Small Unit Movement Formations
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“Sonny” Martin, Jr. Career Army Officer, World War II 1995 OH
Wisconsin Veterans Museum Research Center Transcript of an Oral History Interview with Orville W. “Sonny” Martin, Jr. Career Army Officer, World War II 1995 OH 624 1 OH 624 Martin, Orville W., (1923-1999). Oral History Interview, 1995. User Copy: 9 sound cassettes (ca. 489 min.); analog, 1 7/8 ips, mono. Master Copy: 4 sound cassettes (ca. 489 min.); analog, 1 7/8 ips, mono. Transcript: 0.1 linear ft. (1 folder). Abstract: Orville W. “Sonny” Martin Jr., an Oshkosh, Wisconsin native, describes his experiences growing up in a military family; serving in the 3 rd Platoon, A Company, 59 th Armored Infantry Battalion, 13 th Armored Division during World War II; training the 4th Field Artillery Battalion and the 35 th Quartermaster Pack Company during the Korean War; serving in Taiwan in 1959; and working at the Pentagon during the Vietnam War. Martin describes the service of his father, a Neenah (Wisconsin) native, during World War I and his parents’ wedding at Camp Stotsenburg (Clark Air Force Base) in the Philippines. Martin touches upon his military ancestry including a great-great-uncle, “General” Warren Healy, who was a drummer boy during the Civil War and became Paymaster General of New York during the Spanish-American War. Martin grew up an “Army brat” on various bases, including: West Point (New York), Fort Ethan Allen (Vermont), Fort Sill (Oklahoma), Schofield Barracks (Hawaii), Fort Hoyle (Maryland), Baton Rouge (Louisiana), and Fort Leavenworth (Kansas). He discusses at length his schooling and social interactions among children of officers and enlisted men. Martin details family life on the base which he calls a “very moral society.” Martin tells stories of corporal punishment and officers disciplining others’ children, a practice that faded in the 1960s. -
1 TEXT C Company Drill.Pdf
State of California – Military Department California Cadet Corps CURRICULUM ON MILITARY SUBJECTS Strand M7: Unit Drill Level 11 This Strand is composed of the following components: A. Squad Drill B. Platoon Drill C. Company Drill 1 California Cadet Corps M7: Unit Drill Table of Contents C. Company Drill ............................................................................................................................................ 3 Objectives ................................................................................................................................................. 3 C1. Basic Information ............................................................................................................................ 4 C2. Posts for Key Personnel .................................................................................................................. 5 .............................................................................................................................................................. 8 C3. Basic Formation Information .......................................................................................................... 8 C4. Changing Interval .......................................................................................................................... 10 C5. Changing Distance ......................................................................................................................... 10 C6. Aligning the Company .................................................................................................................. -
16Th Infantry Division 47Th Field Artillery Camp Kearny, California Private John Leslie Banner
16th Infantry Division 47th Field Artillery Camp Kearny, California Private John Leslie Banner John Leslie Banner, a son of Samuel Banner and Ellen Radford Banner, was born on November 5, 1896 in Upton, Utah. He was the tenth of eleven children in the family of seven girls and four boys. He entered the army on September 3, 1918 and was assigned to Camp Kearny, California where he was training in the field artillery. While training, he became ill with influenza and developed pneumonia. The military contacted his Mother and she traveled to Camp Kearny to be at his side when he died. Just before he died, he told his mother, “Tell the folks not to feel bad. I am one out of thousands”. He died on December 6, 1918. A military funeral was held at Camp Kearny before his body was shipped home. Funeral services were held at the Coalville, Utah cemetery and he was buried there. At the time of his death, he was survived by his parents, four sisters and two brothers: Mary Ellen, Elizabeth Ann, Lydia, Cora Leone, Samuel, and William Henry. He was preceded in death by three sisters and one brother: Frances Alice, Lydia May, Mabel, and Benjamin. During World War I, the 16th Division was renamed the 37th Infantry Division. The formation of another division designated as the 16th Division occurred in 1918 and was stationed at Camp Kearny, California. It never went overseas and it was one of several divisions in WWI that did not select an insignia. The Army has not designated a new division as the 16th since it was demobilized in March 1919.. -
The Utilization of Artillery and Mortars As Infantry Support Weapons in the Chaco War
Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 6-1965 The Utilization of Artillery and Mortars as Infantry Support Weapons in the Chaco War Charles John Goodall Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Military, War, and Peace Commons Recommended Citation Goodall, Charles John, "The Utilization of Artillery and Mortars as Infantry Support Weapons in the Chaco War" (1965). Master's Theses. 3907. https://scholarworks.wmich.edu/masters_theses/3907 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. THE UTILIZATION OF ARTILLERY AND MORTARS AS INFANTRY SUPPORT WEAPONS IN THE CHACO WAR by Charles John Goodall A thesis presented to the Faculty of the School of Graduate Studies in partial fulfillment of the Degree of Master of Arts Western Michigan University Kalamazoo, Michigan June, 1965 ACKNOWLEDGEMENTS The author wishes to express his appreciation for the co-operation of the following agencies and research facilities in gathering materials and providing technical advice in the production of this thesis: The University of Texas Library, Austin, Texas. The University of North Carolina Library, Chapel Hill, North Carolina. The University of Florida Library, Gainesville, Florida. Duke University Library, Durham, North Carolina. The University of California Library, Los Angeles, California The United States Army War College, Ft. Leavenworth, Kansas. The United States Army Ordnance School, Ft. -
Ah-80Catalog-Alt
STRATEGY GAME CATALOG I Reaching our Peek! FEATURING BATTLE, COMPUTER, FANTASY, HISTORICAL, ROLE PLAYING, S·F & ......\Ci l\\a'C:O: SIMULATION GAMES REACHING OUR PEEK Complexity ratings of one to three are introduc tory level games Ratings of four to six are in Wargaming can be a dece1v1ng term Wargamers termediate levels, and ratings of seven to ten are the are not warmongers People play wargames for one advanced levels Many games actually have more of three reasons . One , they are interested 1n history, than one level in the game Itself. having a basic game partlcularly m1l11ary history Two. they enroy the and one or more advanced games as well. In other challenge and compet111on strategy games afford words. the advance up the complexity scale can be Three. and most important. playing games is FUN accomplished within the game and wargaming is their hobby The listed playing times can be dece1v1ng though Indeed. wargaming 1s an expanding hobby they too are presented as a guide for the buyer Most Though 11 has been around for over twenty years. 11 games have more than one game w1th1n them In the has only recently begun to boom . It's no [onger called hobby, these games w1th1n the game are called JUSt wargam1ng It has other names like strategy gam scenarios. part of the total campaign or battle the ing, adventure gaming, and simulation gaming It game 1s about Scenarios give the game and the isn 't another hoola hoop though. By any name, players variety Some games are completely open wargam1ng 1s here to stay ended These are actually a game system. -
Introduction to Army Leadership
8420010_LT1_p002-015 8/14/08 1:31 PM Page 2 Leadership Track Section 1 INTRODUCTION TO ARMY LEADERSHIP Key Points 1 What Is Leadership? 2 The Be, Know, Do Leadership Philosophy 3 Levels of Army Leadership 4 Leadership Versus Management 5 The Cadet Command Leadership Development Program e All my life, both as a soldier and as an educator, I have been engaged in a search for a mysterious intangible. All nations seek it constantly because it is the key to greatness — sometimes to survival. That intangible is the electric and elusive quality known as leadership. GEN Mark Clark 8420010_LT1_p002-015 8/14/08 1:31 PM Page 3 Introduction to Army Leadership ■ 3 Introduction As a junior officer in the US Army, you must develop and exhibit character—a combination of values and attributes that enables you to see what to do, decide to do it, and influence others to follow. You must be competent in the knowledge and skills required to do your job effectively. And you must take the proper action to accomplish your mission based on what your character tells you is ethically right and appropriate. This philosophy of Be, Know, Do forms the foundation of all that will follow in your career as an officer and leader. The Be, Know, Do philosophy applies to all Soldiers, no matter what Army branch, rank, background, or gender. SGT Leigh Ann Hester, a National Guard military police officer, proved this in Iraq and became the first female Soldier to win the Silver Star since World War II. Silver Star Leadership SGT Leigh Ann Hester of the 617th Military Police Company, a National Guard unit out of Richmond, Ky., received the Silver Star, along with two other members of her unit, for their actions during an enemy ambush on their convoy. -
Ranger Handbook) Is Mainly Written for U.S
SH 21-76 UNITED STATES ARMY HANDBOOK Not for the weak or fainthearted “Let the enemy come till he's almost close enough to touch. Then let him have it and jump out and finish him with your hatchet.” Major Robert Rogers, 1759 RANGER TRAINING BRIGADE United States Army Infantry School Fort Benning, Georgia FEBRUARY 2011 RANGER CREED Recognizing that I volunteered as a Ranger, fully knowing the hazards of my chosen profession, I will always endeavor to uphold the prestige, honor, and high esprit de corps of the Rangers. Acknowledging the fact that a Ranger is a more elite Soldier who arrives at the cutting edge of battle by land, sea, or air, I accept the fact that as a Ranger my country expects me to move further, faster, and fight harder than any other Soldier. Never shall I fail my comrades I will always keep myself mentally alert, physically strong, and morally straight and I will shoulder more than my share of the task whatever it may be, one hundred percent and then some. Gallantly will I show the world that I am a specially selected and well trained Soldier. My courtesy to superior officers, neatness of dress, and care of equipment shall set the example for others to follow. Energetically will I meet the enemies of my country. I shall defeat them on the field of battle for I am better trained and will fight with all my might. Surrender is not a Ranger word. I will never leave a fallen comrade to fall into the hands of the enemy and under no circumstances will I ever embarrass my country. -
Than Half the Battle Information and Command in a New American Way of War
MAY 2021 More than Half the Battle Information and Command in a New American Way of War Chris Dougherty About the Author Acknowledgments Chris Dougherty is a Senior Fellow in I’d like to thank Will Mackenzie, Ed McGrady, and Becca the Defense Program at the Center for Wasser for being my partners in wargaming, providing a New American Security (CNAS). His support to this project, and helping to review this paper. research areas include defense strategy, I’d like to thank Molly Parrish for her tireless support of the strategic assessments, force planning, and defense program. I’d like to thank the CNAS interns who wargaming. have helped put on our wargames and served as note- takers. In particular, I’d like to thank Jessie Dietz and Ripley Prior to joining CNAS, Mr. Dougherty Hunter for their research assistance. I’d like to thank Alec served as Senior Advisor to the Deputy Assistant Secretary Barker, Peter Revay, and Group W for their modeling and of Defense for Strategy and Force Development at the simulation support. I’d like to thank Loren Schulman, Maura Department of Defense (DoD). During this time, he led a McCarthy, and Usha Sahay for providing much-needed handful of major initiatives including the development and feedback on the structure of the paper. I’d like to thank the writing of major sections of the 2018 National Defense following folks for reviewing the paper and providing their Strategy. thoughts, feedback, and edits: Elbridge Colby, Jon Solomon, Frank Hoffman, COL Buzz Phillips, Col Brian “Brutus” Stahl, About the Defense Program Maj Kevin “Klinger” Mendel, Jennifer McArdle, Tim Walton, Andrew Metrick, Jacob Cohn, Will Schlickenmaier, CAPT Over the past 10 years, CNAS has defined the future of Greg Malandrino, Adam Comfort, Scott Kendricks, Iskander U.S. -
2Nd INFANTRY REGIMENT
2nd INFANTRY REGIMENT 1110 pages (approximate) Boxes 1243-1244 The 2nd Infantry Regiment was a component part of the 5th Infantry Division. This Division was activated in 1939 but did not enter combat until it landed on Utah Beach, Normandy, three days after D-Day. For the remainder of the war in Europe the Division participated in numerous operations and engagements of the Normandy, Northern France, Rhineland, Ardennes-Alsace and Central Europe campaigns. The records of the 2nd Infantry Regiment consist mostly of after action reports and journals which provide detailed accounts of the operations of the Regiment from July 1944 to May 1945. The records also contain correspondence on the early history of the Regiment prior to World War II and to its training activities in the United States prior to entering combat. Of particular importance is a file on the work of the Regiment while serving on occupation duty in Iceland in 1942. CONTAINER LIST Box No. Folder Title 1243 2nd Infantry Regiment Unit Histories January 1943-June 1944 2nd Infantry Regiment Unit Histories, July-October 1944 2nd Infantry Regiment Histories, July 1944- December 1945 2nd Infantry Regiment After Action Reports, July-September 1944 2nd Infantry Regiment After Action Reports, October-December 1944 2nd Infantry Regiment After Action Reports, January-May 1945 2nd Infantry Regiment Casualty List, 1944-1945 2nd Infantry Regiment Unit Journal, 1945 2nd Infantry Regiment Narrative History, October 1944-May 1945 2nd Infantry Regiment History Correspondence, 1934-1936 2nd Infantry -
California Cadet Corps Curriculum on Leadership Roles
California Cadet Corps Curriculum on Leadership Roles “Move up through Ranks, Positions, and Experiences” L3/A: Leadership Roles at the School Level Agenda A1. Introduction to Leadership Roles and Responsibilities A2. Assistant Squad Leader and Guidon Bearer A3. Squad Leader A4. Platoon Sergeant A5. Platoon Leader A6. First Sergeant Agenda A7. Company Executive Officer A8. Company Commander A9. S1: Administration and Personnel A10.S2: Safety and Security A11.S3: Training and Operations A12.S4: Supply and Logistics Agenda A13. S5: Civic, Public and Military Relations A14. S6: Communications and IT A15. Battalion Executive Officer (XO) A16. Battalion Command Sergeant Major (CSM) A17. Battalion Commander (CO) INTRODUCTION TO LEADERSHIP ROLES AND RESPONSIBILITIES A1. Introduction to Leadership Roles and Responsibilities Leadership Roles at the School Level OBJECTIVES Cadets will be prepared to work within the structure of the cadet battalion or brigade, and serve successfully in leadership positions within the California Cadet Corps. Plan of Action Describe the role and responsibilities of the cadet leadership position in California Cadet Corps Battalions: Introduction to Leadership Roles and Responsibilities. Essential Question: How does the CACC develop a leader? Introduction to Leadership Roles and Responsibilities • CACC’s primary objective: Teaching Leadership • Leadership curriculum standard emphasizes: – Military knowledge – Citizenship and patriotism – Academic Excellence – Health and fitness Introduction to Leadership Roles and Responsibilities -
MOUNTED RIFLEMAN COUNSELING GUIDE Message from the 74Th Regimental Commander to Leaders of the 3D Cavalry
MOUNTED RIFLEMAN COUNSELING GUIDE Message from the 74th Regimental Commander to Leaders of the 3d Cavalry Many leaders will receive this guide and ask why it is necessary. They will say, “I don’t need a guide to know my Troopers. I do that already.” What we are seeing in the Regiment is that our current standard for “knowing our Troopers” is too low. This fact has become evident in the wake of several serious incidents, where “post-blast investigation” revealed facts about the Trooper that several echelons of leaders should have known. For instance, it is unacceptable for a leader not to know that a Trooper has separated from his wife and for months has continued to live off post. It is also unacceptable for a leader not to know if a Trooper pays child support or has designated someone other than his spouse to receive death benefits/SGLI. Conversely, I expect our leaders to know their Troopers’ personal goals and map out a plan to meet them. As much as we think we are practicing engaged leadership, and although we can never mitigate risk to zero…we can always improve. Using this guide, I expect 3d Cavalry Regiment leaders to achieve the following guidance: Leaders will prioritize engaged leadership through daily interactions and formal counseling, and do so at the expense of METL training, when necessary. Leaders will actively gather critical information from personnel documents and associated agencies to “connect the dots” of their Troopers’ lives. This effort is decisive in identifying risk and setting conditions for that Trooper’s success. -
Infantry Platoon Tactical Standing Operating Procedure
Infantry Platoon Tactical Standing Operating Procedure This publication is an extract mostly from FM 3-21.8 Infantry Rifle Platoon and Squad, but it also includes references from other FMs. It provides the tactical standing operating procedures for infantry platoons and squads and is tailored for ROTC cadet use. The procedures apply unless a leader makes a decision to deviate from them based on the factors of METT-TC. In such a case, the exception applies only to the particular situation for which the leader made the decision. CHAPTER 1 - DUTIES AND RESPONSIBILITIES ................................................... 2 CHAPTER 2 - COMMAND AND CONTROL.............................................................. 7 SECTION I – TROOP LEADING PROCEDURES ................................................. 7 SECTION II – RISK MANAGEMENT ................................................................... 10 SECTION III - ORDERS ........................................................................................... 12 CHAPTER 3 – OPERATIONS...................................................................................... 15 SECTION I – FIRE CONTROL AND DISTRIBUTION ....................................... 15 SECTION II – RANGE CARDS AND SECTOR SKETCHES.............................. 17 SECTION III - MOVEMENT ................................................................................... 24 SECTION IV - COMMUNICATION ....................................................................... 26 SECTION V - REPORTS .........................................................................................