. Every

Marine must know how to do his job; this translates into unit

effectiveness. But effectiveness is not necessarily combat

readiness. Combat readiness is effectiveness plus the desire and

ability to keep on fighting until the mission is accomplished.

Simply put it is the ability to maintain efficient and effective

performance while under enemy fire; to fight and win. The

objective of Marine Corps training is combat readiness.

INSTRUCTOR NOTE: Fault check student proficiency and safety.

MCCS-BRWN-2041

a. How To Achieve Combat Readiness

(1) Building unit discipline, proficiency, morale, and

esprit de corps.

(2) Training to enhance each Marine's knowledge of the

job, self-discipline, self-confidence, and leadership.

(3) Discipline, proficiency, morale, and esprit de corps

are leadership indicators that are dealt with in some detail as

leadership challenges. They are reflections of the willpower of

the individuals in the unit and are crucial to combat readiness.

We will now focus on the training concepts that contribute to a

unit's ability to succeed in combat.

b. How To Prepare Our Marines. "The great majority of

soldiers overcome fear, as they have done throughout their lives,

by an effort of will and by support from others." Why is this?

Where/how can we instill the "will?" How do we ensure

individuals will receive the needed support? Some suggestions

are:

(1) Develop a close knit and cohesive group.

(2) Avoid personnel turbulence.

(3) Know your Marines and be known by them.

(4) Promote and retain only the finest leaders.

(5) Train your Marines as they will be employed and as

nearly accurate to a combat environment as possible.

(6) Ensure all are physically fit.

(7) Train to ensure competent administration, logistics,

and communication.

(8) Train on how to identify and cope with combat

stresses.

(9) Provide realistic and stressful training to build

proficiency and confidence in leaders, unit, equipment, tactics,

weapons, and self.

(10) Provide firm fair discipline but ensure that you

emphasize and recognize superior performance.

(11) Cross train to ensure depth in unit proficiency and

leadership.

MCCS-BRWN-2041

c. Marines Must Train The Way They Intend To Fight.

(1) Realistic Training. Combat training must be

stressful and incorporate noise, smoke, danger, confusion, and

fatigue if it is to be moderately effective. The conditions

that are anticipated must be duplicated as much as possible. In

training exercise your ability to handle everything you expect

to handle in combat. Carry heavy loads; go on forced marches;

conduct low-level flight training; operate without supplies on

occasion to simulate the necessity of sharing rations, water,

and ammunition; practice care for casualties; and develop

physical strength and endurance to the level where everyone has

confidence in their ability to persevere. Use your imagination;

it is the responsibility of the leader to prepare the minds of

Marines for the shock of combat. Captain Von Schell said it

best in Battle Leadership:

In peace we should do everything possible to

prepare the minds of our soldiers for the strain

of battle. We must repeatedly warn them that war

brings with it surprise and tremendously deep

impressions. We must prepare them for the fact

that each minute of battle brings with it a new

assault on the nerves. As soldiers of the future,

we should strive to realize that we will be faced

in war by many new and difficult impressions;

dangers that are thus foreseen are already half

overcome.

(2) Train in the basic fundamentals. Emphasize

camouflage; cover and concealment; helo operations; movement;

preparation of battle positions; accuracy, control, and

distribution of fire; use of supporting arms; land navigation;

communicating with and without radios; noise and light

discipline; and other basic skills. All are essential elements

the combat leader must teach Marines so they can survive on the

battlefield.

(3) Training should emphasize the attack. We don't win

by defending. Defense is something that is only accomplished

when we are preparing to continue the attack. Even when

defending, aggressive patrol actions should take the fight to the

enemy, and familiarize him with what he can expect if he elects

to attack. Instinctively think of forward movement and instill a

desire to close with and destroy the enemy. Concentrate on day

and night offensive operations.

(4) Training should develop an aggressive spirit and

confidence in the fighting ability of the individual and the

unit. Emphasize close combat training. A Marine should be an

expert in unarmed combat and be able to skillfully fight with the

knife and bayonet. These skill areas require extensive training

MCCS-BRWN-2041

to master requisite speed and technique for effective use, but it

is worth it and Marines thrive on it. Hand-to-hand combat

training, bayonet training, unit events such as bear pits, push

ball, or other physical team oriented efforts develop confidence

and aggressive spirit.

(5) Cross training is essential. All Marines must not

only be able to perform their individual jobs, they must know how

to keep the unit operating at peak efficiency. This means

knowing one another's job and being able to keep the essential

equipment/weapons operating when combat power is crucial. Cross

training is a key element for maintaining cohesion when taking

casualties. All Marines must understand instinctively that their

first responsibility in combat is to join their force to others;

the unit must prevail. Only through effective control of unit

firepower can combat success be attained. Cross training will

also develop a depth of leadership ability that will allow for

the continued effectiveness of the unit if any leader becomes a

casualty. Train all your Marines to be ready and able to take

charge and make decisions if their leader is taken out.

(6) Train under adverse conditions. Combat will test

your ability to endure hardship. Marines must be conditioned to

withstand the effects of weather. Recall the experience of

Captain Barrow in Korea. Extreme weather conditions offer a

distinct advantage to the side best prepared to continue fighting

amidst such hardships. Training in adverse weather will build

confidence in your Marines' ability to care for weapons,

equipment, and themselves. Remember, merely enduring is not

enough; they must be able to use adverse conditions to their

advantage to fight.

(7) Drill is the beginning of the process that turns an

uncoordinated group of individuals into a tight military unit.

Drill produces a habit of prompt obedience to orders and instills

pride, a sense of unity, and discipline. The habit of

responsiveness that is developed through drill will help carry

the unit through the terrifying moments when the shock of enemy

fire is first felt.

TRANSITION: We have discussed combat readiness, are there any

questions?

SUMMARY (10 MIN)

During this period of instruction we have covered bayonet

techniques and combat readiness. I am now confident you will be

able to use these techniques to kill the enemy if necessary.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2041

MCCS-BRWN-2042

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

GROUND FIGHTING

MCCS-BRWN-2042

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/10/2015__

MCCS-BRWN-2042

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Ground Fighting

LESSON DESIGNATOR: MCCS-BRWN-2042

TOTAL LESSON TIME: 1 hour 30 minutes

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2042

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. Anything is possible on the battlefield and

if you should end up fighting an aggressor on the ground, you

must be prepared for it. Ground fighting techniques will allow

you to fight and aggressor and get back to your feet. There are

many skills we must maintain to be a positive citizen.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover ground fighting and citizenship.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Techniques will be performed on a soft-footed area.

d. Apply slow, steady pressure until the aggressor taps out.

Aggressor will tap out when they become uncomfortable. They may

tap the deck, tap themselves, tap the Marine, or verbally say

“tap-tap-tap.” The Marine must immediately release the pressure

when the aggressor taps out.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of ground fighting.

BODY (75 MIN)

1. EXPLAIN

a. Purpose. The purpose of ground fighting is to get back

to your feet as quickly as possible.

b. Principles. The principles for ground fighting are space

and control.

(1) Space. Create space in order to execute techniques

that will disable the aggressor allowing you to get back to your

feet. Too much or too little space can give the aggressor the

advantage.

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2042

(2) Control. Control the aggressor in order to limit his

movement and ability to damage you. Take away the aggressor’s

space to reduce his ability to fight.

c. Fundamentals. The fundamentals for ground fighting are

the mount position and guard position. Both positions are

offensive if you know techniques to give yourself the tactical

advantage.

(1) Mount Position. In this position the aggressor is on

the ground and you are on top. Your legs are outside the

aggressor’s hips, controlling his ability to move. This is an

offensive position because you are able to control the aggressor

and to execute ground fighting techniques. The side mount

position is a variation of the mount.

(2) Guard Position. In this position you are on the

ground and the aggressor is on top of you, but your legs are

wrapped around his waist. This is also an offensive position

because you control your aggressor’s movement and execute ground

fighting techniques.

TRANSITION: We have covered the purpose, principles, and

fundamentals, are there any questions? I will now demonstrate

the first technique.

2. DEMONSTRATE

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Bent Armbar from Side Mount. This technique is used to

break the agressor’s arm from the side mount position, but it can

also be executed from many other positions.

(1) Begin in the side mount position, chest to chest with

the aggressor’s, on his right side. Keep your left leg straight

and right leg bent, with all of your weight on the aggressor to

control his movement and prevent him from escaping.

(2) The aggressor attempts an eye gouge with his left

hand.

(3) Grab the aggressor’s left wrist with your left hand

and place your left elbow against his left ear.

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

MCCS-BRWN-2042

(4) With your right hand, reach underneath the

aggressor’s left triceps and grab your left wrist, both palms

down.

(5) Pull the aggressor’s wrist towards his hips and

elevate his left elbow by raising your right elbow. Forcefully

raise your right elbow and pull down on the aggressor’s wrist to

break the aggressor’s arm and/or shoulder.

(6) Return to the basic warrior stance.

b. Basic Leg Lock. This technique is used to break the

agressor’s leg when you are in his guard.

(1) Begin with your aggressor lying on his back with you

in his open guard.

(2) With your elbows, strike your aggressor’s femoral

nerve on the inside of his legs and pin his right leg to the

ground with your left hand.

(3) Bring your right leg forward and to the right, at a

45-degree angle, placing the sole of your foot on the deck.

(4) At same time, over-hook your right arm around the

aggressor’s left leg, between his lower calf and heel.

(5) Quickly stand up and execute a vertical stomp on the

aggressor’s groin. Maintain control of the aggressor’s left leg,

keeping your back straight and knees slightly bent.

(6) Clasp your hands together; palm-to-palm, with your

right palm towards the deck. Apply bone pressure by rotating

your right radius up into the aggressor’s Achilles tendon. Stand

up quickly and arch your back to break the aggressor’s leg and/or

ankle.

(7) Return to the basic warrior stance.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

INSTRUCTOR NOTE: Ensure students apply slow steady pressure.

INSTRUCTOR NOTE: Simulate the stomp by placing your foot on

the aggressor’s right thigh.

INSTRUCTOR NOTE: Ensure students apply slow steady pressure.

MCCS-BRWN-2042

TRANSITION: We have learned ground fighting, are there any

questions? We will now discuss citizenship.

5. TIE-IN (CITIZENSHIP). A citizen is a person who owes loyalty

to and is entitled by birth or nationalization to the protection

of a state or a nation. He is entitled to vote and enjoy other

privledges there. A citizen also has duties and responsibilities

that stem from his rights and privledges. As a member of the

armed forces you understand some of these duties and have already

done much to contribute to our country and its citizens. But as

a Marine you know we continually develop ourselves and seek self-

improvement. Additionally, citizenship is the fifth stage of the

transformation we undergo by becoming Marines.

a. Part of the process of being a citizen is developing the

knowledge, skills, and values it takes to be a citizen, in

ourselves and in others. A solid base of knowledge is the

background all other decisions are made from and our skills and

values are developed from. A basic, working knowledge of our

country’s history is a solid base to begin with when building a

productive member of society. You should be familiar with The

Constitution, which you have sworn to protect and defend, and is

in the Commandant’s reading list. Familiarity with The Bill of

Rights and how they came about can deepen your grasp on our

country’s history. Understanding how we fit into world history

can help us understand many of the twists and turns the United

States has been through, from its inception up to present day.

There is an old maxim that states, “those who do not learn from

history’s mistakes are doomed to repeat them”.

b. In the military it is important to know how our chain of

command works. Similarly, as a citizen, we need to know how our

government works. Many of the skills we develop as citizens,

such as voting and taking an active role in our society, are

based on our understanding of the government and how it works.

An uninformed decision can often do more damage than no decision

at all.

c. Keeping in tune with current events also assists us in

our path toward becoming solid citizens. Understanding

international events can help us understand the bigger issues

that, as Marines, we are often called upon to help resolve. It

can also help us understand some of the bigger issues that lead

to decisions that affect us as citizens and Marines.

d. Some of the skills we develop as citizens are voting,

being proactive, and critical thinking. Voting based on our

knowledge of the issues, current events, and a cantidates

platform is one of the basic rights and responsibilities we enjoy

as a citizen. Being proactive takes a little more work and

dedication. Being attuned to developing situations often allows

MCCS-BRWN-2042

us to take action on issues before they spin out of control.

Critical thinking allows us to take all of the information

presented to us and determine priorities and logical, workable

courses of action.

e. Developing all of these skills and accumulating this

requisite knowledge will significantly contribute to the

development of our values. These values should lead us to make a

positive impact or contribution to society. They should inspire

us to be better leaders and set the example, encouraging others

to develop as citizens of this great country.

TRANSITION: We have discussed citizenship, are there any

questions?

SUMMARY (10 MIN)

During this period of instruction we have covered ground fighting

and citizenship. I am now confident you will be able to use

these techniques to get back to your feet if you are ever on the

ground.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2042

MCCS-BRWN-2043

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

CHOKES

MCCS-BRWN-2043

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __07/21/2015__

MCCS-BRWN-2043

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Chokes

LESSON DESIGNATOR: MCCS-BRWN-2043

TOTAL LESSON TIME: 1 hour

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2043

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. When performed correctly, a choke can render

an aggressor unconscious in as little as eight to thirteen

seconds, regardless of size or gender. However, to be effective,

you must fully understand how to apply the techniques. All

Marines must also be proficient with counseling.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover chokes and communication and counseling.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Techniques will be performed on a soft-footed area.

d. Apply slow, steady pressure until the aggressor taps out.

Aggressor will tap out when they become uncomfortable. They may

tap the deck, tap themselves, tap the Marine, or verbally say

“tap-tap-tap.” The Marine must immediately release the pressure

when the aggressor taps out.

e. Never hold a choke for more than five seconds in

training. The aggressor should never become light headed.

f. Do not apply pressure to the trachea during training.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of chokes.

BODY (30 MIN)

1. EXPLAIN

a. Purpose. The purpose of chokes is to render an aggressor

unconscious or gain control of the situation using less than

lethal force.

b. Principles. The principles for chokes are the two types

of chokes: blood chokes and air chokes. These chokes will also

apply the fundamentals of ground fighting.

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2043

(1) Blood Chokes. A blood choke is performed on the

carotid artery, which carries oxygen-enriched blood from the

heart to the brain. The carotid artery is located on both sides

of the neck. When executed properly, a blood choke takes 8 to 13

seconds to render the aggressor unconscious. The blood choke is

preferred because it can end the fight more quickly.

(2) Air Chokes. An air choke is performed on the

windpipe or trachea, cutting off the air to the lungs and heart.

When executed properly, an air choke takes 2 to 3 minutes to

render the aggressor unconscious. The air choke is not

recommended because of the length of time it takes to end the

fight. Air chokes are not taught in MCMAP.

(3) Ground Fighting. The ground is the worst place to be

in a close combat scenario. After executing a ground choke you

must create space to get back to your feet as quickly as

possible.

c. Fundamentals. The fundamental for chokes is control.

Control the aggressor’s center of gravity and weight distribution

to allow you to keep them in a vulnerable position long enough

for the choke to be effective.

TRANSITION: We have covered the purpose, principles, and

fundamentals, are there any questions? I will now demonstrate

the first technique.

2. DEMONSTRATE

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Rear Ground Choke. The rear ground choke is performed

when you are behind the aggressor on the ground.

(1) Begin sitting on the ground with the aggressor

sitting between your legs with his back to your chest.

(2) With your right arm, reach over the aggressor’s right

shoulder and hook the bend of your arm around his neck.

(3) Clasp both hands together, palm-on-palm, with your

right palm facing the deck.

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

MCCS-BRWN-2043

(4) Ensure the aggressor’s trachea is positioned within

the bend of your arm, but pressure is not being exerted on it.

(5) Get your hooks in by placing your lower legs over the

aggressor’s thighs. This should be done simultaneously or after

the choke is executed to prevent a counter. Do not cross your

ankles or try to get your toes under the aggressor’s thighs.

(6) Exert pressure with your right biceps and radius bone

on the aggressor’s carotid arteries and draw the aggressor closer

to you by pulling your right arm in.

(7) To increase the effectiveness of the choke, apply

forward pressure to the back of the aggressor's head with your

head and stretch the aggressor out by straightening and arching

your body while maintaining your hooks and arm positions.

b. Figure-Four Variation Ground Choke. The figure four is a

variation that allows you to gain more leverage on the rear

ground choke. If you cannot secure the rear ground choke, you

may apply the figure-four variation to increase the pressure of

the choke on the aggressor.

(1) Apply the rear ground choke. Ensure you have your

hooks in, and you are not applying pressure to the trachea.

(2) Bring your left arm over the aggressors left

shoulder, grasp your left biceps or shoulder with your right

hand, and place your left hand against the back of the

aggressor's head.

(3) Push the aggressor's head forward and down with your

left hand, keeping your elbows in.

(4) Draw your right arm in, maintaining pressure with

your biceps and forearm on both sides of the aggressor's neck.

(5) To increase the effectiveness of the choke, apply

forward pressure to the back of the aggressor's head with your

left hand and head and, stretch the aggressor out by

straightening and arching your body while maintaining your hooks

and arm positions.

c. Front Ground Choke. The front ground choke is performed

when you are in your aggressor’s guard or in the mount position.

(1) Begin in the mount position.

(2) Grab high in the back of your opponent’s right collar

with your right hand, palm facing up. Hold the collar tight in

your right palm.

MCCS-BRWN-2043

(3) Reach under your right arm with your left hand and

grab the back of the aggressor's left collar, palm facing up,

forming an X with your wrists. Attempt to make your thumbs touch

behind the aggressor’s neck.

(4) Curl your wrist inward and pull down toward your

chest and tuck your head over the aggressor’s left shoulder. The

aggressor's carotid arteries will be cut off by your radius

bones. Ensure you apply pressure on the carotid arteries and not

the trachea.

d. Side Ground Choke. The side ground choke is performed

from the mount position and is particularly effective when the

aggressor tries to get you off of him by striking or pushing up

at you.

(1) Begin in the mount position.

(2) When the aggressor strikes or pushes up at you, block

his right arm inboard with your left hand.

(3) Bring your right arm underneath the aggressor's right

arm and place your radius bone across the aggressor’s left

carotid artery. Your right palm should be face down with fingers

extended and your thumb pointing toward you.

(4) Reach around the back of the aggressor’s neck with

your left hand and clasp your hands together, left hand palm up.

The aggressor’s right arm should be over your right shoulder.

(5) Pull the aggressor toward your chest, exerting

pressure on his left carotid artery with your right radius bone.

At the same time, push up with your shoulder and head against the

aggressor’s triceps, driving his right shoulder into his right

carotid artery.

(6) Your shoulder and head should be placed high on the

triceps close to the armpit to drive the shoulder effectively.

Ensure pressure is applied to both sides of the neck and not the

trachea or windpipe.

4. PRACTICE

TRANSITION: We have learned chokes, are there any questions?

Every Marine leader must also be proficient at counseling.

5. TIE-IN (COMMUNICATION AND COUNSELING). Performance

counseling should be a two-way communication between the junior

and senior that is positive and forward looking with the ultimate

INSTRUCTOR NOTE: Fault check student proficiency and safety.

MCCS-BRWN-2043

purpose of developing the individual Marine. The aim is to

strengthen an individual's performance to make your unit more

capable of achieving objectives. The counseling process is

broken down into three types of counseling sessions: initial,

follow-on, and event related.

a. Initial Counseling. The initial counseling session is

the first time the two of you formally sit down and discuss the

future of the junior Marine. This session should lay the ground

work for the continuing professional relationship. This is when

the senior explains his/her goals and expectations for the unit,

and how they relate to the junior. They should also jointly

arrive at targets for the junior to meet before the next session.

b. Follow-On Counseling. Any other formal session that

occurs after that initial session is considered to be a follow-on

session. The senior evaluates how the Marine has been doing and

develops future targets. Here the individual's progress is

monitored, any problems are worked on, and senior and junior plan

future targets for the next period.

c. Event Related Counseling. The event-related counseling

is also known as the spot correction. You notice a deficiency in

performance, error in judgment or lapse of discipline and you

take immediate corrective action. As such, it is done on the

spot and usually with no documentation until after the counseling

is completed.

d. Elements of Counseling. Now let's look at the actual

parts of a formal counseling session. The five elements are

preparation, opening, main body, closing, and follow-up.

(1) Preparation. The senior must prepare an agenda ahead

of time and inform the Marine of the upcoming session. Set aside

as much time is necessary to focus on the junior's overall

performance and specific expected accomplishments over the next

several weeks or months. Decide whether to take a directive

approach (senior does the talking), a non-directive approach

(junior does the talking), or a collaborative approach (both do

the talking).

(2) Opening. Once the preparation phase is done you are

actually ready to conduct the session, which takes us to the next

element of a formal session, the opening. The Marine will

formally report to you and you should set him at ease by making

some small talk or maybe offering him some coffee.

(3) Main Body. Now you are ready for the main body of

the counseling session. This is when you review the Marine's

progress against previous targets and develop a plan and targets

for the next period. Unless you are using a complete directive

MCCS-BRWN-2043

approach, ensure you involve the Marine in the process. If he

feels he has input into his own future, he will be much more

inclined to excel.

(4) Closing. At this point, you must ensure the Marine

understands the targets and is committed to them. If you don't

summarize what conclusions have been reached, you risk having the

Marine leave without understanding their commitment.

(5) Follow Up. Two things occur during this last element

of a formal session: documentation and follow up. Documentation

is not mandatory, but highly recommended. You can use the forms

located in the Marine Corps guide for counseling, which contains

one example for lance corporals and below and one form for

corporals and above.

e. Frequency. An initial counseling session must occur

according within 30 days of the establishment of a new senior

subordinate relationship. Lance corporals and below must receive

a follow-on session every 30 days. Corporals and above must

receive a follow-on session within 90 days of their initial

counseling. After that, a follow-on session must be done at

least every six months. Good leaders counsel their subordinates

as often as necessary in order to develop their subordinates as

well as improve unit readiness.

TRANSITION: We have discussed the Marine Corps Counseling

Program, are there any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered chokes and

communication and counseling. I am now confident you will be

able to use these techniques to control the situation if

necessary.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2045

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

THROWS

MCCS-BRWN-2044

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __07/21/2015__

MCCS-BRWN-2045

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Throws

LESSON DESIGNATOR: MCCS-BRWN-2044

TOTAL LESSON TIME: 1 hour

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2045

INTRODUCTION (3 MIN)

1. GAIN ATTENTION. Marines will never have the opportunity to

choose their enemies and will need the skills to handle any

situation with any size of aggressor. Throws allow Marines to

take any aggressor to the deck in a combat scenario. Many others

factors are also necessary to develop effective unit cohesion.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover throws and cohesion.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Techniques will be performed on a soft-footed area.

d. Students being thrown will execute proper break falls.

e. Practice fit-ins when learning throws. To execute a fit-

in, stop just before throwing the aggressor to the deck.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of throws.

BODY (45 MIN)

1. EXPLAIN

a. Purpose. The purpose of a throw is to bring an aggressor

to the deck to gain the tactical advantage in a fight.

b. Principles. The principles for throws are balance,

leverage, timing, and body position.

(1) Balance. It is important to maintain control of your

balance to prevent the aggressor from countering the throw.

(2) Leverage. You will use the aggressor’s body as a

lever to increase the power generated for the throw. Leverage

will allow you to throw any aggressor of any size.

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2045

(3) Timing. All throws must be properly timed to attack

the aggressor when they are off-balance and vulnerable.

(4) Body Position. You must put your body into a

position that is optimal for the throw. If your position is

incorrect, the aggressor can counter the throw.

c. Fundamentals. The fundamentals for throws are entry,

off-balance, and execution.

(1) Entry. The first part of a throw is the entry. Your

entry should be quick and un-telegraphed to prevent the aggressor

from anticipating your movement and countering your attack. You

also want to make sure your body positioning is correct in

relation to your aggressor to allow for proper off-balancing and

execution of the throw.

(2) Off-Balancing. The second part of a throw is off-

balancing. Off-balancing techniques are used to control an

aggressor by using his momentum to move or throw him. This aids

in the execution of throws because your aggressor is unable to

fight your attack with his full strength when he is off-balanced.

(a) Angles of Off-Balancing. There are eight angles

or directions in which an aggressor can be off-balanced: forward,

rear, right, left, forward right, forward left, rear right, and

rear left. The angles correspond to your perspective, not the

aggressor's.

(b) Off-Balancing Techniques. An aggressor can be

off-balanced by pushing, pulling, or bumping. Pushing and

pulling are performed by grabbing the aggressor with your hands

and driving him forcefully to one of the angles of off-balancing.

Bumping uses other parts of your body such as your shoulders,

hips, and legs to off-balance the aggressor.

momentum of the aggressor. For example, if the aggressor is

charging at you, you can pull him to drive him to the deck.

Likewise, if the aggressor is pulling on you, you can push him to

drive him to the deck. Using momentum is particularly effective

for Marines who are outsized by the aggressor.

(3) Execution. The third and final part of a throw is

the execution. The remaining steps in throwing the aggressor to

the deck are utilized here. Each step before this is just to set

up and assist in this final process. Follow through the throw to

maximize power.

INSTRUCTOR NOTE: Students may practice off-balancing. Ensure

students do not to drive the aggressor to the deck.

MCCS-BRWN-2045

TRANSITION: We have covered the purpose, principles, and

fundamentals, are there any questions? I will now demonstrate

the first technique.

2. DEMONSTRATE

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Major Outside Reap Throw (Opponent Pushing). The major

outside reap throw (opponent pushing) is used when tied up in the

clinch, and the aggressor is pushing you to defend against the

leg sweep.

(1) Start in the clinch with the aggressor pushing into

you. Your right hand is behind the aggressor’s neck and your

left hand is on his right triceps.

(2) Off-balance the aggressor by pushing his right arm

down and right with your left hand.

(3) At the same time, push his head down and left in an

arcing movement with your right hand.

(4) Drive the aggressor to the deck by sweeping his right

leg across his body with the inside of your left foot just before

weight is transferred back on to his right foot. Continue to

push the aggressor’s head, following through with the throw.

(5) Rapidly return to the basic warrior stance.

b. Major Outside Reap Throw (Opponent Pulling). The major

outside reap throw (opponent pulling) is used when tied up in the

clinch, and the aggressor is pulling you to defend against the

leg sweep.

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

INSTRUCTOR NOTE: Have the students practice fit-ins as many

times as necessary to become proficient.

INSTRUCTOR NOTE: Ensure students do not stike directly on the

aggressor’s ankle during training.

MCCS-BRWN-2045

(1) Start in the clinch with the aggressor pulling you.

Your right hand is behind the aggressor’s neck and your left hand

is on his right triceps.

(2) Off-balance the aggressor by pushing his right arm

down and right with your left hand.

(3) At the same time, push his head down and left in an

arcing movement with your right hand.

(4) Drive the aggressor to the deck by sweeping his right

leg across his body with the inside of your left foot just before

weight is transferred back on to his right foot. Continue to

push the aggressor’s head, following through with the throw.

(5) Rapidly return to the basic warrior stance.

4. PRACTICE

TRANSITION: We have learned throws, are there any questions? All

leaders must also foster cohesion.

5. TIE-IN (COHESION). Cohesion is the intense bonding of

Marines strengthened over time resulting in absolute trust. It

is characterized by the subordination of self, an intuitive

understanding of the collective actions of the unit, and the

importance of teamwork resulting in increased combat power.

Cohesion is achieved by fostering positive peer pressure and

reinforcing our core values to the point they become dominant

over self-interest. There are five components of cohesion, they

are:

a. Individual Morale. As leaders, we must know our Marines

and look out for their welfare. Only morale as a foundation

under training and discipline will bring victory. Leaders who

understand this are more likely to keep morale high among

individual Marines. A high state of high morale, in turn,

enhances unit cohesion and combat effectiveness.

b. Confidence in the Unit’s Combat Capability. Marines’

confidence in their unit’s combat capability is gained through

INSTRUCTOR NOTE: Fault check student proficiency and safety.

INSTRUCTOR NOTE: Have the students practice fit-ins as many

times as necessary to become proficient.

INSTRUCTOR NOTE: Ensure students do not stike directly on the

aggressor’s ankle during training.

MCCS-BRWN-2045

unit training. The longer Marines serve and train together in a

unit, the more effective they become and the more confident they

are in their unit’s capabilities. They know what their unit can

do because they have worked together before. Keeping Marines

together through unit cohesion is a combat multiplier. Those who

have confidence in their unit and in their fellow Marines rarely

lose battles. Success in battle can be directly attributed to a

unit’s overall confidence in its level of performance. Of course

the opposite is also true; lack of cohesion, lack of confidence,

and poor performance preordain a unit’s failure. If the history

of military organizations proves anything, it is those units told

they are second-class will almost inevitably prove they are

second-class.

c. Confidence in Unit Leaders. Confidence in unit leaders’

abilities is earned as Marines spend time in the company of their

seniors and learn to trust them. Leaders must earn the respect

of their Marines and doing so takes time. Marines develop

confidence in their unit’s ability to accomplish their assigned

missions based on their prior achievements and as they work and

train together.

d. Horizontal Cohesion. Horizontal cohesion, also known as

peer bonding, takes place among peers. It is the building of a

sense of trust and familiarity between individuals of the same

rank or position. Sense of mission, teamwork, personnel

stability, technical and tactical proficiency, trust, respect,

and friendship are some elements that contribute to peer bonding.

An example of horizontal cohesion is the relationship between

members of a fire team. Over time, each member develops a sense

of trust in the other. This trust is born of several elements.

The first element is a common sense of mission, the act of

placing personal goals aside to pursue the goals of the entire

team. The second element includes teamwork and personnel

stability. Teamwork is the result of mutual support provided by

each member of the team. Teamwork is further enhanced by

personnel stability, which promotes familiar and effective

working relationships. The third elements and perhaps most

important is the development of tactical and technical

proficiency that continues to support and reinforce the trust and

respect between the team members. When our young Marines are

thrust deep into the chaotic battle space often operating in

small teams, their will to fight and ultimately succeed will

hinge upon their ability to fight as an effective cohesive team.

e. Vertical Cohesion. Vertical cohesion is not new to our

Corps; this dimension of cohesion involves the vertical

relationship between subordinate and senior. Vertical cohesion

is what draws groups into a cohesive unit, such as a battalion or

squadron. It is in part the building of a mutual sense of trust

and respect among individuals of different rank or position.

Additionally, vertical cohesion is the sense of belonging the

MCCS-BRWN-2045

squad or section maintains relative to its role in the battalion

or squadron. Some characteristics of vertical cohesion include

unit pride and history, leaders’ concerns for their Marines,

leaders’ example, trust and respect for leaders, and shared

discomfort and danger. An example of vertical cohesion is when

many squads and sections come together to form a cohesive

company. Each of these subordinate units plays a different role

in the company; however, vertical cohesion draws them together in

purpose and mutual support. This sense of unity has several

elements. The first element is a common sense of unit pride and

history — pride not only in themselves as a unit but pride in

those who have gone before them. The organizational memory of

their past achievements drives the unit to greater heights.

Another element that contributes to vertical cohesion is the

quality of leadership and the command climate in the unit.

Vertical cohesion is stronger in units with effective well-

trained leaders. Leaders that show genuine concern for their

Marines and lead by example will earn the trust and respect of

their subordinates. Another element of vertical cohesion

includes shared discomfort and danger, which can occur during

shared training.

f. Mutual Support of Horizontal and Vertical Cohesion.

Since the birth of our Corps, Marine units have shown horizontal

and vertical cohesion to varying degrees and with varying

success. However, it is vitally important these two qualities be

developed in combination with each other. Just as the strength

of combined arms comes from the combined effects of two or more

different arms that mutually support one another, the strength of

horizontal and vertical cohesion derives from the combined

effects and mutual support they provide each other. Blending

vertical cohesion and horizontal cohesion ensures a strong,

universal sense of bonding and teamwork among various types of

units. If vertical and horizontal cohesion are mutually

supported, all these units will be composed of Marines who trust

and respect each other. Each type of bond reinforces the other.

A cohesive battalion comprised of cohesive companies, which place

the goals and interests of the battalion or company above those

of their squad and/or section, is an example of the blending of

both vertical and horizontal cohesion. A unit capable of

combining vertical and horizontal cohesion is far stronger than a

unit strong in only a single axis.

TRANSITION: We have discussed cohesion, are there any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered throws and

cohesion. I am now confident you will be able to use these

techniques to gain the tactical advantage in a fight.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2045

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

UNARMED VERSUS HANDHELD WEAPONS

MCCS-BRWN-2045

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __07/22/2015__

MCCS-BRWN-2045

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Unarmed versus Handheld Weapons

LESSON DESIGNATOR: MCCS-BRWN-2045

TOTAL LESSON TIME: 1 hour 30 minutes

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

 Training Knife

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2045

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. In a close combat situation, an aggressor

may attempt to attack you with a handheld weapon such as a knife

or baton. If you are caught in this situation you must avoid the

attack and gain control of the weapon to prevent unnecessary harm

to yourself. In the same way, the law of war prevents us from

inflicting unnecessary harm in combat.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover unarmed versus handheld and the law of war.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Techniques will be performed on a soft-footed area.

d. Apply slow, steady pressure until the aggressor taps out.

Aggressor will tap out when they become uncomfortable. They may

tap the deck, tap themselves, tap the Marine, or verbally say

“tap-tap-tap.” The Marine must immediately release the pressure

when the aggressor taps out.

e. Students being thrown will execute proper break falls.

f. Conduct all practical application utilizing approved

training gear.

g. Practice fit-ins when learning throws. To execute a fit-

in, stop just before throwing the aggressor to the deck.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of unarmed versus handheld.

BODY (90 MIN)

1. EXPLAIN

a. Purpose. The purpose of unarmed versus handheld is to

counter the aggressor’s attack, remove the weapon, and gain the

tactical advantage.

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2045

b. Principles. The principles for unarmed versus handheld

are move, block, control, and strike.

(1) Move. The first step in countering a strike is to

move out of the way of the impact of the strike. Movement should

remove you from the point of your aggressor's strike and put you

in a position to attack. Movement is executed at approximately a

45-degree angle to the front or rear. Movement always starts and

ends in the basic warrior stance, with the toe of your lead foot

pointing toward the aggressor.

(2) Block. The second step is to block the attack.

Blocks are made with the meaty portion of your forearm,

perpendicular to the angle of the strike. This maximizes the

blocking surface and increases the likelihood of blocking the

attack. Block the aggressor’s attack with the force of a strike,

and follow through to redirect the attack.

(3) Control. The third step is to control the weapon by

controlling the hand or arm that is holding the weapon. Once the

aggressor is disarmed, remove the weapon.

(4) Strike. The final step is to execute follow-on

strikes to end the fight. This includes all strikes, chokes,

throws, joint manipulations, or any combinations of techniques.

Continue your attack until you end the fight.

c. Fundamentals. The fundamentals for unarmed versus

handheld are timing, techniques, and target areas.

(1) Timing. The technique must be performed at the right

time to make the aggressor more vulnerable. Without the proper

timing, you will not be able to counter a strike.

(2) Techniques. For follow-on techniques to be

effective, you must apply their respective principles and

fundamentals, such as: isolation, overload, off-balancing, etc.

(3) Target Areas. Ensure you attack vulnerable target

areas to inflict maximum damage to the aggressor. Follow-on

techniques must cause enough damage to end the fight.

TRANSITION: We have covered the purpose, principles, and

fundamentals, are there any questions? I will now demonstrate

the first technique.

2. DEMONSTRATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

MCCS-BRWN-2045

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Hollowing Out with Follow-On Techniques. Hollowing out

allows you to move away from an attack in order to create space

for follow-on strikes.

(1) Start in the basic warrior stance, facing the

aggressor who attacks with a straight thrust to your torso.

(2) Hollow out by bending at the waist, moving your hips

backward, and jumping backward with both feet to move away from

the attack.

(3) At the same time, block the aggressor’s arm with both

hands together, palm down, and elbows slightly bent.

(4) The hands should be overlapped so one thumb is on top

of the other hand's index finger; the other thumb should be under

the other hand's index finger in an “inverted V”.

(5) Maintain control of the aggressor’s attacking arm by

firmly grasping his wrist.

(6) Execute effective follow-on techniques to subdue the

aggressor and remove the weapon.

b. Forward Armbar Counter. The forward armbar counter is

effective aginst an aggressor excuting a forward strike.

(1) Start in the basic warrior stance, facing the

aggressor who attacks with a forward strike.

(2) Execute a forward left angle of movement, moving

inside the aggressor’s attacking arm.

(3) At the same time, block the aggressor's right arm

with the meaty portion of both forearms. Block at the

aggressor’s biceps and forearm with the force of a strike.

(4) Immediately over hook the aggressor’s right arm with

your left arm, trapping it between your biceps and torso. His

forearm should be under your armpit with your left forearm making

pressure on his right elbow.

(5) Place your right hand on the aggressor’s right

shoulder or upper arm and your left palm on your right wrist to

further control his arm and to effect an armbar on his right

elbow.

MCCS-BRWN-2045

(6) Execute effective follow-on techniques to subdue the

aggressor and remove the weapon.

c. Reverse Armbar Counter. The reverse armbar counter is

effective aginst an aggressor excuting a reverse strike.

(1) Start in the basic warrior stance, facing the

aggressor who attacks with a reverse strike.

(2) Execute a forward right angle of movement, moving

inside the aggressor’s attacking arm.

(3) At the same time, block the aggressor's right arm

with the meaty portion of both forearms. Block at the

aggressor’s triceps and forearm with the force of a strike.

(4) Grab and control the aggressor’s wrist with your

right hand and pivot to your right so your back is against the

aggressor’s right side.

(5) Immediately over hook his right arm with your left

arm, trapping it between your biceps and torso. His biceps

should be under your armpit with your left forearm making

pressure on his right elbow.

(6) Control the aggressor’s arm by pinching it between

your arm and torso, and twist his right wrist palm up with your

right hand.

(7) Place your left palm on your right wrist to further

control the aggressor’s arm and to effect an armbar on his right

elbow.

(8) Execute effective follow-on techniques to subdue the

aggressor and remove the weapon.

d. Bent Armbar Counter. The bent armbar counter is

particularly effective against a vertical attack.

(1) Start in the basic warrior stance, facing the

aggressor who attacks with a vertical strike.

(2) Execute a forward left angle of movement, moving

inside the aggressor’s attacking arm.

(3) At the same time, block the aggressor's right arm

with the meaty portion of both forearms. Block at the

aggressor’s biceps and forearm with the force of a strike.

(4) With your left hand, grab the aggressor’s right

wrist. At the same time, slide your right arm underneath his

MCCS-BRWN-2045

triceps and hook his wrist with your right hand over your left,

bringing your elbows close together.

(5) Apply pressure forward and down with your hands

against the aggressor’s forearm to off-balance him. Keep the

aggressor’s arm bent and elbow in close to your body to maintain

leverage, damaging the aggressor’s shoulder.

(6) Step past the aggressor with your right foot to

execute the leg sweep and drive him to the deck.

(7) Execute effective follow-on techniques to subdue the

aggressor and remove the weapon.

4. PRACTICE

TRANSITION: We have learned counters to strikes, are there any

questions? Every Marine must also follow the law of war.

5. TIE-IN (LAW OF WAR). Discipline in combat is essential.

Disobedience to the law of war dishonors the Marine, our Corps,

and our Nation. In most cases, Law of War infractions also

constitute punishment under the UCMJ. Violations of the law of

war have an adverse impact on public opinion, both nationally and

internationally. Violation of the Law of War can actually

strengthen the enemy’s will to fight. In fact, they have, on

occasion, served to prolong a conflict by inciting an aggressor

to continue resistance. As Marines, we are also held to a higher

standard than others. Discipline is one of those standards; the

Law of War holds us to that standard in combat. Warriors in the

past had similar laws or codes to keep them from abusing their

skills and abilities.

a. The Nine Principles of the Law Of War

(1) Fight only enemy combatants.

(2) Do not harm enemies who surrender: disarm them and

turn them over to your superior.

(3) Do not kill or torture prisoners.

(4) Collect and care for the wounded, whether friend or

foe.

(5) Do not attack medical personnel, facilities, or

equipment.

(6) Do not destroy more than the mission requires.

INSTRUCTOR NOTE: Fault check student proficiency and safety.

MCCS-BRWN-2045

(7) Do not steal; respect private property and

possessions.

(8) Do your best to prevent violations of the law of war.

(9) Report all violations to your superiors, a military

lawyer, a chaplain, or provost marshal.

b. Violations of these principles obstruct the good order

and discipline essential to success in combat. The Law of War is

nothing more than doing what is right, as much as possible, even

on the battlefield. If you take a look at many of the different

warrior cultures of the past, you will find that most of them had

their own ethical or moral code that they abided by.

TRANSITION: We have discussed the law of war, are there any

questions?

SUMMARY (10 MIN)

During this period of instruction we have covered unarmed versus

handheld and the law of war. I am now confident you will be able

to use these techniques to gain the tactical advantage in a

fight.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2046

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

FIREARM RETENTION

MCCS-BRWN-2046

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/12/2015__

MCCS-BRWN-2046

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Firearm Retention

LESSON DESIGNATOR: MCCS-BRWN-2046

TOTAL LESSON TIME: 2 hours

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

 Pistol/Training Pistol

 Pistol Holster

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2046

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. Marines must be prepared for any possible

situation, including one where an individual tries to take his

weapon. Firearm retention techniques provide the Marine with the

skills to maintain positive control of their weapon and, if

necessary, restrain the aggressor.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover firearm retention and the band of brothers.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Techniques will be performed on a soft-footed area.

d. Before training with firearms, unload and show clear.

e. When handling firearms, the weapons safety rules apply.

(1) Treat every weapon as if it were loaded.

(2) Never point a weapon at anything you do not intend to

shoot.

(3) Keep your finger straight and off the trigger until

you are ready to fire.

(4) Keep your weapon on “safe” until you intend to fire.

f. Apply slow, steady pressure until the aggressor taps out.

Aggressor will tap out when they become uncomfortable. They may

tap the deck, tap themselves, tap the Marine, or verbally say

“tap-tap-tap.” The Marine must immediately release the pressure

when the aggressor taps out.

g. Students being thrown will execute proper break falls.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of firearm retention.

BODY (105 MIN)

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2046

1. EXPLAIN

a. Purpose. The purpose of firearm retention is to retain

your weapon and gain compliance of the aggressor.

b. Principles. The principles for firearm retention are

timing, control, and distance.

(1) Timing. The technique must be performed immediately

when the aggressor begins to grab your weapon. Hesitating will

allow the aggressor to gain more control and prevent you from

countering.

(2) Control. Maintain positive control of your weapon to

prevent the aggressor from taking it. Keep a strong grip on the

weapon and hold it tight to your body where you have more power.

(3) Distance. Create distance between yourself and the

aggressor to give you more time to react to an attack. An

aggressor can cover over 20 feet in the time it takes the average

person to draw and present their weapon.

c. Fundamentals. The fundamentals for firearm retention are

distractors and follow-on techniques.

(1) Distractors. Use strikes to damage or distract the

aggressor and loosen his grasp. Distractors may be used at any

point in the technique to help you execute the counter. Strikes

to the face and groin are particularly effective and may cause

the aggressor to immediately release his grasp.

(2) Follow-On Actions. In a combat engagement you should

follow-on with lethal force, but in a non-lethal scenario you

must operate within the continuum of force. You will not always

need to use deadly force.

TRANSITION: We have covered the purpose, principles, and

fundamentals, are there any questions? I will now demonstrate

the first technique.

2. DEMONSTRATE

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

MCCS-BRWN-2046

a. Blocking Technique. The blocking technique is used when

an aggressor tries to grab your pistol from the holster.

(1) While facing the aggressor he attempts to grab your

pistol, holstered on your right hip, with his right hand.

(2) Step back with your right foot pivoting your body

away from the aggressor while placing your hand on the grip of

the pistol.

(3) Extend your left arm/forearm and block, deflect, or

strike the aggressor's arm, while forcefully yelling any

authoritative command.

(4) Continue to create distance between you and the

aggressor to enable you to access and present your weapon or set

up for follow-on actions appropriate to the situation and

conditions.

b. Armbar Technique. This technique is used when an

aggressor grabs your pistol in the holster with his right hand.

(1) Begin with the aggressor facing you and grabbing the

pistol in your holster with his right hand.

(2) Trap the aggressor's right hand by grabbing his wrist

or hand with your right hand and apply pressure against your body

and on the pistol to keep it in its holster.

(3) Step back with your right foot and pivot sharply to

your right, off- balancing the aggressor, so you are next to him.

Bring your left arm perpendicular to, and down on, the

aggressor’s elbow.

(4) At the same time, straighten the aggressor's arm and

apply an armbar. The aggressor’s trapped arm should be straight

across your torso. From here you should be able to control and

take down the aggressor.

(a) Execute a crossface with your left arm and hand,

turning his head to the opposite direction and off-balancing him.

(b) Grab the aggressor's face and apply pressure back

and down to take him to the ground by stepping back (opening the

gate) with the left foot. Maintain control of the aggressor’s

right hand at your right side the entire time.

INSTRUCTOR NOTE: If you are unable to take the aggressor to

the deck with the armbar, use steps (a) – (c).

MCCS-BRWN-2046

the aggressor’s right shoulder with your left hand digging your

fingers into his brachial plexus to bring him up far enough to

crossface your aggressor.

(5) Follow-on by releasing the aggressor as he falls to

the ground and transition to your firearm.

c. Wristlock Technique. This technique is used when an

aggressor grabs your pistol in the holster with his right hand.

(1) Begin with the aggressor facing you and grabbing the

pistol in your holster with his right hand.

(2) With your right hand, trap the aggressor's right hand

by grasping his hand and apply pressure against your body and on

the pistol to trap it in its holster.

(3) Step back with your right foot and pivot sharply to

your right, off-balancing the aggressor, so you are next to him

while bringing your left arm perpendicular to, and down on, his

elbow.

(4) Maintain pressure on the aggressor’s right elbow with

your left elbow and a slight bend at the waist. Pivot your left

hand to trap the aggressor’s right hand, so your forearm is

parallel with the aggressor’s attacking arm.

(5) Execute a wristlock by placing your left thumb on the

back of his right hand so your knuckles are facing to your left.

(6) With your left hand hook your fingers across the

fleshy part of his palm.

(7) Incorporate your right hand into the wristlock, exert

downward pressure with your thumbs and rotate his hand to your

left. Step back with your left foot, pivot to your left to off-

balance the aggressor and drive him to the deck.

(8) Follow on by releasing the aggressor as he falls to

the ground and transition to your firearm.

d. Same Side Grab (Front). This technique is used when an

aggressor grabs your pistol in the holster with his left hand.

(1) Begin with the aggressor facing you and grabbing the

pistol in your holster with his left hand.

(2) With your right hand, trap the aggressor’s left hand

by grasping his hand and apply pressure against your body and on

the pistol to trap it in its holster.

MCCS-BRWN-2046

(3) Step back with the right foot, rotating your right

hip to the rear, at the same time with your left hand, strike the

aggressor in trachea with the webbing between thumb and pointer

finger.

(4) Follow up by releasing the aggressors hand, doubling

the distance and transition to your firearm.

e. Same Side Grab (Rear). This technique is used when an

aggressor grabs your pistol in the holster with his right hand.

(1) Begin with the aggressor behind you and grabbing the

pistol in your holster with his right hand.

(2) With your right hand, trap the aggressor’s hand by

grasping his hand and apply pressure against your body and on the

pistol to trap it in its holster.

(3) Execute a reverse wristlock by placing the palm of

your right hand on the back of the aggressor’s right hand and

wrap the fingers across the fleshy part of his palm below his

little finger.

(4) Twist the aggressor’s hand to the right while placing

the hand against your chest. Bring up the left hand to support

the right hand by grabbing the aggressor’s hand in between both

hands.

(5) Apply downward pressure on his hand against the

chest. Step back with your right foot to maintain better balance

and lean forward to use body weight to add additional pressure to

the joint.

(6) Follow up by releasing the aggressor and transition

to your firearm.

4. PRACTICE

TRANSITION: We have learned firearm retention, are there any

questions? We will now discuss band of brothers.

5. TIE-IN (BAND OF BROTHERS). As part of our transformation

into Marines we are introduced to the history, customs,

courtesies and traditions unique to our Corps. These traditions

are part of the rich heritage of our Corps and are tied to the

legacy of past generations of Marines. This legacy was

established by the actions, sacrifices, and shared experiences of

countless Marines. It is what binds all Marines into a “Band of

INSTRUCTOR NOTE: Fault check student proficiency and safety.

MCCS-BRWN-2046

Brothers”. It not only links us to the Marines of yesteryear,

but through our shared experiences it binds us to the Marines we

are currently serving with. As noted in Major General Lejeune’s

quote below, the spirit evoked by the concept of a “Band of

Brothers” is something special that must be kept alive. This

concept is based upon cohesion, camaraderie and esprit d’corps.

The responsibility to maintain this spirit rests with every

Marine, regardless of rank or length of service.

A spirit of comradeship and brotherhood in arms

came into being in the training camps and on the

battlefields. This spirit is too fine a thing to

be allowed to die. It must be fostered and kept

alive and made the moving force in all Marine

Corps organizations.

-Major General John A. Lejeune

a. The “Band of Brothers” events are the social occasions

when Marines gather together to celebrate and keep alive our

traditions as well as to enjoy each others company. Marines hold

a special place in the military establishment for many well-known

reasons. Because of the high standing the Corps enjoys, every

Marine owes it to himself and to the Corps to be a model not only

in combat and on parade, but also on social occasions as well.

Being a Marine therefore puts you in a very special group. Like

most special groups, the Corps has its own well-established

rules, customs, and privileges that in effect add up to a code of

social behavior for you, and for your family, too. This code

shouldn’t make you feel that rigid conformity is required

everywhere and in every detail. As a matter of fact, there is

probably no military group in the world where social and

professional individuality are more appreciated, than among

Marines. In the good sense of the phrase, a Marine need never be

afraid of developing into “a character” - which really means not

being afraid to be yourself. For a warrior this means being able

to relax and have fun while always doing the right thing. The

following are examples of traditional of social functions:

(1) Marine Corps Birthday

(2) Mess Nights, Dining-In, Field Mess Night, Viking

Night, Warrior Night

(3) Boss’ Night

(4) Right-Hand Man Night

(5) NCO Appreciation Night

(6) Officer, Staff NCO, or NCO Calls

(7) Weddings, Christenings

MCCS-BRWN-2046

(8) Formal/Professional Dinners

(9) Club and Mess Organization

(10) Family days

b. When you joined the Marine Corps you voluntarily accepted

the Marine Corps as your way of life whether for 4 years or 30.

You became part of a warrior culture and a way of life that

demands commitment far above that of a job. It means living by

our Core Values, selflessness, sacrifice, and commitment. You

will find the time and effort of this commitment will bring you a

lifetime of camaraderie and enjoyment.

TRANSITION: We have discussed band of brothers, are there any

questions?

SUMMARY (10 MIN)

During this period of instruction we have covered firearm

retention and band of brothers. I am now confident you will be

able to use these techniques to gain control of the situation.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2046

MCCS-BRWN-2047

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

KNIFE TECHNIQUES

MCCS-BRWN-2047

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/10/2015__

MCCS-BRWN-2047

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Knife Techniques

LESSON DESIGNATOR: MCCS-BRWN-2047

TOTAL LESSON TIME: 1 hour

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

 Training Knives

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsal

MCCS-BRWN-2047

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. All Marines must be trained and prepared to

use a knife should the situation arise. There are many

techniques Marines can use to kill the enemy with a knife. There

are also many counseling techniques Marines can use to develop

subordinates.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover knife techniques and counseling.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Do not make contact on the aggressor with the weapon.

d. Conduct all practical application utilizing approved

training gear.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of knife techniques.

BODY (45 MIN)

1. EXPLAIN

a. Purpose. The purpose of knife techniques is to kill the

aggressor or cause enough damage to stop his attack.

b. Principles. The principles for knife techniques are

mindset, grip, stance, and movement.

(1) Mindset. When engaged, your mindset is a factor of

success or failure. Mindset is the "mental trigger" during a

defining moment that enables you to commit to an attack. You

must have the superior mindset against the aggressor to succeed.

(2) Grip. Your grip on the knife should be a natural and

relaxed hammer grip with enough strength to hold the weapon while

maintaining dexterity. From this position, the blade of the

knife is always facing the aggressor.

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2047

(3) Stance. The basic warrior stance is the foundation

for knife techniques. The left arm will serve as a vertical

shield protecting the head, neck, and torso. The weapon should

be held at a level between the belt and chest, tight to the body

to facilitate weapon retention.

(4) Movement. Movement is used to open up different

target areas of the body and avoid the aggressor’s strikes. Do

not stand directly in front of the aggressor; they can rely on

forward momentum to create the tactical advantage.

c. Fundamentals. The fundamentals for knife techniques are

target areas and angles of attack. These techniques will also

use the fundamentals of counters to strikes.

(1) Target Areas. The objective in a knife fight is to

attack vital target areas readily accessible such as the face,

neck, torso, and groin. The extremities are secondary targets

that are not immediately fatal, but will often open up fatal

target areas, or become fatal if left unattended.

(2) Angles of Attack. There are six angles from which a

knife attack can be launched: Vertically up or down, forward

diagonal, reverse diagonal, forward horizontal, reverse

horizontal, and a straight thrust.

(3) Counters to Strikes. These techniques are counters,

so you will move, block, and strike. Movement should remove you

from the point of the aggressor’s strike, as well as put you in a

position to attack. Blocks are executed to prevent the strike

from impacting you. Follow-on techniques must use all principles

and fundamentals in order to kill the enemy.

2. DEMONSTRATE

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Block for a Reverse Strike With Follow-On Techniques.

This technique is used when the aggressor executes a reverse

strike with a knife or weapon of opportunity.

(1) Start facing the aggressor in the modified basic

warrior stance. The aggressor executes a reverse strike with the

weapon in his right hand.

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

MCCS-BRWN-2047

(2) Execute a forward right angle of movement to get

inside the arc of the attack.

(3) At the same time, block the aggressor’s right triceps

with your left forearm and his right forearm with the blade of

your knife.

(4) Slash downward through the aggressor’s forearm with

your knife and control his right arm with your left arm or hand.

(5) Maintain control of the attacking limb and execute at

least three effective follow-on techniques to kill the aggressor.

b. Block for a Straight Thrust with Follow-On Techniques.

This technique is used when the aggressor executes a straight

thrust with a knife or weapon of opportunity.

(1) Start facing the aggressor in the modified basic

warrior stance. The aggressor executes a straight thrust with

the weapon in his right hand.

(2) Hollow out by bending at the waist, moving your hips

backward, and jumping backward with both feet to move away from

the attack.

(3) At the same time, block the aggressor’s right forearm

with your left hand and the blade of your knife. Your left hand

should be palm down and the blade of the knife should be above

your left hand.

(4) Slash through the aggressor’s forearm with your knife

and control his right arm with your left hand.

(5) Maintain control of the attacking limb and execute at

least three effective follow-on techniques to kill the aggressor.

4. PRACTICE

TRANSITION: We have learned knife techniques, are there any

questions? We will now discuss dealing with fear.

5. TIE-IN (COUNSELING TECHNIQUES). The Marine Corps Counseling

Program has developed the following six techniques for effective

counseling.

INSTRUCTOR NOTE: Fault check student proficiency and safety.

MCCS-BRWN-2047

a. Setting Targets. Realistic and specific targets are set

during formal sessions and should be considered a motivational

tool as well as a way to measure a Marine's progress.

(1) Targets must be measurable, realistic, challenging,

and you MUST have them in order to effectively improve an

individual's performance. They need to be SPECIFIC. Which is

better? "PFC White, you and I have determined that if you have a

better military appearance, it will add to your leadership

abilities." or... "PFC White, as part of our plan to improve your

appearance, let's say that every Monday morning, you will have a

fresh haircut, and a set of utilities straight from the cleaners.

Do you think you can do that?"

(2) These targets should be limited in number to avoid

over-burdening the Marine, and unless it is a directive session,

they should be jointly set by the junior and senior. Only revise

them if circumstances outside of the person's control change, not

if the Marine will not perform them.

b. Problem Solving. The next counseling technique is

problem solving. This technique is used when something has

occurred that is hindering the Marine's performance. Use the

following questions, according to the situation to help sort out

the problem.

(1) Perhaps when you ask "If there is something about the

junior that is preventing performance?" you might find out that

he does not have the required mental or physical ability. When

you ask the question "Is there something outside his control that

is hindering him?" you may find out that he does not know that

his performance is not meeting expectations. Does he have the

necessary knowledge? Or is he missing certain necessary skills?

Perhaps the Marine has an attitude that prevents him from

progressing.

(2) Whatever the problem turns out to be, we must always

be willing to consider that it might be something outside the

junior's control. More often than not, it is something that we

have not done correctly. Confusion caused by poor targets, lack

of feedback on his performance, and lack of positive

reinforcement are common problems. Others can be conflicting

demands on the junior's time, insufficient resources, and lack of

delegated authority to achieve desired results.

(3) Once the problem is identified, we need to start

looking at solutions. You must look at these factors and decide

if the solution you have picked is the best one. Above all, it

should be realistic and as simple as possible.

c. Questioning. The next counseling technique is

questioning. Questioning is valuable as a tool to bring

MCCS-BRWN-2047

problems, viewpoints, and attitudes to the surface, and to

stimulate thinking. There are four types of questioning which

are closely related to the type of counseling approach you decide

to use.

(1) Closed ended question. Commonly used when you want a

yes or no answer. The direct approach counseling style best

supports this technique.

(2) Open ended question. This prompts the individual to

give an explanation and forces them to open up more in order to

share their thoughts. The non-directive approach best supports

this technique.

(3) Probing question. This kind of question is meant to

take the conversation further and force the junior to think.

"What now?" is a common question asked.

(4) Interpretive question. This question is one where

you draw a conclusion and solicit the other's agreement or

disagreement. This is a good way to wrap up a series of

questions and to draw conclusions.

d. Active Listening. The next counseling technique is

actively listening. When you manage to get your Marines to open

up to you, you must be able to listen to what they are saying and

interpret it. There are two barriers that can prevent you from

doing this; lack of concentration and filters.

(1) Lack of concentration is simply that. We listen four

times faster than we speak, and often we use that extra time to

think about something else, like what we're going to say next.

It is essential that you give 100% of your attention to the

Marine; all the more important that you have scheduled the

session in a place and time where you will not be interrupted.

(2) Filters occur when, because of a bias, we refuse to

listen to a person. A Marine ignores directions because he does

not like the appearance of the person giving directions.

Examples of filters might be: If you think someone is

unintelligent, out of shape, speaks differently or is from a

different background.

(3) Listen for generalizations or threads of meaning that

can be deduced from the facts. Listen for facts (Pvt Jones was

30 minutes late) and distinguish them from opinions (Pvt Jones

doesn't care about doing a good job). Listen for changes in tone

of voice, rate of speech, and volume. This may indicate that the

junior is unsure about something or may not want to come forth

with some information. Watch for non-verbal cues (avoiding eye

contact, slumping, clenching of fists). Remember, active

MCCS-BRWN-2047

listening is not only hearing what is said, but it is also

interpreting the meaning of what is said.

e. Feedback. The next counseling technique is giving

feedback. Feedback is basically letting someone know how they

are doing. Unless it is a directive session, you should use more

positive than negative reinforcement. Focus on specific actions

and events and not personal issues. Relate the feedback to the

set targets and the unit's targets. If the person is silent, use

probing questions to get responses. Allow the junior to vent

emotions, but avoid arguments. Feedback is most effective if it

deals with things that can be changed and is geared toward the

individual's needs, not yours. Simply venting your anger

accomplishes nothing.

f. Planning for Improvement. The last counseling technique

is planning for improvement. The important things to remember

here is that the plan is JOINTLY developed, and should have

specific steps and a timetable. The plan then becomes part of

the on-going counseling process to track progress and problems.

TRANSITION: We have discussed counseling techniques, are there

any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered knife

techniques and counseling techniques. I am now confident you

will be able to use these techniques to kill the enemy if

necessary.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2048

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

FIREARM DISARMAMENT

MCCS-BRWN-2048

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/12/2015__

MCCS-BRWN-2048

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Firearm Disarmament

LESSON DESIGNATOR: MCCS-BRWN-2048

TOTAL LESSON TIME: 1 hour

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

 Pistol/Training Pistol

 Pistol Holster

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2048

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. Marines must be prepared for any possible

situation, including one where an individual points a weapon at

them. Firearm disarmament techniques provide the Marine with the

skills to gain positive control of the weapon and, if necessary,

restrain the aggressor. Marines must also use the rank structure

to effectively accomplish the mission.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover firearm disarmament and rank structure.

3. POSITIONS

4. SAFETY. To prevent injury, ensure the following:

a. Start slowly and increase speed with proficiency.

b. Never execute techniques at full force or full speed.

c. Techniques will be performed on a soft-footed area.

d. Before training with firearms, unload and show clear.

e. When handling firearms, the weapons safety rules apply.

(1) Treat every weapon as if it were loaded.

(2) Never point a weapon at anything you do not intend to

shoot.

(3) Keep your finger straight and off the trigger until

you are ready to fire.

(4) Keep your weapon on “safe” until you intend to fire.

f. Apply slow, steady pressure until the aggressor taps out.

Aggressor will tap out when they become uncomfortable. They may

tap the deck, tap themselves, tap the Marine, or verbally say

“tap-tap-tap.” The Marine must immediately release the pressure

when the aggressor taps out.

g. Students being thrown will execute proper break falls.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of firearm disarmament.

INSTRUCTOR NOTE: Assign demonstration and practice positions.

Ensure students have enough space, and can see and hear the

instructor.

MCCS-BRWN-2048

BODY (45 MIN)

1. EXPLAIN

a. Purpose. The purpose of firearm disarmament is to disarm

the aggressor and control the situation.

b. Principles. The principles for firearm disarmament are

relaxation, timing, and distance.

(1) Relaxation. Stay calm and communicate with the

aggressor to keep him relaxed. Use slow movement and a calm

voice to avoid startling the aggressor. Any sudden movement may

startle the aggressor, causing him to fire the weapon.

(2) Timing. The technique must be executed when the

aggressor is vulnerable. Look for him to become distracted, even

for just a moment, by looking down or away.

(3) Distance. After gaining control of the weapon,

create distance between yourself and the aggressor to give you

more time to react to an attack. An aggressor can cover over 20

feet in the time it takes the average person to draw and present

their weapon.

c. Fundamentals. The fundamentals for firearm disarmament

are movement, control, and follow-on techniques.

(1) Movement. The first action should always be to move

out of the line of fire. Regardless of the weapon used, or where

it is pointed, get your body off line as quickly as possible.

(2) Control. Gain positive control of the weapon to

prevent the aggressor from re-engaging you. Control is gained by

grasping the aggressor’s hand or arm holding the weapon.

(3) Follow-On Actions. In a combat engagement you should

follow-on with lethal force, but in a non-lethal scenario you

must operate within the continuum of force. You will not always

need to use deadly force.

TRANSITION: We have covered the purpose, principles, and

fundamentals, are there any questions? I will now demonstrate

the first technique.

2. DEMONSTRATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.

Do not explain the steps or open the class for questions.

MCCS-BRWN-2048

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Counter To Pistol To The Front. This technique is used

when the aggressor points a pistol at you from the front.

(1) Begin with the aggressor presenting a pistol in his

right hand to your chest. The pistol must be touching or very

close to the Marine for this technique to work.

(2) Place your hands in a submissive posture, even with

your shoulders, elbows into the body, and palms facing away from

you. Make a submissive verbal statement.

(3) Clear your body from the line of fire by rotating

your torso and bringing the right shoulder back.

(4) At the same time, grab the aggressor’s wrist in a C-

grip with your left hand and push the weapon off line. Maintain

control of your aggressor’s arm.

(5) Step into your aggressor with your right foot and

grab the weapon with your right hand in a C-grip by placing your

thumb underneath the pistol and your fingers over top of the

pistol. This rotates the pistol in your aggressor’s hand. An

incidental elbow strike is possible while removing the pistol.

(6) Step back to create distance, perform an expedient

press check to ensure a round is chambered, and employ

appropriate follow-on actions.

b. Counter To Pistol To The Rear. This technique is used

when the aggressor points a pistol at you from the rear.

(1) Begin with the aggressor presenting a pistol in his

right hand to your back. The pistol must be touching or very

close to the Marine for this technique to work.

(2) Place your hands in a submissive posture, even with

your shoulders, elbows into the body, and palms facing away from

you. Make a submissive verbal statement and take a quick look in

order to identify which hand the weapon is in.

(3) Turn into the aggressor with your left foot, pivoting

on your right foot while rotating your torso. The movement with

the left foot should be deep enough to set up for the subsequent

leg sweep.

(4) At the same time, use your left forearm to knock the

weapon off line, doubling the distance between the weapon and

your body, clearing you from the weapon's line of fire.

MCCS-BRWN-2048

(5) Quickly over hook the aggressor’s right arm with your

left arm, trapping it in your armpit between torso and biceps.

(6) Execute a chin jab/palm heel strike with your right

hand and execute a leg sweep to take the aggressor to the deck.

Maintain control of the aggressor’s right arm.

(7) Place your right hand on the aggressor’s left

shoulder or upper arm and your left palm on your right wrist to

affect an arm bar.

(8) Use your right knee to control the aggressor’s hips

and continue to apply pressure against his arm to force him to

release the weapon.

(9) Once the aggressor releases the weapon, release his

arm and retrieve the weapon. Step back to create distance,

perform an expedient press check to ensure a round is chambered,

and employ appropriate follow-on actions.

4. PRACTICE

TRANSITION: We have learned firearm disarmament, are there any

questions? We will now discuss rank structure.

5. TIE-IN (RANK STRUCTURE). Marines exercise their duties,

responsibilities and authority within the Corps' organizational

structure. The Corps would be a shapeless, ineffective force

unable to carry out its assigned mission without organization.

In other words, the success of the Corps depends upon each Marine

in carrying out their duties and responsibilities to ensure

mission accomplishment.

a. Purpose. This rank structure provides for the following:

(1) A set chain of command that provides the "who is in

charge" structure.

(2) Individual authority to delegate authority to others

in order to accomplish the mission.

(3) Standardized organizational structure that provides a

base organization allowing personnel to move from billet to

billet within the Corps.

(4) Lines of communication that establishes the decision

making process in the chain of command.

INSTRUCTOR NOTE: Fault check student proficiency and safety.

MCCS-BRWN-2048

(5) Decentralized execution that allows execution of

orders at the lowest organizational level directly affected by

the decision/action.

b. Roles. This is a socially expected behavior pattern

usually determined by an individual's status in a particular

society. It is the proper or customary function of a person,

what a person thinks he is supposed to do, or what others think

he is supposed to do. The two major roles a Marine is expected

to fulfill are institutional (his role as a Marine professional)

and organizational (how he functions in his role in his unit).

(1) Institutional Role. This is a role, which is

professional in nature. These institutional roles center on the

ideals and goals of expected behavior for Marines by the Marine

Corps as a professional institution. The leadership traits and

principles are examples of institutional behavioral ideals and

goals for Marines. As an example, an American fighting man in

the Corps serves the following institutional roles:

(a) A Marine serving in his role as either an

enlisted man or officer.

(b) A Marine serving in his specific rank.

(d) A Marine serving as a role model -- as an example

for others combining all of the above.

(e) Adherence to the Code of Conduct.

(f) Service to country though mission accomplishment.

(g) To be prepared to inflict death or injury to an

enemy during war.

(h) To comply with the basic customs, courtesies, and

traditions of the Corps.

(i) To be an example to their Marines in the

performance of duty, in the sharing of hardship and danger; and

above all in upholding the high standards of moral and ethical

behavior.

(j) To participate in the unit's and base's social

life, such as Family Days, Marine Corps Birthday Celebrations,

Mess Nights, and other special events and functions.

(2) Organizational Role. These roles are often linked

with or incorporated with institutional roles. These roles

include additional expected behavior that goes with a specific

MCCS-BRWN-2048

unit, such as a member of a reconnaissance battalion, disbursing

branch, or an aviation maintenance section. Organizational roles

do the following:

(a) Enable the individual to identify with the unit.

(b) Set the organization apart and give it a special

nature.

customs, a different manner of dress, and a general personality

characteristic.

(d) Our rank in our billet, such as a sergeant

section leader or a corporal fire team leader is an example of an

Organizational Role.

c. Officers

(1) General officers provide long range goals and

objectives, general guidance, and acquire the resources necessary

to accomplish them.

(2) Field grade officers develop the plans and policies

to achieve the goals and objectives within the guidance, assign

missions to units, and allocate the resources.

(3) Company grade officers implement and execute the

plans and their assigned mission to accomplish the goals and

objectives utilizing the resources provided.

(4) Officers exercise command.

(5) Officers are accountable for mission accomplishment.

(6) Officers are accountable for unit readiness and

performance.

(7) Officers set standards for unit performance.

(8) Officers are responsible for collective unit training

(including planning, providing resources, conducting, and

evaluating).

d. NCO's. NCO's are primarily concerned with their specific

team and its individuals. They execute assigned tasks within a

senior's guidance using available resources. Many tasks and

duties are overlapping and must be shared to some degree. The

leader's ability to clarify who is to do what, to whom, when, and

how is an important part of his leadership role. Some specific

duties normally performed by NCO's are to:

MCCS-BRWN-2048

(1) NCO's train subordinates in their MOS and basic

military skills.

(2) NCO's are accountable for the actions of their squad,

section, or team.

(3) NCO's enforce standards of military and physical

appearance.

(4) NCO's ensure supervision, control, and discipline of

subordinates.

(5) NCO's assist in personal and professional development

of Marines.

(6) NCO's provide communication link between the

individual Marine and the organization.

(7) NCO's plan and conduct the routine and day-to-day

unit operation within the policies established by the officers.

(8) NCO's maintain appearance and condition of unit

billeting spaces, facilities, and work areas.

e. Peers. Some of the roles and responsibilities of peers

are as follows:

(1) Peers support and help each other.

(2) Peers compete in spirit of enhancing esprit and

mission accomplishment, and perfecting individual/unit

performance but not to cut each other down.

(3) Peers share victories, hardships, and lessons

learned.

(4) Peers exert a positive influence on their comrades by

setting examples of obedience, courage, zeal, sobriety, neatness,

and attention to duty.

f. Working Relationships. The basic rank structure

establishes the working relationships as seniors, peers, and

subordinates. Understanding this should be easy, but because of

promotions, transfers, and frequent policy changes many Marines

are not really sure what their roles are. Some things you should

do are:

(1) Understand your role so you can assist your

subordinates and seniors.

(2) Know the roles of seniors, peers, and subordinates.

MCCS-BRWN-2048

(3) Ensure your subordinates know and understand their

roles and the roles of others around them.

(4) Train subordinates to accomplish their role, and be

prepared to perform the role of their immediate senior.

(5) Provide subordinates feedback on how well they are

accomplishing their role, and counsel them to improve their

performance.

(6) Delegate the necessary authority for subordinates to

accomplish their role, and ensure they realize just what they are

accountable for.

(7) Give them the necessary resources and freedom of

action to accomplish their tasks.

(8) Give them the respect due their position and require

others to do the same.

(9) Insist they accomplish their duties and ensure they

do the same with their subordinates.

(10) Adhere to the standards of the Corps and require all

others under you to do the same.

(11) Maintain open communication lines and squelch

rumors.

(12) Ensure subordinates are capable of accomplishing

assigned tasks.

TRANSITION: We have discussed rank structure, are there any

questions?

SUMMARY (10 MIN)

During this period of instruction we have covered firearm

disarmament and rank structure. I am now confident you will be

able to use these techniques to gain control of the situation.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2049

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

WARRIOR AS A GENTLEMAN

MCCS-BRWN-2049

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/10/2015__

MCCS-BRWN-2049

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Warrior as a Gentleman

LESSON DESIGNATOR: MCCS-BRWN-2049

TOTAL LESSON TIME: 30 minutes

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Indoor/Outdoor Classroom

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 None

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2049

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. The martial arts program is used to develop

a change in the mental attitude and character makeup of a Marine.

You must live your life in a manner that gives you a better

understanding of these concepts and inspires your Marines to do

the same. This creates a warrior who is also a gentleman. The

characteristics of a gentleman described here relate to the

actions of men and women, much like the term man can refer to the

whole species.

2. OVERVIEW. Good morning, my name is ________. The purpose of

this lesson is to teach you how act as an ethical warrior. We

will be covering values, morals, and ethics, warrior, gentleman,

and the combination.

3. LEARNING OBJECTIVES. This is a lesson purpose class with no

associated learning objectives.

4. METHOD/MEDIA. This lesson will be taught by the informal

lecture method.

5. EVALUATION. This class is lesson purpose and will not be

evaluated.

6. SAFETY/CEASE TRAINING. In the case of a fire alarm you will

exit the classroom and the class commander will get a head count

and report to the instructor.

BODY _________ (15 MIN)

1. VALUES, MORALS, AND ETHICS. We must understand the

difference between ethics, values, and morals, and how they

attribute to our character in order to be an ethical warrior.

a. Values. A value is something we seek to gain or keep

because we consider it to be of worth. It can be tangible like

money or possessions, or intangible like a feeling or belief.

There is only one superseding value we all share, life. Life is

an absolute and universal value because it is a fundamental

requirement of all human existence. We must understand each

person values their own life as much as everyone else. Relative

values are subjective and often represent an opinion or

preference. Relative values can be different between people or

groups and still be valid. Relative values can conflict or

compete with other relative values, or compete with the life

value.

b. Morals. Morality refers to “good” values. Certain

relative values are particularly respectful of self and others.

They are often referred to as great moral values, or virtues.

MCCS-BRWN-2049

Not all values are moral. Relative values will be immoral if

they oppose the value of life.

c. Ethics. Ethics are moral values in action; life

respecting behavior toward self and all others. Ethical behavior

is the foundation for all Marines. Leaders must have the moral

courage to foster and enforce ethical behavior. An ethical

warrior is a protector of life, prepared to kill only under

absolute necessity.

2. Warrior. A warrior is a person engaged or experienced in the

act of war; a person engaged in some struggle or conflict. There

are many examples of warriors throughout our history. However,

not all of these warriors demonstrated ethical or moral

principles. Choosing the correct examples to display the

characteristics of a warrior may be difficult to do in one

person. Identifying noble traits in different people will be

much easier.

3. Gentlemen. A gentleman is a person whose conduct conforms to

a high standard of humility or behavior. That professional

behavior is what sets them aside from ignorance, and makes them

stand out from the rest. Battles are not always won by brute

strength; at times it takes pure wit to outsmart your opponent.

Intelligence and the high ethical standards are characteristic of

a gentleman.

4. Combination. To combine these two traits means to force two

opposites together, forming a totally new creation. That is the

goal of this class, to combine fire and ice to produce a new

breed of fighting machine. This process has already occurred;

this is just a reinforcement of that idea. It exists in the

society of the Marine Corps. Our Core Values begins this level

of training and it must continue throughout a Marine’s career.

TRANSITION: We have discussed warrior as a gentleman, are there

any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered warrior as a

gentleman. I am now confident you will be act as an ethical

warrior.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2050

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

MARTIAL CULTURE STUDY: THE APACHES

MCCS-BRWN-2050

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/13/2015__

MCCS-BRWN-2050

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Martial Culture Study: The

Apaches

LESSON DESIGNATOR: MCCS-BRWN-2050

TOTAL LESSON TIME: 1 hour

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: One instructor and assistants

FACILITIES: Indoor/Outdoor Classroom

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 None

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

MCCS-BRWN-2050

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. As warriors, we must take the lessons from

warrior cultures of the past and present and learn from them. We

must study their strengths as well as their weaknesses. By doing

this, we can develop more thorough tactics to utilize on the

battlefield. We can do this through studies of different martial

cultures.

2. OVERVIEW. Good morning, my name is _________. The purpose

of this lesson is to familiarize you with the Apaches. We will

cover their historical background, training methods, values

system, and legacy battles.

3. LEARNING OBJECTIVES. This is a lesson purpose class with no

associated learning objectives.

4. METHOD/MEDIA. This class will be taught by the informal

lecture method and guided discussion.

5. EVALUATION. This class is lesson purpose and will not be

evaluated.

6. SAFETY/CEASE TRAINING. In the case of a fire alarm you will

exit the classroom and the class commander will get a head count

and report to the instructor.

TRANSITION: Now that you know what will be taught and how it will

be taught, are there any questions? Let’s discuss their

historical background.

BODY (45 MIN)

1. HISTORICAL BACKGROUND

a. The origin of the name Apache probably stems from the

name ‘Zuni apachu’ which was the name for the Navajo. The Apache

population was thinly spread and scattered into relatively small

groups across large tribal territories due to harsh living

conditions. The land the Apaches lived in was a rugged and

hostile territory of climatic extremes ranging from forested

mountains to desert lowlands with temperatures ranging from 100

degrees to below zero.

(1) The land yielded only enough for the Apaches to

survive. Hunting was a male event working in pairs or in small

groups. If chasing large game, they rode horses chasing the game

with bows. If on foot, Apaches wore masks crafted from animal

heads to approach deer and antelope. Some Apaches would conduct

relays to run a deer to exhaustion while the local band might

provide the numbers required to surround buffalo.

MCCS-BRWN-2050

(2) The environment forced cohesiveness either by blood

or by marriage. Cohesion was minimal amongst the ‘groups’ as

there was no central leadership, or chain of command. This type

of society did not lend itself to a regimented society or social

structure. Local band leadership was the most extensive of the

Apache government and was the position most tribal chiefs held

such as Cochise and Geronimo. Leaders of the bands and tribes

were very similar to what we have today as leaders in the Marine

Corps with our non-commissioned officers; they were expected to

display courage in battle, to be generous toward the poor and

needy, and to be good public speakers.

b. One should understand the Apaches combat mindset in order

to fully comprehend how they thought and what they would do to

the enemy. Their lust for blood was insatiable. Some Apaches

cut the hearts out of their victims, staked them to ant hills

with their mouths propped open, tied them to cactuses with wet

raw hide that contracted as it dried in the sun, tied them naked

to trees and shot arrows into them, slit their skin in strips

from neck to heel, cut off limbs until the victim bled to death,

smashed heads and testicles with rocks, and buried victims in the

ground up to their heads and let the ants eat their heads off.

It was believed dismembered enemies would travel through the

afterlife in the same condition as when they died. Every

expression of pain or agony was hailed with delight, and the one

whose inventive genius devised the most excruciating kind of

death was deemed worthy of honor.

c. It is important to note that the white man wrote most of

the Apache history and as you know, written history is written

from the writer’s perspective. Apaches and Apache leaders have

become the victims of exaggeration, a fate that has left them

enshrined in contemporary folklore. The Apache has been

transformed into an American myth, the haunting symbol of a

vanished era in the history of the Southwest.

2. TRAINING METHODS

a. Apaches were trained for war from boyhood. Boys woke

early and bathed in the river, even if they had to crack the

surface ice to do so. They ran up hillsides with a mouthful of

water to learn correct breathing through the nose. They were

taught by their relatives the geography, attributes, and sanctity

of their surroundings.

(1) From early on, boys were taught how to endure pain.

They would place dry sage on their arms and set it on fire,

letting it burn to ashes without flinching. In winter, they

would have to roll snow into a ball, with bare hands, until told

to stop. They were hardened by rough wrestling games, mock

MCCS-BRWN-2050

battles, and were paired off for hand-to-hand fights that only

ended when blood was drawn.

(2) When a young man felt ready, he would begin the

novice warrior complex. Having been accepted as a member of his

first raid, the young man was instructed by a war shaman. The

shaman would give the young man a drinking tube, a scratcher, and

a special war cap. The young warrior was subservient to the

other warriors and would fetch their water and wood. Upon

completing four successful raids, the young Apache received the

coveted reward of recognition as an Apache warrior.

b. The Apaches drew a sharp distinction between warfare and

raiding. A raid was designed to acquire food rather than to

initiate or respond to a conflict. War parties were organized to

avenge the deaths of Apaches. War parties normally contained 200

men, and a shaman who would accompany the party into battle

conducting ceremonies while on the warpath. When on the warpath,

they would scatter and reunite to avoid backtracking and having

their enemies track them. The Apaches always traveled with

scouts out front and would even post scouts in the evening on the

highest possible terrain.

(1) The Apaches preferred to make their attacks shortly

before dawn and upon attacking, they would attack from several

directions at once. Warriors wore a shirt, breechcloth, and

moccasins; he carried a rope, blanket, water jar, rations of

mescal or jerky, and his weapons. The Apache might employ a

shield, bow, arrows, lance, club, knife, or even a gun. They

also blackened their weapons to camouflage them.

(2) Apaches lived instinctively off the land and could

withstand extraordinary extremes of thirst and hunger. Paint was

daubed across the face to invoke the particular power of a war

shaman. The Apaches did not adapt a horse culture, as their

terrain and lifestyle did not lend itself in the same way, as did

that of the Plains Indians. An Apache warrior could run as many

as 70 miles per day though.

c. The Apaches fought a guerrilla style of warfare. Few

pursuers ever successfully found their way into the intricate

strongholds of the Apache. When the Apaches were chased, they

would scatter, running across rock to an agreed rendezvous,

leaving no trail. They would visit waterholes at night, which

they knew well or could quickly spot from high ground.

3. VALUES SYSTEM

a. The Apaches were religious in their own right. They had

an unclearly defined supreme being referred to as Usen or “Life

Giver.” Myths among the Apache told of their people’s emergence

MCCS-BRWN-2050

from within the earth. The coyote exemplified the virtues and

failings of man, securing such necessities as fire while

simultaneously demonstrating the vices of man such as gluttony,

falsehood, and incest, which the Apaches strongly disapproved.

Myths of the Apache’s early existence focused on the White

Painted Woman’s divine conception of her sons and the slaying of

the evil dragon by one of her son’s.

b. The most documented traditional Apache ceremony was the

girl’s puberty rite. This rite lasted four days. The ceremony

began with the girl being led to the ceremonial tipi by the

specially appointed shaman whose relentless chanting of songs and

prayers accompanied the rituals. On the fourth night, the

ceremonies continued until dawn when the shaman painted a sun

symbol on his palm, which he pressed to the girl’s head as the

sun rose. The puberty rite was considered a sacred confirmation

of the beginning of womanhood. Women were allowed to marry after

puberty and men allowed to marry after they had accepted adult

responsibilities as warriors and hunters.

c. The Apaches, in contrast to the Plains Indians, applauded

courage but derided heroics; their numbers were too few for

flamboyant risks and needless loss of life. Stealth and caution

were encouraged. When the Apache was wounded or cornered, there

was no more ferocious adversary.

4. LEGACY BATTLES

a. In 1540, the Apaches were well entrenched in their

homeland of the Southwest. Drawn by the prospect of converts to

the Roman Catholic faith and by legends of mineral riches, the

Spanish ventured into the Apache homeland. Under the guise of

extending the boundaries for the Spanish, they would raid the

Apaches to acquire Indian slaves. In 1598, the Spanish governor

of New Mexico attacked an Apache settlement killing 800 and

capturing nearly 600. Captured males over the age of 25 had one

foot cut off and served 20 years of slavery. In 1610, the

Apaches sought revenge and raided the governor’s capital with

such ferocity that the governor moved his capital. Apache

ambushes and raids were frequent from 1600 to 1680 and drove the

Spanish from New Mexico. By 1700, each Apache tribe was firmly

established in its traditional territory while the pattern of

raids and Spanish punitive expeditions continued throughout the

century.

b. In 1848, the Treaty of Guadalupe Hidalgo relinquished the

Spanish Southwest and its Indian tribes to the United States and

American troops were withdrawn from Mexico. Despite the

Americans agreement to stop the Apaches from crossing the new

border, the raids continued. In 1851, miners reopened the copper

mines and discovered gold nearby. Mangas Coloradas, the chief of

MCCS-BRWN-2050

the Chihenne Apaches, visited the miners’ camp and offered to

lead them to greater deposits of gold. The white men, fearing a

trap, bound the great chief to a tree and brutally whipped him.

His rage made him a ferocious enemy of the Americans.

(1) In 1861, 54 mounted infantrymen sought the return of

two kidnapped boys. Cochise, the great chief of the Central

Chiricahua, was asked to come to the tent of the white man

leading the 54 infantrymen. Cochise was wrongly accused of the

crime and would be held prisoner until the boys were released.

Upset with this decision, he pulled out his knife, sliced the

tent, and escaped capture while the Apaches that accompanied him

were held hostage. Cochise returned with his own American

hostages, a fight ensued, hostages on both sides were killed, and

Cochise escaped.

(2) In the years that followed, most soldiers were

withdrawn from this part of America to fight in the Civil War.

Cochise and Mangas Coloradas took this opportunity to drive the

settlers out of their land. Relentless raiding resulted in all

treaties being abandoned and the policy of extermination was

again in existence. In 1862, Mangas Coloradas was shot from his

horse, survived, and a year later ventured into an American camp

under a flag of truce. He was taken prisoner, tortured,

decapitated, and his head was boiled.

c. Geronimo was born into the Bedonkohe band in 1829 in

Southwest New Mexico near the head of the Gila River. In 1846,

he was admitted to the council of warriors. Perhaps his favorite

joy at this time in his life was marrying Alope. Eventually,

they had three children. In 1858, Geronimo was part of a trading

party in Mexico and while they were gone, Mexicans attacked his

camp killing his mother, wife, and three children.

(1) Geronimo had been mentally hardened for war from an

early age and convinced his people to seek revenge. He stated he

would fight from the front and only asked his people to follow

him. In 1859, the attack began with the Apaches assembling on

the Mexican border. The first fight began with eight Mexicans

riding out to engage the Apaches; these men were captured and

killed. The next morning, the Mexicans attacked with two

companies of cavalry and two infantry companies. Geronimo

arranged his warriors in a hollow circle at the edge of a tree

line. As the Mexicans came within 400 yards they fired their

weapons and then Geronimo lead the charge. The battle lasted

approximately two hours and only a few Apaches were left on the

field; however, Geronimo was one of them, fighting with only his

hands and a knife. Eventually all the Mexicans were killed.

Geronimo avenged his family’s death, and was made a war chief for

the Apaches.

(2) By 1880, Geronimo had earned a fearsome reputation.

MCCS-BRWN-2050

He unleashed lightning raids into Mexico, Arizona, and New

Mexico. During his many battles, Geronimo was wounded eight

times. He was shot in the leg, forearm, cut by a saber in his

right leg, butted in the head by a musket, shot below the left

eye, shot on both sides of the body, and shot in the back. In

September of 1886 Geronimo surrendered to the Americans. He was

transferred to several locations before he died at Fort Sill,

Oklahoma in February 1909.

5. DISCUSSION

a. How does the historical background of the Apaches compare

to the Marine Corps today?

b. How are the training methods, weapons and tactics

employed by the Apaches the same and different from that of the

Marine Corps?

c. How are the values system, leadership qualities, and

standards of conduct used by the Apaches similar and different

from the Marine Corps?

d. What were some of the strengths and weaknesses of the

Apaches?

TRANSITION: Now that we have discussed some differences and

similarities between the Apaches and the Marine Corps, are there

any questions?

SUMMARY (10 MIN)

During this period of instruction we have discussed the Apaches.

I am now confident you have a thorough understanding of the

Apaches Martial Culture and how we can learn from them.

INSTRUCTOR NOTE: Conduct a guided discussion. Questions and

answers should be allowed to flow freely. Have additional

questions prepared to stimulate the guided discussion.

INSTRUCTOR NOTE: Provide follow-on instructions.

MCCS-BRWN-2051

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

LESSON PLAN

FREE SPARRING

MCCS-BRWN-2051

BROWN BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/12/2015__

MCCS-BRWN-2051

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE

THE BASIC SCHOOL

24191 GILBERT ROAD

QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Free Sparring

LESSON DESIGNATOR: MCCS-BRWN-2051

TOTAL LESSON TIME: 2 hours 30 minutes

REFERENCES: MCO 1500.59_

NAVMC 3500.41_

MCRP 3-02B

PERSONNEL REQUIRED: Referee, RSO, Corpsman

FACILITIES: Soft footed training area

REVIEW COURSE MATERIALS:

 Review Lesson Plan

ADD PERSONALIZATION:

 Personalize the lesson by adding subject matter detail,

personal experiences, examples, and questions.

MATERIALS/EQUIPMENT:

 Mouthpiece

 Head gear

 4 oz. Boxing Gloves

 Groin Protection

 Shin Protection

SETUP AND PLANNING:

 Reserve Training Area

 Conduct Rehearsals

 Brief Support Personnel

MCCS-BRWN-2051

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. Standing to ground is the free sparring

event for brown belt. This combines striking techniques with

throws and ground fighting techniques. Weapons should also be

incorporated with standing to ground to train Marines to move

through the different levels of combat. This event begins to

cement the previous levels with the bridge developed in previous

belts.

2. OVERVIEW. Good morning, my name is ________. This lesson

will cover the conduct of free sparring and a warrior study.

3. SAFETY. Safeties will be cover later in this lesson.

TRANSITION. Now that you know what will be covered are there any

questions? Let’s discuss the purpose of free sparring.

BODY (2 HRS 15 MIN)

1. PURPOSE. The purpose of free sparring is to bridge from

static to dynamic and inoculation to interpersonal violence.

a. Bridge from Static to Dynamic. Standing to ground is the

bridge between static strikes, thrown, and ground fighting and a

dynamic environment. Free sparring gives Marines the opportunity

to apply the individual techniques they have learned in a

realistic environment with a live resisting opponent. Executing

techniques one at a time is much different than using them

against another person who is defending themselves and also

trying to hurt you.

b. Inoculation to Interpersonal Violence. Inoculation is

the process of introducing something to the body so it can defend

itself in the future. By introducing Marines to violence on a

personal level, they will be more prepared for a real close

combat scenario.

2. CONDUCT OF THE BOUT. Free sparring is a training tool

designed to develop Marines’ skills and confidence, and must not

become a fight club or beat-down.

a. Combat Mindset. Proper combat mindset is essential for

free sparring to be effective. Instructor Trainers must ensure

the emphasis is on effective combatives and it does not become

sport fighting. The focus should be on killing blows, solid

offensive and defensive techniques, and gaining the tactical

advantage so the enemy cannot return to the engagement. Free

sparring also develops the control and maturity to use the

appropriate amount of violence for any given situation along the

continuum of force.

MCCS-BRWN-2051

b. Maturity. All Marines must control their egos and

tempers at all times. Marines who demonstrate immaturity, lack

of control, or unsportsmanlike conduct will not be allowed to

participate.

c. Time Limit. Standing to ground will be three to six

minute rounds, depending on the fitness level of the Marines.

d. Weapons. Weapons may be integrated into standing

striking. Training weapons and all associated safety gear must

be used. These fights will run until the referee observes a

killing blow, similar to pugil sticks.

e. Target Areas. The authorized target areas for strikes

are the torso and the inside and outside of the legs. Marines

will not strike to the head, neck, back, groin, or knees. The

authorized target areas for submissions are the carotid artery

and large joints, for chokes and joint manipulations.

f. Techniques. The authorized techniques are the upper and

lower body strikes, throws, and ground fighting techniques within

each belt level. At this level, strikes are included when on the

ground. Marines should focus on combining all the principles and

fundamentals of close combat. Very light knees and elbows may be

used only under the strict supervision of a responsible Martial

Arts Instructor Trainer. This is because of the increased level

of responsibility and maturity necessary for this type of

training. Do not use knees and elbows without an MAIT present.

g. MAI/T Participation. Instructors and Instructor Trainers

should participate in free sparring events with their students as

much as possible. There must still be a referee and RSO

supervising the bouts for control and safety. When sparring with

students the instructor will fight at, slightly above, and

slightly below the student’s skill level. This is to allow the

instructor to fault check the students and help them to develop

their skills. Free sparring is NOT for instructors to beat up

students or demonstrate their skills.

3. SAFETIES. Free sparring events should be as realistic as

possible while ensuring the safety of the Marines. It is the

responsibility of the instructor to ensure all required safety

measures are present and adhered to at all times.

a. Personnel. All sparring events must have the required

safety personnel as described below.

(1) Fighters. All Marines are personally responsible for

their safety and the safety of the other fighter. Marines must

be in a full duty status to participate in free sparring. If

MCCS-BRWN-2051

there is any question as to whether or not a Marine is physically

qualified to participate, they will see a corpsman or medical

officer.

(2) Referee. The referee must be an MAI or MAIT and is

responsible for the overall conduct of the bout. They will not

have any other role, such as coaching or keeping time, that will

distract them in any way. The referee will brief the fighters,

check safety gear, start the fight, stop the fight, and monitor

the Marines fighting. They must be actively engaged so they can

physically break up the fight in case of any unsafe condition.

(3) RSO. The RSO should be an MAI or MAIT but can be a

Staff NCO or Officer if none are available. This person is

strictly responsible for safety. They will not fight, referee,

or coach because it will distract them from observing safety. If

they observe any unsafe condition they will inform the referee or

stop the bout themselves.

(4) Corpsman. A corpsman is required to be present for

all free sparring events.

(5) Coach. Having a coach is optional for all free

sparring events. If used, this is a MAI or MAIT who is not

filling the role of the referee or the RSO. The coach should

reinforce proper technique, principles, and fundamentals.

b. Safety Gear. The safety gear required for standing to

ground is head gear, mouthpiece, 4 ounce (minimum) MMA gloves,

groin protection, and shin protection. Females must also wear a

flak jacket for added protection for the female anatomy. When

adding weapons, all the gear required for pugil sticks must be

used.

c. Training Area. A soft footed area with a non-slippery

surface must be selected. This can be a sandy or grassy area

that is clear of rocks, stumps, and debris. Mats are recommended

if available.

d. Chronic Traumatic Encephalopathy (CTE). Also known as

boxer’s dementia and punch drunk syndrome, CTE is brain damage

caused by repeated mild head injuries. Medical researchers have

recently found that CTE also occurs in other sports such as

football, hockey, soccer, and wrestling. Increased awareness of

CTE has led to a push for additional caution in dealing with

concussions and other head injuries among youth, high school,

college, and professional athletes. When properly implemented,

the safeties for free sparring mitigate repeated head injury, and

CTE.

MCCS-BRWN-2051

e. Hands Out Procedures. If a fighter cannot safely

continue in a free sparring event they will put both hands

straight out in front of them. A Marine will go hands out if

they feel they are not able to defend themselves. This may be

due to getting the wind knocked out of them, becoming injured, or

problems with safety gear. If this happens the referee must

immediately stop the bout to assess the situation. The referee

will put the Marine’s hands on their shoulders and evaluate their

condition to determine if and when they can continue.

f. Tap Out Procedures. Tap out procedures will be adhered

to when conducting free sparring. When any submission technique,

such as a choke or arm bar, is executed the Marine must tap out

before they become injured. They can tap out by tapping

themselves, tapping their opponent, tapping the deck, verbally

saying “tap, tap, tap”, or any combination of those. It is

preferable to tap on your opponent so they can feel it and are

immediately aware that you are tapping out. When a Marine taps

out, the opponent must immediately release pressure to prevent

injury.

g. Unsafe Conditions. It is the referee’s, and RSO’s,

responsibility to immediately stop the fight if they see any

unsafe condition such as a defenseless fighter, safety gear

problems, or if a fighter is injured. A fighter is defenseless

if they appear unable or unwilling to intelligently defend

themselves by exposing their back, falling to the ground,

dropping their weapons, or dropping theirs hands. If any safety

gear is unserviceable, missing, or not fitted properly the fight

must be stopped to correct the problem. If a fighter appears to

be injured, by screaming or yelling, the fight must be stopped.

Once the unsafe condition is corrected, the referee will restart

the fight.

TRANSITION: We have practiced free sparring, are there any

questions? We will now discuss ________.

4. WARRIOR STUDY

TRANSITION: We have discussed ________, are there any questions?

SUMMARY (10 MIN)

During this period of instruction we have practiced free sparring

and discussed a warrior study. I am now confident you will be

able to use these techniques to kill the enemy.

INSTRUCTOR NOTE: Provide follow-on instructions.

INSTRUCTOR NOTE: Present a warrior study of your choice to

the class. Ensure to tie-in the disciplines of MCMAP, core

values, and leadership characteristics.

Appendix A

GUIDED DISCUSSION 1: FINANCIAL RESPONSIBILITY

TIME

INTRODUCTION

Good morning my name is________ today we will be

talking about ___________.

The ground rules for this discussion are:

(1) No personal attacks on anyone’s opinions

(2) Allow each participant to express

themselves

(3) Drinking coffee and soda is allowed

(4) Make head calls at your leisure, just

don’t interrupt the group

(5) Keep your language clean as not to

offend others

(6) PARTICIPATION BY ALL!!!!!!

Gain Attention

Sgt Smith, married with two young children, just

returned home from a seven month deployment to

Okinawa, Japan. He enjoyed Okinawa so much; he

wanted to be permanently stationed there with his

family. He was eight months away from the end of

his first enlistment and decided that he wanted to

re-enlist so that he could receive PCS orders to

Japan.

During Sgt Smith’s first enlistment, he and his

wife lived pay day to pay day and between two car

loans and credit card bills accumulated over $150k

of debt. After having to pay for some unexpected

emergency cross-country trips home, the couple

didn’t have money left over to pay some of monthly

bills. Due to their lack of planning and funds,

the Smiths were forced to miss a few different

monthly payments.

The Smith family was shocked and heartbroken when

they learned that Sgt Smith’s re-enlistment

package was denied. Sgt Smith was confused,

because he had a stellar record, above average

fitness reports, and was well liked by his peers

and seniors.

REMARKS/NO

TES

Appendix A

After talking with the Career Planner, Sgt Smith

discovered that his package was denied because he

failed to obtain a security clearance. The Career

Planner told Sgt Smith that his low-credit rating

was the only reason his security clearance didn’t

go through.

Since his time in the Marine Corps was coming to

an end, Sgt Smith decided that he wanted to return

to his home town and become a State Police

Officer. He started the application process and

figured that his time in the Marine Corps should

pretty much guarantee him a position.

After Sgt Smith completed the first two phases of

the application process, he was told that they

were impressed with his application and how well

he did. The State Police Department told him that

as long as he passed the final phase of the

process, he could expect to start the Academy

after he completed his commitment to the Marine

Corps.

Sgt Smith became nervous when he learned that one

of the final steps in the application process

involved the Human Resource Department requesting

and reviewing his credit report.

Unfortunately, Sgt Smith’s application with the

State Police Department was denied. He was told

that if he paid down his debt, he could re-apply

at a later date.

As of today, Sgt Smith has two pay periods left in

the Marine Corps and is still searching for a job

outside of the Marine Corps.

Key points for this discussion will be:

1) Define the different types of income

2) Discuss deductions and expenses

3) Discuss how to develop a budget

4) Discuss how being financially responsible

supports our Core Values

Learning Objective: After this guided discussion,

you will have a better understanding of what it

means to be financially responsible and how

Appendix A

managing your personal finances supports our

Marine Corps Core Values.

TIME

KEY POINT 1

1. What is income?

 A gain or recurrent benefit usually measured

in money that derives from capital or labor.

 The monetary payment received for goods or

services, or from other sources, as rents or

investments.

 The money received by a member of the

Uniformed Services for the work/duties

performed and consists of pays and

allowances.

2. What are the different types of income we can

receive as Marines?

 Pay

o Base pay

o Special pay

o Incentive pay

REMARKS/NO

TES

Appendix A

 Allowances

o Housing

o Basic Allowance for Subsistence

o Family Separation

o Living expenses

o Moving expenses

o Travel expenses

o Clothing expenses

Interim Summary: We just finished discussing the

different types of income; now let’s talk about

the different deductions and expenses that we may

have.

TIME

KEY POINT 2

1. Do you know what is automatically deducted from

your pay each pay period?

 Servicemembers' Group Life Insurance (SGLI)

 Taxes

o Federal Income Tax

o Social Security

o Medicare

o State Income Tax

 Tricare Dental (If Marine has dependents)

2. Who can tell me what debt is?

 Something owed, such as money, goods, or

services.

 An obligation or liability to pay or render

something to someone else.

 Refers to a relationship that obligates a

borrower to pay interest and principal to the

lender such as a department store, credit

REMARKS/NO

TES

Appendix A

card companies, and finance companies.

 An arrangement that gives the borrowing party

permission to borrow money under the

condition that it is to be paid back at a

later date, usually with interest.

3. What are some monthly expenses or bills that

you have?

 Rent/Mortgage

 Utility bills

 Phone bills (home and cell)

 Cable or satellite

 Internet

 Credit cards

 Car/Motorcycle loan

 Insurance payments

 Personal loans

 Student loans

 Food, personal items, etc.

Interim Summary: We just finished discussing some

of the deductions and expenses that we may have;

now let’s talk about developing a budget.

TIME

KEY POINT 3

1. What is a budget? Who can tell me what the

elements of a budget are?

 A plan or schedule for allocating known

income to meet the obligations of known or

estimated expenses, and is also a savings

plan.

 A plan to spend, and save.

 An estimation of the income and expenses over

a specified future period of time.

 Practical way to get a grip on your spending

and to make sure your money is being used the

way you want it to be used.

 Elements of the budget:

o Net Income

 Monthly Marine Corps take-home pay

and any other income you may have

from a part-time job, your spouse's

REMARKS/NO

TES

Appendix A

earnings, etc.

o Fixed Expenses

 Expenses that are the same or

almost the same every month

(savings, rent, mortgage payments,

installment payments, cable, web

account, utilities expenses, etc.)

o Variable Expenses

 Expenses that vary from month to

month like food, clothing,

gasoline, entertainment, and

miscellaneous unbudgeted

necessities.

2. After you determine the elements of the budget,

how do you use them in developing your personal or

family budget?

 Determine your Net Income and subtract your

total expenses (Fixed + Variable) equals the

amount of money that you will have left over

to save, invest, or pay down debt.

3. How many of you have established a budget for

yourselves and your family? What where some things

that you used when you sat down to develop your

budget?

 Current Leave and Earnings Statement (LES)

 Other pay statements (second job or spouse’s

income)

 Current bills (showing minimum payment,

balance, and APR)

o Utility bills

o Phone bills (home and cell)

o Cable or satellite

o Internet

o Credit cards

o Car loan

o Insurance payments

o Personal loans

o Student loans

o Other expenses and debts (food, personal

items, etc.)

4. Those of you that already have budgets, did you

develop them on your own or did someone help you?

Appendix A

 Assistance is available through:

o Chain of Command

o Command Financial Specialist (CFS)

 Provide POC for your unit

o Marine Corps Community Services Personal

Financial Management (PFM) Program

 Provide POC information for your

base

o Family Support Centers

 Provide POC information for your

base

o Navy Marine Corps Relief Society:

www.nmcrs.org

 Provide POC information for your

base

o Installation base financial institutions

 Provide POC information for your

base

o Some recommended on-line sources

 http://www.mymoney.gov/

 http://www.nmcrs.org/

 https://www.militaryonesourceeap.or

Interim Summary: We just finished discussing how

to develop a budget; now let’s talk about how

being financially responsible supports our Core

Values.

TIME

KEY POINT 4

1. What does being financial responsible mean to

you?

 The process of managing money and other

assets in a manner that is considered

productive and in the best interest of the

individual or family.

 Living within your means. And to live within

your means, you must spend less than you

make.

 Having positive control over your finances

2. What are some benefits of managing your

finances?

 Live within your income.

REMARKS/NO

TES

Appendix A

100

 Maintain good credit.

 Get more for your money.

 Reduce financial stress and arguments.

 Achieve financial confidence and success.

 Don’t have to live pay period to pay period.

3. Does being financially responsible support our

Core Values? Why do you think so?

 Marine’s actions must be honorable regarding

saving, meeting obligations, and spending.

 You must have the courage to live within your

means.

 Commitment is required in maintaining a

positive financial posture which will serve

the individual and the Marine Corps well.

TIME

SUMMARY/CONCLUSION

Today we have discussed the elements of a budget,

how to develop a budget, and what it means to be

financially responsible. I am confident that you

now have a better understanding of what it means

to be financially responsible and how managing

your personal finances supports our Marine Corps

Core Values.

Closing Statement: A solid understanding of

personal finance will build confidence in facing

financial challenges, responsibilities, and

mission readiness. As a responsible individual,

you must have the mental strength to live within

your means. Commitment is required in maintaining

a positive financial posture. Such a posture

serves you and the Marine Corps well.

END OF DISCUSSION

REMARKS/NO

TES

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101

GUIDED DISCUSSION 2: THE OATH OF ENLISTMENT

TIME

INTRODUCTION

Good morning my name is________ today we will be

talking about the significance of the Oath of

Enlistment.

The ground rules for this discussion are:

(7) No personal attacks on anyone’s opinions

(8) Allow each participant to express

themselves

(9) Drinking coffee and soda is allowed

(10) Make head calls at your leisure, just

don’t interrupt the group

(11) Keep your language clean as not to

offend others

(12) PARTICIPATION BY ALL!!!!!!

Gain Attention

I, (NAME), do solemnly swear (or affirm) that I

will support and defend the Constitution of the

United States against all enemies, foreign and

domestic; that I will bear true faith and

allegiance to the same; and that I will obey the

orders of the President of the United States and

the orders of the officers appointed over me,

according to regulations and the Uniform Code of

Military Justice. So help me God.

Key points for this discussion will be:

(1) Discuss the Oath of Enlistment

(2) Discuss the significance of the Oath of

Enlistment

(3) Discuss the history of the Oath of

Enlistment

Learning Objective: After this guided discussion,

you will have a better understanding of the

significance of the Oath of Enlistment.

REMARKS/NO

TES

TIME

DISCUSSION

KEY POINT 1

1. Who can tell the group what I read at the

REMARKS/NO

TES

Appendix A

102

beginning of our discussion?

- Oath of Enlistment

2. Do you remember taking the Oath of Enlistment?

When was the first time you recited this Oath?

- Enlisted personnel take the Oath of Enlistment

before they ship out to their respective branch’s

basic training.

- If you have access to a computer recommend you

show the following video:

Enlisted Oath

3. Is the Oath of Enlistment something that only

applies to Marines?

- Federal law requires everyone who enlists or re-

enlists in the Armed Forces of the United States

to take the Enlistment Oath.

- Everyone who joins the military has one thing in

common, they must swear-in by repeating the

enlisted or officer Oath.

- The Oath of Enlistment is something that every

service member must promise and adhere to for

his/her entire military career.

Interim Summary: We just discussed how the Oath of

Enlistment is something that every service member

must promise and adhere to for his/her entire

military career. Now let’s talk about the

significance of the Oath of Enlistment.

TIME

KEY POINT 2

1. In your own words please tell the group what

you think an Oath means?

- A formal and serious promise to tell the truth

or to do something.

- A formally affirmed statement or promise

accepted as an equivalent of an appeal to a deity

or to a revered person or thing; affirmation.

2. What do you think is significant about our

Oath?

REMARKS/NO

TES

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103

- The Oath that accompanies enlistments and

promotions should not be taken lightly. While the

words are simple, when Marines swear "to support

and defend the Constitution of the United States

against all enemies, foreign and domestic," they

are assuming a most challenging and defining

obligation.

- The Oath is one of acceptance. Because it is an

Oath of consent, taking the Oath of allegiance is

the pivotal factor which changes the status from

that of civilian to that of Marine.

- The Oath of Enlistment that every Marine takes

is not to support and defend the country, nor is

it to support and defend the people. The Oath

that is taken is to support and defend something

transcendent, something larger, more dear, than

the country, or The People. It is an Oath to

support and defend the document that gave birth to

and that expanded the very ideals that this

country and its people enjoy. It is the document

that enunciated and enumerated all of our

freedoms, rights and privileges as a nation. It

is the cornerstone of this enduring experiment in

democracy that has made us who and what we are as

a nation. Without it, we would be just another

nation among many. With it we have become

something unique and special in the history of how

people have been governed.

- After taking the oath, Marines find themselves

transformed in a way that cannot be captured in

words. It is why Marines long out of uniform

bristle at being called "ex-Marines" because they

consider themselves to still be

Marines.

3. How did you feel after you recited the Oath for

the first time? Were you proud of your commitment

to support and defend the Constitution of the

United States?

4. How do you think our core values support the

Oath of Enlistment?

Appendix A

104

- “I will support and defend the Constitution of

the United States against all enemies, foreign and

domestic;”

 Courage: The heart of our core values,

courage is the mental, moral, and physical

strength ingrained in Marines to carry them

through the challenges of combat and the

mastery of fear; to do what is right; to

adhere to a higher standard of personal

conduct; to lead by example, and to make

tough decisions under stress and pressure. It

is the inner strength that enables a Marine

to take that extra step.

- “That I will bear true faith and allegiance to

the same;”

 Honor: The bedrock of our character. The

quality that guides Marines to exemplify the

ultimate in ethical and moral behavior; never

to lie, cheat, or steal; to abide by an

uncompromising code of integrity; to respect

human dignity; to have respect and concern

for each other. The quality of maturity,

dedication, trust, and dependability that

commits Marines to act responsibly; to be

accountable for actions; to fulfill

obligations; and to hold others accountable

for their actions.

- “That I will obey the orders of the President of

the United States and the orders of the officers

appointed over me, according to regulations and

the Uniform Code of Military Justice.”

 Commitment: The spirit of determination and

dedication within members of a force of arms

that leads to professionalism and mastery of

the art of war. It leads to the highest order

of discipline for unit and self; it is the

ingredient that enables 24-hour-a-day

dedication to Corps and Country; pride;

concern for others; and an unrelenting

determination to achieve a standard of

excellence in every endeavor. Commitment is

the value that establishes the Marine as the

warrior and citizen others strive to emulate.

Interim Summary: We just finished discussing the

significance of the Oath of Enlistment such as…

Appendix A

105

__________________________________________________

______________

Now let’s talk the history of the Oath of

Enlistment.

TIME

KEY POINT 3

1. When do you think the first Oath of Enlistment

was established? Is it the same Oath that we take

today?

- During the Revolutionary War, the Continental

Congress established different oaths for the

enlisted men of the Continental Army.

- The first oath, voted on 14 June 1775 as part of

the act creating the Continental Army, read:

“I _____ have, this day, voluntarily enlisted

myself, as a soldier, in the American continental

army, for one year, unless sooner discharged: And

I do bind myself to conform, in all instances, to

such rules and regulations, as are, or shall be,

established for the government of the said Army.”

2. How many times do you think the Oath of

Enlistment has changed over the years?

- The original wording was effectively replaced by

Section 3, Article 1, of the Articles of War

approved by Congress on 20 September 1776, which

specified that the oath of enlistment read:

“I _____ swear (or affirm as the case may be) to

be trued to the United States of America, and to

serve them honestly and faithfully against all

their enemies opposers whatsoever; and to observe

and obey the orders of the Continental Congress,

and the orders of the Generals and officers set

over me by them.”

- The first oath under the Constitution was

approved by Act of Congress 29 September 1789. It

applied to all commissioned officers,

noncommissioned officers and privates in the

service of the United States. It came in two

REMARKS/NO

TES

Appendix A

106

parts, the first of which read:

"I, A.B., do solemnly swear or affirm (as the case

may be) that I will support the constitution of

the United States." The second part read: "I,

A.B., do solemnly swear or affirm (as the case may

be) to bear true allegiance to the United States

of America, and to serve them honestly and

faithfully, against all their enemies or opposers

whatsoever, and to observe and obey the orders of

the President of the United States of America, and

the orders of the officers appointed over me." The

next section of that chapter specified that "the

said troops shall be governed by the rules and

articles of war, which have been established by

the United States in Congress assembled, or by

such rules and articles of war as may hereafter by

law be established."

- The 1789 Enlistment Oath was changed in 1960 by

amendment to Title 10, with the amendment (and

current wording) becoming effective in 1962.

3. How does it feel, knowing you swore to an Oath

similar to the one that the five Marines and one

Navy Corpsman who raised the flag on Iwo Jima did?

Do you find it motivating that you recited same

Oath of Enlistment that Medal of Honor Recipients

Cpl Jason Dunham, Sgt Dakota Meyer, and Cpl Kyle

Carpenter did?

TIME

SUMMARY/CONCLUSION

Today we have discussed the Oath of Enlistment,

the significance of the Oath of Enlistment, and

the history of the Oath of Enlistment. I am

confident that you now have a better understanding

of the significance of the Oath of Enlistment.

Closing Statement: As Marines we take the Oath of

Enlistment knowing that it is not just words, but

that someday, we may be required to give our very

lives in support and defense of this document. We

take this with the requisite seriousness then, and

countless numbers of young men and women have done

so with great honor and with great sacrifice over

REMARKS/NO

TES

Appendix A

107

the 238 years of our history as a nation.

Later today, I recommend you take time to reflect

on the Oath that you swore by. The freedoms,

rights, and responsibilities encompassed in the

Constitution of the United States of America have

been threatened in the past by "enemies foreign

and domestic" and Marines that came before you

have defended it with their lives. It is because

of them that the hopes and dreams set down on

paper in the Constitution have had the time and

the security to continue to enliven the hopes and

dreams of this great country.

END OF DISCUSSION

RESOURCES

http://usmilitary.about.com/od/joiningthemilitary/

a/oathofenlist.htm

- http://www.history.army.mil/html/faq/oaths.html

- MCWP 6-11: Leading Marines

Appendix A

108

Appendix A

109

GUIDED DISCUSSION 3: LAWS OF WAR

TIME

INTRODUCTION

Good morning my name is________ today we will be

talking about THE LAW OF WAR/CPL A. BLACKBURN.

The ground rules for this discussion are:

(13) No personal attacks on anyone’s opinions

(14) Allow each participant to express

themselves

(15) Drinking coffee and soda is allowed

(16) Make head calls at your leisure, just

don’t interrupt the group

(17) Keep your language clean as not to

offend others

(18) PARTICIPATION BY ALL!!!!!!

Gain Attention

The following statement is from Cpl Alvin

Blackburn, USMC regarding the circumstances that

led to the demise of 13 North Vietnamese Army

(Regular) soldiers on 22 December 1968.

I am aware of my right under the Uniformed Code of

Military Justice and the Constitution of the

United States, and I voluntarily make this

statement. I am aware that the facts presented

below may be used in my court. I am aware that I

have been charged with thirteen counts of murder

in the first degree. The below stated events are

true to the best of my recollection.

I was assigned team leader of DAGGER II, a recon

insert team with a mission of ambushing enemy

probe patrols. Drop point coordinates 81964373.

Ambush coordinates 82514316. Extraction was to be

at 0320 22 December 1968 at 80403915. I knew that

the nearest friendly unit was approximately 40KM

southwest. Team consisted of myself and seven

others; JOHN R. BAKER, WILLIAM E. COTT, STEVE R.

KEARNS, JOHN E. JACKSON, G. WASHINGTON JR (SPOOK),

JOHN W. WELLINGTON (DUKE) AND MARK C. BRADLEY. I

set the men in a hill position and began watch.

Instead of a patrol, I spotted a point element of

about seven men leading a column of four abreast.

REMARKS/NO

TES

Appendix A

110

I estimated about 100 to 110 enemy. We were in the

direct lines of march. It was too late to retreat

so I decided just to fight it out. I did not break

radio silence as it would have given our position

away. I was action man. When the enemy point had

passed, I waited for what I hoped to be the

command element. The forces were not Viet Cong but

regular NVA forces. When the one with the most

brass showed up, I started shooting. Steve was on

my left and was blasting the flank. John covered

the rear, and got the point team before getting

cut in half by a LAW. Jack took right flank and

was firing .45s from both hands; he was shot 37

times that I could count. Duke was braced against

a tree with his BAR before a grenade got him’.

Mark got about three shots off before he was shot

to death, 18 holes in chest and stomach. Spook was

backing with Bill and pumping buckshot like crazy.

He was shot to death, undetermined number of hits

to head and 19 to body. About 27 NVA surrendered

after about five minutes, but Bill lost his cool

when Spook bought it and kept firing. I knocked

Bill down and he came around okay later. I had 2

men left, 15 POW’s and a messed up radio. I knew

all the firing would bring gook reinforcements, so

I tied the POW’s together and booby trapped them,

each with a M26. I buried our rounds and then we

started to march out. We marched until I thought I

had found a defendable spot and then camped. Steve

was on watch about 4:00 am when sappers hit us.

There were about 20 of them. The fight didn’t last

long but Bill caught a round in the thigh and

Steve was covered with shrapnel all over his back.

Two POW’s had attempted to run and had been

decapitated. I treated mine the best I could. I

had a choice, save my men or bring out the POW’s.

I knowingly shot each POW in the head. I made a

litter for Bill and started dragging and carrying

my men out. I do not remember how long I walked or

even if I ever stopped. I remember following the

sun or stars and I knew I had to get Bill back

before infection took his leg. I did not encounter

the enemy again. We finally made it to some Army

outfit who took Steve and Bill to Da Nang and me

to Hill 63, our CP. I was then sent to a hospital

ship where I made (MISSING SENTENCE). I’d do it

again given the opportunity. I have no other

Appendix A

111

statement to make at this time.

ALVIN L. BLACKBURN

CORPORAL

UNITED STATE MARINE CORPS

Key points for this discussion will be:

(1) Marines fight only enemy combatants.

(2) Marines do not harm enemy soldiers who

surrender. Marines disarm them and turn them

over to their superiors.

(3) Marines do not torture or kill enemy

prisoners of war or detainees.

(4) Marines collect and care for the

wounded, whether friend or foe.

(5) Marines do not attack medical personnel,

facilities, equipment, or chaplains.

(6) Marines destroy no more than the mission

requires.

(7) Marines treat all civilians humanely.

(8) Marines do not steal; they respect

private property and possessions.

(9) Marines do their best to prevent

violations of the law of war, and report all

violations to their superiors.

Learning Objective: After this guided discussion

you will have a better understanding of the Basic

Principles of the Law of War (Marines’ Rules) MCO

3300.4 and our responsibilities professional

warriors.

Appendix A

112

TIME

DISCUSSION

KEY POINT 1:

1. What is the definition of a combatant?

- One of the most important rules under the law

of war is that we must only intentionally target

the enemy and his war fighting capability.

- Combatants are generally defined as anyone

engaging in hostilities in an armed conflict on

behalf of a party to the conflict. Members of the

opposing armed forces are the best example; they

are lawful targets because of their status as

members of the enemy forces. Although civilians,

chaplains, doctors, and the sick and wounded are

ordinarily considered noncombatants, their conduct

(hostile actions or displays of hostile intent

toward US forces) can make them lawful targets, as

well.

- U.S. forces have an inherent right of self-

defense. Individuals who commit hostile acts, such

as attacking U.S. forces, or display a hostile

intent to harm U.S. forces may be engaged with the

force necessary to neutralize or eliminate the

threat they pose. Both types of combatants (status

or conduct-based) are lawful targets unless they

are “out of combat” due to injuries or capture.

- This distinction is not always easy to make,

however. Uniformed, armed soldiers are easily

recognizable while guerrillas, insurgents, and

terrorists often mix with civilians and dress in

civilian clothes. Alertness and judgment are

critical to ensuring that your weapons employment

and tactics discriminate between combatants and

noncombatants. Remember decisive force is not

indiscriminate force.

Interim Summary: We Just finished talking about

why Marines fight only enemy combatants; now let’s

talk about why Marines do not harm enemy soldiers

who surrender.

REMARKS/NO

TES

Appendix A

113

TIME

KEY POINT 2:

1. Did Cpl Blackburn treat the POWs properly?

- Combatants who surrender or captured are no

longer lawful military targets. The law of war

requires you to respect and protect all detainees

(whether civilians, prisoners of war, or common

criminals), treating them humanely from the point

of capture until the time of release.

- First, you must allow the enemy to surrender (it

is illegal to give “no quarter” orders). Next,

follow the “Six S’s and T” to ensure you are

meeting these obligations to treat them humanely:

secure, search, silence, segregate, safeguard,

tag, and speed the detainees to the rear as soon

as possible. Disarming them ensures they are not a

threat to you or others as a matter of force

protection. Next, you will remove them from the

combat area, allowing them to keep protective gear

and personal items of non-military intelligence

value (like family photos, wedding rings and

identification cards), as well as providing them

with water, food, and medical care if necessary.

Your professionalism and commitment will ensure

your Marines do the right thing every time.

Interim Summary: We Just finished talking about

why Marines do not harm enemy soldiers who

surrender; now let’s talk about why Marines do not

torture or kill enemy prisoners of war or

detainees.

REMARKS/NO

TES

TIME

KEY POINT 3:

1. Did Cpl Blackburn violate any international or

domestic laws?

- Killing and torturing detained personnel is a

crime under both international and domestic law.US

policy requires us to humanely treat all

prisoners, detainees, and anyone in our care and

custody. This is the foundation for handling all

individuals under the control of US forces. When

the principle of humanity is ignored or abandoned,

atrocities, brutality, and inhumanity flourish.

- Besides being a legal requirement, humane

treatment provides practical benefits as well. If

REMARKS/NO

TES

Appendix A

114

our enemies believe they will be mistreated or

killed following capture, they are more likely to

resist and fight to the death. However, treating

these individuals humanely provides an incentive

for them to surrender and decreases their will to

resist. Torture is not only unlawful; it also is

counterproductive because it produces unreliable

information.

- Regarding questioning detainees: although

Marines in the field may conduct tactical

questioning of those they detain (think who, what,

where, when, why-type questions), only trained

interrogators can conduct interrogations (this is

one of the reasons we “speed detainees to the

rear.”)

Interim Summary: We Just finished talking about

why Marines do not torture or kill enemy prisoners

of war or detainees; now let’s talk about why

Marines collect and care for the wounded, whether

friend or foe.

TIME

KEY POINT 4:

1. Who thinks that the Law of War requires us to

care for the enemy sick and wounded who cease to

fight? What would you have done if you had two

injured Marines and 13 POWs to care for? Were Cpl

Blackburn’s actions warranted? Why? Why not?

- The Law of War requires us to care for the enemy

sick and wounded who cease to fight. Their

treatment must be based on their medical condition

and the urgency of their wounds, not their

uniform, nationality, race, religion, or sex.

Furthermore, we must take actions to safeguard

them from further attack, and understand that

there is no such thing as a “mercy killing” under

the Law of War.

- Because both sides have an obligation to search

for the wounded and sick as the conditions permit,

the military commander determines when it is

possible to do so. He or she must carefully

consider mission requirements and self-

defense/defense of unit members, before directing

searches for wounded enemy.

REMARKS/NO

TES

Appendix A

115

- Finally, the obligation to collect and care for

the wounded extends to the dead. Mutilation or

desecration of dead bodies violates the Law of

War.

Interim Summary: We Just finished talking about

Marines collect and care for the wounded, whether

friend or foe; now let’s talk about why Marines do

not attack medical personnel, facilities,

equipment, or chaplains.

TIME

KEY POINT 5:

1. Would medical personnel lose their protected

status if they take a direct role in combat, such

as a corpsman serving as a sniper? Would a

hospital lose its protected status if it were

really being used as an armory or command post?

- There are three symbols (the red cross, the red

crystal, and the red crescent) are recognized

medical marking emblems under the Geneva

Conventions. These symbols may be applied to

buildings, vehicles, aircraft, and armbands;

objects marked with these symbols must be

protected from attack. Also note that the law

permits hospitals to have armed sentries to

protect them from thieves and unlawful combatants,

and allows doctors and corpsmen to carry side arms

for the same reasons.

- Note that this protection is not absolute. Just

as a civilian’s conduct can make him/her a

combatant, if these symbols are misused to commit

“acts harmful to the enemy”, the protection is

lost and you may attack in self-defense.

- Medical personnel lose protected status if they

take a direct role in combat, such as a corpsman

REMARKS/NO

TES

Appendix A

116

serving as a sniper, and a hospital would lose its

protected status if it were really being used as

an armory or command post.

Interim Summary: We Just finished talking about

why Marines do not attack medical personnel,

facilities, equipment, or chaplains; now let’s

talk about why Marines destroy no more than the

mission requires.

TIME

KEY POINT 6:

1. Can Marines target or attack what is not

required to accomplish the mission or achieve our

military objective?

- Do not target or attack what is not required to

accomplish the mission or achieve your military

objective. Avoid excessive or wanton destruction

of private property and never attack undefended

villages, towns, dwellings, and buildings. Take

actions to minimize collateral damage and protect

private civilian property and historic and

cultural sites. The more you destroy in battle,

the more we will have to rebuild/restore in peace.

Interim Summary: We Just finished talking about

why Marines destroy no more than the mission

requires; now let’s talk about why Marines treat

all civilians humanely.

REMARKS/NO

TES

Appendix A

117

TIME

KEY POINT 7:

1. What is humane treatment? Why is it important

that Marines treat civilians with respect?

- Definition of humane: Characterized by

tenderness, compassion, and sympathy for people

and animals, especially for the suffering or

distressed.

- Under Common Article 3 of the Geneva

Conventions, we cannot discriminate against

civilians based on race, religion, sex, or

nationality and must protect them from violence

(rape, assault, murder, etc.). They may not be

taken hostage (even if you think it might lead to

“actionable intelligence”) and must not be

subjected to cruel, inhumane or degrading conduct.

- All civilians must be respected and must never

be intentionally targeted. You do not have to stop

your mission to care for them, but do help

civilians if it is safe for you to do so and it

does not interfere with your mission.

- The protection for civilians from being

intentionally targeted like combatants is not

absolute. As discussed under rule #1, civilians

have a duty to stay out of the fight and US forces

have an inherent right of self-defense.

Individuals who commit hostile acts such as

attacking US forces or display a hostile intent to

harm US forces may be engaged with the force

necessary to neutralize or eliminate the threat

they pose. Therefore, once they take up arms

against you and your Marines, they lose their

protected status and are lawful targets unless

they are “out of combat” due to injuries or

capture. Once captured, they are entitled to

humane treatment, same as with detainees or Enemy

Prisoners of War (EPW).

Interim Summary: We Just finished talking about

why Marines treat all civilians humanely; now

let’s talk about why Marines do not steal and why

they respect private property and possessions.

REMARKS/NO

TES

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118

TIME

KEY POINT 8:

1. What is a “War Trophy”? Are Marines allowed to

retain these items for personnel use?

- The Law of War has specific rules for this area.

In addition, the specific rules of engagement may

provide additional guidance.

- Public/Government Property: As a general rule,

public or government property may be taken for

military necessity. For example, you could occupy

a former Baath party compound as your command

post, or use captured enemy weapons in self-

defense. If you are using captured equipment, it

needs to be repainted/remarked to reflect US

use/ownership (to minimize the likelihood of

fratricide, and avoid law of war violations (such

as the improper use of enemy flags, military

insignia, and uniforms during combat operations).

- Private Property: As a general rule, the

temporary use of private property is allowed if

there is military necessity and the action is

approved by the appropriate authority, usually

specified in the rules of engagement or operations

order. You must document what property you take

and if possible, provide the owner with a receipt.

Later, you should return the property or notify

your superiors so the owners can be compensated

for their loss.

- Contraband: Note that certain items may be

prohibited based on force protection concerns;

accordingly, seizure of these items may be

authorized by the rules of engagement or

operations order. Examples of contraband include,

but are not limited to, personal and crew served

weapons and ammunition, explosive devices and

materials associated with such devices, and any

other designated items whose possession could

adversely impact military operations.

- War trophies: There is clear and detailed

guidance on the possession of war trophies and

souvenirs. Do not retain items for personal use

without express authorization from your commander.

In many cases, this prohibition is a force

protection measure, designed to protect you and

your Marines from booby traps and from the effects

REMARKS/NO

TES

Appendix A

119

of unstable munitions and poorly maintained or

damaged weapons.

Interim Summary: We Just finished talking about

why Marines do not steal and why they respect

private property and possessions; now let’s talk

about why Marines do their best to prevent

violations of the law of war, and report all

violations to their superiors.

Appendix A

120

TIME

KEY POINT 9:

1. Why are moral courage and self-discipline the

hallmarks of a professional (ethical) warrior? Did

Cpl Blackburn show moral and physical courage in

caring for the injured Marines? Executing the

POWs? Explain your answer.

- Marines look out for each other on the

battlefield, protecting each other from external

threats, and helping each other do the right thing

in difficult situations. Train your Marines and

Sailors to follow the Law of War in all situations

and supervise them to ensure they do so. Ensure

that you set the example that you expect them to

follow.

- “Just following orders” is not a defense to

violating the Law of War. If you are ordered to

commit a criminal act or Law of War violation, you

are obligated to seek clarification of the order

(“Sir, are you telling me to do X?”), and

ultimately refuse that order if it is unlawful.

You are also obligated to report the situation.

- Although loyalty to fellow Americans is

important, it does not override our duties to

support and defend our Constitution and our way of

life. Ultimately, every officer, SNCO, NCO,

Marine, and Sailor has a duty under the law and

the Uniform Code of Military Justice to prevent

Law of War violations and to report violations to

their chain of command. On those occasions where a

reportable

incident occurs, (defined as a possible,

suspected, or alleged violation of the Law

of War), promptly report the incident to the chain

of command, a judge advocate, chaplain, inspector

general, or military police.

REMARKS/NO

TES

TIME

SUMMARY/CONCLUSION

Today we have talked about the Nine Basic

Principles of the Law of War (Marines’ Rules). I

am confident that you now have a better

understanding of the Basic Principles of the Law

of War (Marines’ Rules) MCO 3300.4 and our

responsibilities professional warriors.

Closing Statement: Members of the U.S. Armed

Forces must comply with the Law of War during all

REMARKS/NO

TES

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military operations, including regular and

irregular warfare, In irregular operations

(including stability operations); the challenge is

balancing an aggressive warrior ethos against the

requirements to avoid harming innocents and

causing unnecessary suffering. Meeting these

challenges in combat is what Marines do and have

always done.

END OF DISCUSSION

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Appendix A

123

GUIDED DISCUSSION 4: WARRIOR MORAL ETHIC

TIME

INTRODUCTION

Good morning my name is________ today we will be

talking about what it means to be an ethical

warrior.

The ground rules for this discussion are:

(19) No personal attacks on anyone’s opinions

(20) Allow each participant to express

themselves

(21) Drinking coffee and soda is allowed

(22) Make head calls at your leisure, just

don’t interrupt the group

(23) Keep your language clean as not to

offend others

(24) PARTICIPATION BY ALL!!!!!!

Gain Attention

Medal of Honor Citation for VITTORI, JOSEPH. Rank:

Corporal. Organization: U.S. Marine Corps.

Company: Company F, 2d Battalion. Division: 1st

Marines, 1st Marine Division. Born: 1 August 1929,

Beverly, MA. Departed: Yes.

Place/Date: Hill 749, Korea, 15 and 16 September

1951.

“For conspicuous gallantry and intrepidity at the

risk of his life above and beyond the call of duty

while serving as an automatic-rifleman in Company

F, in action against enemy aggressor forces. With

a forward platoon suffering heavy casualties and

forced to withdraw under a vicious enemy

counterattack as his company assaulted strong

hostile forces entrenched on Hill 749, Cpl.

Vittori boldly rushed through the withdrawing

troops with 2 other volunteers from his reserve

platoon and plunged directly into the midst of the

enemy. Overwhelming them in a fierce hand-to-hand

struggle, he enabled his company to consolidate

its positions to meet further imminent onslaughts.

Quick to respond to an urgent call for a rifleman

to defend a heavy machine gun positioned on the

extreme point of the northern flank and virtually

REMARKS/NO

TES

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124

isolated from the remainder of the unit when the

enemy again struck in force during the night, he

assumed position under the devastating barrage

and, fighting a single-handed battle, leaped from

1 flank to the other, covering each foxhole in

turn as casualties continued to mount manning a

machine gun when the gunner was struck down and

making repeated trips through the heaviest

shellfire to replenish ammunition. With the

situation becoming extremely critical, reinforcing

units to the rear pinned down under the blistering

attack and foxholes left practically void by dead

and wounded for a distance of 100 yards, Cpl.

Vittori continued his valiant stand, refusing to

give ground as the enemy penetrated to within feet

of his position, simulating strength in the line

and denying the foe physical occupation of the

ground. Mortally wounded by the enemy machine gun

and rifle bullets while persisting in his

magnificent defense of the sector where

approximately 200 enemy dead were found the

following morning, Cpl. Vittori, by his fortitude,

stouthearted courage, and great personal valor,

had kept the point position intact despite the

tremendous odds and undoubtedly prevented the

entire battalion position from collapsing. His

extraordinary heroism throughout the furious

nightlong battle reflects the highest credit upon

himself and the U.S. Naval Service. He gallantly

gave his life for his country.”

Medal of Honor Citation for Cpl Joseph Cittori

Key points for this discussion will be:

(4) Definition of values

(5) Definition of morals

(6) Definition of ethics

(7) Discuss what it means to be an ethical

warrior

Learning Objective: After this guided discussion,

you will have a better understanding of what it

means to be an ethical warrior.

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125

TIME

DISCUSSION

KEY POINT 1

1. What are values?

- Values are principles, standards or qualities

that an individual or group of people hold in high

regard. These values guide the way we live our

lives and the decisions we make.

- A value may be defined as something that we hold

dear, those things or qualities which we consider

to be of worth.

- The rules by which we make decisions about right

and wrong, should and shouldn't, good and bad.

They also tell us which are more or less

important, which is useful when we have to trade

off meeting one value over another.

- Beliefs of a person or social group in which

they have an emotional investment (either for or

against something).

2. What are some things that you value? Why are

they important to you?

- Expect to get different answers (life, family,

friends, pets, car, money etc.) because Marines

come from all walks of life and have different

perspectives about the world we live in.

- All values are subjective or relative

(represent an opinion or preference). This means

that values are whatever we choose to pursue and

whatever we desire. It means there is no such

thing as good or evil, except what you think is

good or evil. If you believe something is evil,

that's just your own personal preference.

- The term good is subjective and our definition

of what is good may come from our families,

culture, religion, habit, circumstances, and our

environment.

- Values differ between people, and on a larger

scale, between people of different cultures.

REMARKS/NO

TES

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126

- If no one mentions “life” as a value, you may

want to suggest it prior to asking the next

question.

3. Where do we, as individuals, get our values

from? Do you think that there is a value common to

all mankind?

- As human beings, we all have our own values,

beliefs and attitudes that we have developed

throughout the course of our lives.

- Individual’s values come from a variety of

sources. Some of these include:



family



peers (social influences)



the workplace (work ethics, job roles)



educational institutions



significant life events (death, divorce,

losing jobs, major accident and trauma,

major health issues, significant financial

losses etc.)



religion



music



media



technology



culture



major historical events (world wars,

economic depressions, etc).

- In a world full of different ethnicities,

cultures, religions, nationalities, behavior sets,

opinions, likes, and dislikes it may be difficult

or even controversial to say that there is such a

thing as a value common to all mankind.

- Almost everyone should respect and value

“life”…don’t move on to the next question until

the group grasps that life is something that

people around the world value.

- My life and the lives of my loved ones are as

important to me as yours are to you," This value -

Humphrey called it the "life value" in his work -

appears to be a universal value. Everyone wants

their lives to be respected.

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127

Developing The Ethical Marine Warrior

4. Ask the group the following questions: Are

there people smarter than you? Better looking?

Stronger? Better Marines? Senior in rank? Can you

accept that? Are some of these people from a

different race, creed, or color? Can you live with

all of that? Does that make their life more

valuable than yours?

- Want to drive the point home that it does not

matter where an individual comes from, their rank,

race, color, or sex etc; everyone’s life is

equally valuable and collectively everyone values

life.

Interim Summary: We just finished defining values

and how life is something that everyone values;

now let’s talk about morals.

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128

TIME

KEY POINT 2

1. What are morals? Moral values?

- Of or relating to principles of right and wrong

in behavior. Definition of morals

- Moral values are relative values that protect

life and are respectful of the dual life value of

self and others. Some possible moral values:

 Truth

 Peace

 Freedom

 Charity

 Family

 Friends

2. What do you think are some moral values? Do you

think they have anything in common?

- The great moral values, such as truth, freedom,

charity, etc., have one thing in common. When they

are functioning correctly, they are life

protecting or life enhancing for all. But they are

still relative values. Our relative moral values

must be constantly examined to make sure that they

are always performing their life-protecting

mission.

3. Who can tell the group what the Marine Corps

core values are? Do you think our values are

moral? Why or why not?

- The Marine Corps core values:

 Honor

o The bedrock of our character. The

quality that guides Marines to exemplify

the ultimate in ethical and moral

behavior; never to lie, cheat, or steal;

to abide by an uncompromising code of

integrity; to respect human dignity; to

have respect and concern for each other.

The quality of maturity, dedication,

trust, and dependability that commits

Marines to act responsibly; to be

accountable for actions; to fulfill

obligations; and to hold others

accountable for their actions.

REMARKS/NO

TES

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129

 Courage

o The heart of our core values, courage is

the mental, moral, and physical strength

ingrained in Marines to carry them

through the challenges of combat and the

mastery of fear; to do what is right; to

adhere to a higher standard of personal

conduct; to lead by example, and to make

tough decisions under stress and

pressure. It is the inner strength that

enables a Marine to take that extra

step.

 Commitment

o The spirit of determination and

dedication within members of a force of

arms that leads to professionalism and

mastery of the art of war. It leads to

the highest order of discipline for unit

and self; it is the ingredient that

enables 24-hour-a-day dedication to

Corps and Country; pride; concern for

others; and an unrelenting determination

to achieve a standard of excellence in

every endeavor. Commitment is the value

that establishes the Marine as the

warrior and citizen others strive to

emulate.

4. Do you think our enemies may value some of the

same things we do? Could you say their core values

mirror ours? Why? What do you think sets us apart

from our enemies?

- Our enemies have their own standard of honor,

they have courage, and they are surely committed.

- Our respect for the universal life value sets us

apart from our enemies.

Interim Summary: We just finished discussing

morals; now let’s talk about ethics.

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130

TIME

KEY POINT 3

1. What are ethics?

- Rules of behavior based on ideas about what is

morally good and bad. Definition of Ethics

- A person who knows the difference between right

and wrong and chooses right is moral. A person

whose morality is reflected in his willingness to

do the right thing, even if it is hard or

dangerous, is ethical.

- Ethics are moral values in action. We have to be

ethical because morality protects life and is

respectful of others, all others.

2. Who thinks killing another human being is

unethical? Is there a time when taking another

person’s life is acceptable? Why?

- It is a lifestyle that is consistent with

mankind’s universal values as articulated by the

American Founding Fathers, human equality and the

inalienable right to life.

- As warriors it is our duty to be protectors and

defenders of the life value and to perform the

unique and difficult mission of taking the lives

of those acting immorally (against life) when

necessary to protect the lives of innocent others.

- When you must kill protecting life it is still

hard, but it is moral. Those who kill those not

observant of their narrow relative religious,

ethnic or criminal values – in other words, kill

over relative values are immoral. A dedication to

protecting the life value of self and others, all

others, makes the Ethical Warrior different and

moral.

Interim Summary: We just finished discussing

ethics; now let’s talk about what it means to be

an ethical warrior.

REMARKS/NO

TES

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131

TIME

KEY POINT 4

1. In your own words, please tell the group what

it means to be an ethical warrior?

- The term ethical warrior seems to have struck a

chord with people who believe that a Marine

represents the epitome of honor, courage, and

commitment on and off the battlefield. There is no

official definition of an ethical warrior, but

after years of discussion and refinement, the most

satisfying description offered is that the ethical

warrior is a protector of life.

- Our mission remains the same: Marines must, and

will, close with and kill the enemy. The role of

the ethical warrior is not only to kill, but also

to protect and defend life.

- Ethical warriors are considered protectors and

defenders. This approach actually makes for more

skillful warriors on many levels. It allows

Marines to accurately assess different kinds of

situations and utilize the level of violence

appropriate and necessary for each.

- Ethical warriors are patient when that works,

more aggressive when that works allowing them to

make better judgments along the entire continuum

of force.

2. We just stated that the role of the ethical

warrior is not only to kill but also to protect

life. Whose lives are we responsible for

protecting?

- Ours and others.

3. Who do we consider as others?

- All others. If possible, we must protect even

our enemies.

REMARKS/NO

TES

TIME

SUMMARY/CONCLUSION

Today we have defined values, morals, ethics, and

discussed what it means to be an ethical warrior.

I am confident that you now have a better

understanding of what it means to be an ethical

REMARKS/NO

TES

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132

warrior.

Closing Statement: Read the following vignette to

the group as a way to tie everything together.

"The Bully"

You are a kid in the schoolyard. You see a bully.

He thinks he is the “top dog.” That is fine. That

perception is a relative value. But when his

relative value supersedes the life value of

another kid – in other words, when the bully picks

on and/or punches the other kid – this is wrong.

Here is the rule: relative values, no matter how

“great,” cannot supersede the life value.

You see the bully picking on the other kid. You

feel – in your gut – that this is wrong.

Congratulations, you are moral. (By the way, most

people are moral – they know the difference

between right and wrong). Now…you see the bully

picking on the other kid. You overcome the

“freeze,” you overcome the embarrassment, and you

go tell a teacher. Congratulations! You are

ethical. (Ethics are moral values in action).

Now…you see the bully picking on the other kid.

You overcome the “freeze,” you overcome the fear,

and you go to the aid of the kid being bullied.

You put yourself at risk. Congratulations! You

have the makings of an Ethical Warrior.

END OF DISCUSSION

RESOURCES

- MCWP 6-11 Leading Marines

- “The Ethical Warrior: Values, morals, and ethics

for life, work and service.” By Jack Hoban.

Published April 2012.

- Marine Corps Gazette Article: Developing The

Ethical Marine Warrior

- Living Values Website