Black Belt

Download as pdf or txt
Download as pdf or txt
You are on page 1of 173
At a glance
Powered by AI
The manual covers various martial arts and combat techniques such as bayonet techniques, throws, ground fighting, and more. It also includes guided discussions on topics like leadership traits and the warrior ethos.

Some of the techniques covered in the manual include bayonet techniques, throws, ground fighting, unarmed manipulations, chokes, counters to chokes and holds, firearm disarmament, upper body strikes, knife techniques, and weapons of opportunity.

The guided discussions discuss topics like the eternal student, leadership traits and principles, leadership styles, the warrior ethos, and the ethical warrior.

UNITED STATES MARINE CORPS

MARTIAL ARTS CENTER OF EXCELLENCE


THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

BLACK BELT

Revised 2015
https://vcepub.tecom.usmc.mil/sites/trngcmd/tbs/tbsmace
TABLE OF CONTENTS

Lesson ID Lesson Title Page #

MCCS-BLAK-2061 BAYONET TECHNIQUES..........................3

MCCS-BLAK-2062 THROWS......................................13

MCCS-BLAK-2063 GROUND FIGHTING.............................21

MCCS-BLAK-2064 UNARMED MANIPULATIONS.......................29

MCCS-BLAK-2065 CHOKES......................................37

MCCS-BLAK-2066 COUNTERS TO CHOKES AND HOLDS................45

MCCS-BLAK-2067 FIREARM DISARMAMENT.........................55

MCCS-BLAK-2068 UPPER BODY STRIKES..........................65

MCCS-BLAK-2069 KNIFE TECHNIQUES............................73

MCCS-BLAK-2070 WEAPONS OF OPPORTUNITY......................87

MCCS-BLAK-2071 FUNDAMENTALS OF A COMBAT MINDSET............95

MCCS-BLAK-2072 MASTER OF ARMS..............................99

MCCS-BLAK-2073 MARTIAL CULTURE STUDY: THE ZULUS............103

MCCS-BLAK-2074 FREE SPARRING...............................111

GUIDED DISCUSSION 1: THE ETERNAL STUDENT..................119

GUIDED DISCUSSION 2: LEADERSHIP TRAITS AND PRINCIPLES.....129

GUIDED DISCUSSION 3: LEADERSHIP STYLES....................143

GUIDED DISCUSSION 4: THE WARRIOR ETHOS....................153

GUIDED DISCUSSION 5: THE ETHICAL WARRIOR..................161

1
2
MCCS-BLAK-2061

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

BAYONET TECHNIQUES

MCCS-BLAK-2061

BLACK BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __07/10/2015__


3
MCCS-BLAK-2061

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-BLAK-2061

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:
 Rifle/Training Rifle
 Bayonet Trainer
 Wooden Bayonet Trainer
 Flak Jacket
 Helmet
 Mouthpiece

SETUP AND PLANNING:


 Reserve Training Area
 Conduct Rehearsals

4
MCCS-BLAK-2061

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. The Eternal Student never stops learning,


and never stops becoming something more. He revisits his past
victories and defeats in order to learn more about himself and
the way he interacts with others. Sometimes the key to a future
success is held within a very small detail that was perhaps
missed as a beginner when everything was new. With this in mind
we will hone our basic skills with a bayonet and integrate them
into a low light environment.

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


will cover bayonet techniques and the eternal student.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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.

5
MCCS-BLAK-2061

f. 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 bayonet techniques.
BODY _____ _(70 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. We will also
apply the principles of a low light environment.

(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.

(c) Lock the buttstock of the rifle against the hip


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

6
MCCS-BLAK-2061

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
engage one aggressor at a time. Using the proper angles of
approach learned earlier in your martial arts training does
this.

(6) The Low Light Environment. You can see much more in
the dark than you realize. Using your eyes effectively at night
requires the application of the principles of night vision: dark
adaptation, off center vision, and scanning.

(a) Dark Adaptation. Dark adaptation is allowing


your eyes to become accustomed to low levels of illumination. It
takes about 30 minutes for you to be able to distinguish objects
in dim light. Red light is used so as not to destroy your night
vision.

(b) Off-Center Vision. Off-center vision is the


technique of keeping your attention focused on an object without
directly looking at it. When you look directly at an object,
the image is formed on the cone region of your eye, which is not
sensitive at night. When you look slightly off center (optimum
is usually six to ten degrees) of an object, the image is formed
on the area of your retina containing rod cells, which are
sensitive in darkness.

(c) Scanning. Scanning is using off center vision


to observe an area or an object. When you use rod vision the
cells being used black out after four to ten seconds and the
observed object disappears. You must shift your eyes slightly so
fresh rod cells are used. This is accomplished by moving your
eyes in short, abrupt, irregular movements over and around your
target.

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

7
MCCS-BLAK-2061

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? We will now begin
practical application.

2. DEMONSTRATE

INSTRUCTOR NOTE: There is no demonstration. Training will be


conducted in stages.

3. IMITATE

INSTRUCTOR NOTE: There is no imitation. Training will be


conducted in stages to re-focus the basic principles and
fundamentals before conducting the low light engagements.

a. Stage One. This stage focuses on developing the


Marine’s static techniques in a low light environment. Marines
will practice the principles and fundamentals and the individual
bayonet techniques from tan belt. Ensure Marines are proficient
before moving to stage two.

b. Stage Two. This stage will incorporate movement against


aggressors in a low light environment. Marines will practice
the bayonet techniques from gray, green, and brown belt. Ensure
Marines are proficient before moving to stage three.

c. Stage Three. This is the final stage of low light


training. Marines will practice bayonet techniques in a dynamic
environment against resisting aggressors. Marines will execute
one on one engagements and engagements against multiple

8
MCCS-BLAK-2061

aggressors. The training may be tailored to the individual


instructor, unit, and terrain.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

TRANSITION: We have learned bayonet techniques, are there any


questions? We must continue to train and develop our skills as
an eternal student.

5. TIE IN (THE ETERNAL STUDENT)

a. As stated in his Commandant’s Guidance (ALMAR 023-99),


General Jones believes that PME not only causes Marines to
experience personal and professional growth, but also increases
their self-worth and productivity.

b. The development of a Marine leader is never ending. The


Marine Corps envisions four elements, or pillars, of leadership
development:

(1) First is education, the development of a creative


mind that has the ability to question, to reason, and to think
under pressure and to successfully lead Marines in combat.

(2) Second is training, which is usually performance


based and measured against a standard. For Marines, training
will dominate the early part of their career; however, Marines
never stop training.

(3) Third is experience; the knowledge based on day-to-


day events that occur throughout life.

(4) Fourth is self-development, the individual


commitment to the profession of arms through activities as
professional reading and off-duty education.

c. Life Long Learning Programs. The Marine Corps’ Life


Long Learning Program’s mission is to provide a variety of
world-class educational programs offering opportunities that
inspire and prepare Marines with career progression, enlighten
and strengthen the Corps’. Life Long learning will provide
goals for the Marine Corps Community and guide them into the
next century by assisting in the development of the “Total
Marine”. Some of these programs include: the Tuition Assistance
Program, Dante’s Examination Program, Military Academic Skills

9
MCCS-BLAK-2061

Program, the G.I. Bill, the U.S. Military Apprenticeship


program. The Lifelong Learning Programs Branch (MRV) at
Headquarters Marine Corps is guided by DOD Directive 1322.8 to
provide programs for the following areas:

 Adopt-A-School Program.
 Afloat Education Program.
 United Services Military Apprenticeship Program (USMAP).
 Defense Activity for Non-Traditional Education Support
(DANTES).
 School Age Family Member Program.
 Library Programs.
 Marine Corps Satellite Education Network (MCSEN).
 Military Academic Skills Program (MASP).
 Military Installation Voluntary Education Review (MIVER).
 Military Tuition Assistance (TA).
 Montgomery GI Bill (MGIB).
 Joint Service Transcript (JST).
 Service members Opportunity Colleges Marine Corps (SOCMAR).
 Spouse Tuition Assistance (TA).

d. Marine Corps Professional Reading Program. The purpose


of the Marine Corps Professional Reading program is to encourage
Marines to read books that have a direct relationship to war
fighting. We will do this by issuing the Commandant’s intent on
professional reading in ALMAR 246/96 and the list by MCBUL 1500.

(1) In an era of constrained resources, our professional


reading program is designed to provide Marines with an
intellectual framework to study warfare and enhance their
thinking and decision making skills. The mind, like the body,
grows soft with inactivity. All Marines must understand that
mental fitness is as demanding and as important as physical
fitness, as both require commitment and perseverance. In a
world characterized by rapid change and great uncertainty, our
reading program will act as a combat multiplier by providing all
Marines with a common frame of reference and historical
perspective on warfare, human factors in combat and decision-
making. In so doing, the program will also strengthen the
threads of cohesion that make our Marine Corps unique.

(2) The CMC reading list, issued as MCBUL 1500,


establishes the framework for professional reading. Valuable
periodicals include the Marine Corps Gazette, the Naval
Institute Proceedings, and Military Review.

10
MCCS-BLAK-2061

(3) As part of our overall professional military


education program, I encourage Marines to comply with the
guidelines established in the reading list. We have no more
important responsibility to the American people than to be ready
to fight and win our nation’s battles. Education is critical—
perhaps central—to this ability. Our professional reading
program will help us to achieve this.

e. Being and Becoming. There are many discussions on this


topic available for your personal use, each with their own
connotations, depending on their frame of reference. We will
discuss them from our own perspective, with an understanding
that this concept reaches far beyond the scope of our limited
discussion.

(1) Being is a stagnant notion. It evokes a view that


one has accomplished everything there is to do for one’s station
in life. It does not allow room for growth. We generally find
those that feel they have arrived, as egotistical or arrogant.
They are unable to move past the things they do not know,
because they have determined that they already have all of the
information they need to reach a decision. Their ways of
training become less proficient. If we feel that we have become
something, then there is no reason to continue striving for it.
We stop growing and often slide into a state of disrepair, where
we are nowhere near where we think we are.

(2) Becoming is a dynamic state, which allows for


limitless growth. When we exist in this state we do not limit
ourselves, or become so defined by our past accomplishments.
Marines that are always becoming are not threatened by new ways
to accomplish the mission, because they are open to the ideas
that they have not come across yet. They are not easily
defeated, as they are able to take in new information, adapt to
a changing environment, and overcome the challenges of their
enemies.

TRANSITION: We have discussed the eternal student, are there


any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered bayonet


techniques and the eternal student. I am now confident you will
be able to use these techniques to kill the enemy if necessary.

INSTRUCTOR NOTE: Provide follow-on instructions.

11
MCCS-BLAK-2061

12
MCCS-BLAK-2062

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

THROWS

MCCS-BLAK-2062

BLACK BELT

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


13
MCCS-BLAK-2062

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-BLAK-2062

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

14
MCCS-BLAK-2062

INTRODUCTION _____________________________________ (5 MIN)

1. GAIN ATTENTION. In any combat situation, sizes and


strengths of your enemy will vary. Marines will never have the
opportunity to choose their enemies on the battlefield and will
need the skills to handle any situation with any aggressor. By
the end of this period of instruction you will be able to gain a
tactical advantage on your aggressor using the black belt throws
and have a better understanding of the leader/follower
relationship in the Corps.

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


will cover throws and the concept of the leader and the
follower.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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.

15
MCCS-BLAK-2062

(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.

(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.

(c) Momentum. Off-balancing techniques rely on the


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.

16
MCCS-BLAK-2062

INSTRUCTOR NOTE: Students may practice off-balancing. Ensure


students do not to drive the aggressor to the deck.

(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.

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.

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Sweeping Hip Throw. A sweeping hip throw is used if the


aggressor widens his stance to prevent you from executing the
hip throw.

(1) Start facing the aggressor in the basic warrior


stance.

(2) Grasp the aggressor's right wrist with your left


hand and step in between his feet with your right foot.

(3) Rotate on the ball of your right foot and bring your
left foot inside the aggressor’s feet. Your heels should be
together and your knees should be bent.

(4) At the same time, hook your right arm around the
back of the aggressor’s body and pull him in close to you. Your
backside and hip should be lower than and outside your
aggressor’s hips and in a position of leverage.

(5) Pull your aggressor’s right arm across your body and
slightly lift the aggressor off the deck by bending at the
waist, straightening your legs, and rotating your body to your
left. If the aggressor cannot be easily lifted, your body
position is incorrect.

17
MCCS-BLAK-2062

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


times as necessary to become proficient.

(6) Once your aggressor starts to come off the deck,


forcefully sweep his upper right thigh back with your right leg.

(7) Drive the aggressor to the deck by forcing him over


your hip and following through with the throw.

(8) Rapidly return to the basic warrior stance.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

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


Every Marine must also an effective leader and follower.

5. TIE-IN (THE CONCEPT OF THE LEADER AND THE FOLLOWER). A


leader is defined as "one who or that which leads." A follower
is defined as "one in service of another, one that follows the
opinions or teachings of another, or one that imitates another."
In the Marine Corps, this leader-follower is discussed as
senior-subordinate relations. Many join the Corps to be leaders
of Marines, but we must remember all leaders are also followers
of someone else. Thus, we come into the Corps to be leaders--
and we continuously talk about, read, and discuss leadership--
but the follower part, or follower-ship, is often overlooked.

a. Follower. Follower-ship must be an integral part of our


philosophy, for it is the base upon which future leaders are
tempered and its enhancement among subordinates will ensure that
professionalism is keyed at all levels--followers, as well as
leaders.

(1) We spend most of our formative years in following


(and demonstrating signs of leadership) and though we study and
try to abide by the leadership principles, we tend to copy the
style and methods used by former leaders. We pick out some
leader, or the strong points of several leaders whom we have
followed, and try to emulate them. Marines can also learn what
not to do by observing poor leaders. In theory, if a follower
could acquire a combination of the good features they have
observed in their leaders, they would command the qualities of
the ultimate leader. So there is a very close relationship
between leadership and follower-ship.

18
MCCS-BLAK-2062

(2) The follower must have a personal commitment to the


successful completion of his mission or assigned task. The most
effective follower is the one who accepts the necessity for
compliance and who is committed to placing the needs of others
above his own. Dedication is a commitment to a system or ideal.
It is the vehicle of self-discipline, competence,
responsibility, and professionalism; it is the follower's
guideline. Leaders are useless without followers, and followers
are useless without leaders.

(3) The most effective follower is that individual who


has proven leadership abilities and who is loyal, dependable,
obedient, and dedicated to uphold their responsibilities and
perform their duties to the best of their ability as well as
exert positive influence upon their fellow Marines.

b. Leader. Leaders must treat their followers as Marines


and as individuals. Marines stripped of their dignity,
individuality, and self-respect are destined to mediocrity and
are potential "problems." The leader must ensure that what is
best for the many can be achieved without cramping the life
style or withering the individuality and initiative of those who
follow. Leaders can achieve loyalty, obedience, and discipline
without destroying independence.

(1) The leader must realize each Marine is a unique


individual and that it is natural to treat each one differently.
The leader who claims: "I treat all my Marines alike," is
confusing leader-follower relations. Leadership relations with
all followers should be consistent (i.e., fair, firm,
understanding, etc.); their policies must not fluctuate (all
shoes will be shined daily and everyone will have a regulation
haircut); their actions should be reasonably predictable to
their followers, who must know what is expected of them. The
Marine from the Bronx who comes from a broken home, however, is
different from the Marine from a Kansas farm with close knit
family ties--the leader will find it most difficult to counsel,
communicate with, or otherwise treat these Marines alike.

(2) Most Marines expect and seek tough training or they


wouldn't have joined in the first place; but Marines can be
tougher, perform better in garrison, and fight harder in combat
if their leaders show they care. Making Marines feel they
belong and treating them with dignity and respect makes them
feel important and valuable.

c. The philosophy of the leader and follower is based upon


the concept that there should exist a “spirit of comradeship in
arms" between seniors and subordinates in the Corps. This

19
MCCS-BLAK-2062

mutual understanding of their roles as the senior and the


subordinate establishes the "Brotherhood/Sisterhood of Marines."
As part of this unique bond, each Marine shares the common
experience of depending upon fellow Marines for accomplishing
the mission. The senior-subordinate relationship is based on a
mutual trust and understanding and thrives on trust and
confidence.

INSTRUCTOR NOTE: Instructors may enhance this tie-in with


additional material in Appendix A, Guided Discussion 2.

TRANSITION: We have discussed the concept of the leader and


follower, are there any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered throws and the


concept of the leader and the follower. 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.

20
MCCS-BLAK-2063

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

GROUND FIGHTING

MCCS-BLAK-2063

BLACK BELT

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


21
MCCS-BLAK-2063

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-BLAK-2063

TOTAL LESSON TIME: 1 hour 45 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

22
MCCS-BLAK-2063

INTRODUCTION__________________________________________ (3 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. Maneuver
warfare is another technique that gives is a tactical advantage
over our enemy.

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


will cover ground fighting and citizenship.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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 (90 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.

23
MCCS-BLAK-2063

(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, and the scarf hold
position is a variation of the side 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

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Face Rip from the Guard. This technique is used to


sweep the aggressor from the guard position.

(1) Begin lying on your back with the aggressor in your


guard. The aggressor tries to strike your head.

(2) Pull down and hug on the back of the aggressor’s


neck or head with both hands so his head is next to your right
shoulder, chin facing outboard.

24
MCCS-BLAK-2063

(3) Reach around the back of the aggressor’s neck to


grab his chin with your left hand and place your right hand on
the right side of his chin.

(4) Twist your aggressor’s neck by pulling to the left


with your left hand and pushing up with your right hand.

(5) At the same time, push off the ground with your
right foot while blocking the aggressor’s right leg with your
left leg. Continue to exert pressure on his neck, coming to the
mount position.

INSTRUCTOR NOTE: Ensure students apply slow steady pressure.

(6) Maintain pressure to the aggressor’s face with your


right hand and execute follow on strikes with your left hand.

(7) Return to the basic warrior stance.

b. Straight Armbar from a Scarf Hold. This technique is


used to break the agressor’s arm from the scarf hold position.

(1) Begin in the side mount position on the aggressor’s


right side. Turn to your left and sit on your right hip with
your right side against the aggressor’s chest. Keep all of your
weight on the aggressor to control his movement and prevent him
from escaping.

(2) Wrap your right arm around the back of the


aggressor’s neck and grasp his right triceps with your left
hand. Spread your legs to better maintain your balance and
prevent the aggressor from rolling you.

(3) Grab the aggressor’s right wrist with your left hand
and apply downward pressure so it is straight across your right
leg. Maintain control of his head with your right arm.

(4) Drape your left leg over the aggressor’s right


forearm and apply pressure by scissoring your left knee down
towards the deck and right knee up. Maintain control of the
aggressors arm with your left hand.

(5) Keep your head and chin tucked to avoid being


grabbed or choked by your aggressor’s free hand. Quickly
scissor your legs to break the aggressor’s arm and/or elbow.

INSTRUCTOR NOTE: Ensure students apply slow steady pressure.

25
MCCS-BLAK-2063

(6) Return to the basic warrior stance.

c. Bent Armbar from a Scarf Hold. This technique is used


when the agressor bends his arm to defend against the straight
armbar from a scarf hold.

(1) Begin in the scarf hold position, on the aggressor’s


right side, and attempt to execute a straight armbar. The
aggressor bends his arm to defend against the straight armbar.

(2) Elevate your right knee and trap the aggressor’s


right wrist in the bend of your knee.

(3) Press your right knee back to the ground while


drawing your right foot towards your buttocks.

(4) At the same time, clasp your hands together and pull
up on your aggressor’s head to apply additional pressure to the
shoulder.

(5) Keep your head and chin tucked to avoid being


grabbed or choked by your aggressor’s free hand. Quickly draw
your legs back and jerk up on your aggressor’s head to break his
arm and/or shoulder.

INSTRUCTOR NOTE: Ensure students apply slow steady pressure.

(6) Return to the basic warrior stance.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

TRANSITION: We have learned ground fighting, are there any


questions? We will now discuss maneuver warfare.

5. TIE-IN (MANEUVER WARFARE). Maneuver warfare is the Marine


Corps warfighting doctrine based on rapid, flexible, and
opportunistic maneuver. The traditional understanding of
maneuver is a spatial one; that is, we maneuver in space to gain
a positional advantage.

a. The essence of maneuver is taking action to generate or


exploit some kind of advantage over our enemy as a means of
accomplishing our objectives as effectively as possible. The
advantage may be psychological, technological, or temporal as
well as spatial. Especially important is maneuver in time – we

26
MCCS-BLAK-2063

generate a faster operating tempo than the enemy to gain a


temporal advantage. It is through maneuver in all dimensions
that an inferior force can achieve decisive superiority at the
necessary time and place.

b. Rather than wearing down an enemy’s defenses, maneuver


warfare attempts to bypass these defenses in order to penetrate
the enemy system and tear it apart. The aim is to render the
enemy incapable of resisting effectively by shattering his
mental, moral, and physical cohesion – his ability to fight as
an effective coordinated whole – rather than to destroy him
physically through incremental attrition of each of his
components, which is generally more costly and time-consuming.
Ideally, the components of his physical strength that remain are
irrelevant because we have disrupted his ability to use them
effectively. Even if an outmaneuvered enemy continues to fight
as individuals or small units, we can destroy the remnants with
relative ease because we have eliminated his ability to fight
effectively as a force.

c. Inherent in maneuver warfare is the need for speed to


seize the initiative, dictate the terms of action, and keep the
enemy off balance, thereby increasing his friction. We seek to
establish a pace that the enemy cannot maintain, so that with
every action his reactions are increasingly late – until
eventually he is overcome by events.

d. Also inherent is the need to focus our efforts in order


to maximize effect. In combat this includes violence and shock
effect, not so much as a source of physical attrition, but as a
source of disruption. We concentrate strength against critical
enemy vulnerabilities, striking quickly and boldly where, when,
and in ways, which it will cause the greatest damage to our
enemy’s ability to fight. Once gained or found, any advantage
must be pressed relentlessly and unhesitatingly. We must be
ruthlessly opportunistic, actively seeking out signs of weakness
against which we will direct all available combat power. When
the decisive opportunity arrives, we must exploit it fully and
aggressively, committing every ounce of combat power we can
muster and pushing ourselves to the limit of exhaustion.

e. An important weapon in our arsenal is surprise. By


studying our enemy we will attempt to appreciate his
perceptions. Through deception we will attempt to shape the
enemy’s expectations. Then we will exploit those expectations
by striking at an unexpected time and place. In order to appear
unpredictable, we must avoid set rules and patterns, which
inhibit imagination and initiative. In order to appear
ambiguous and threatening, we should operate on axes that offer

27
MCCS-BLAK-2063

numerous courses of action, keeping the enemy unclear as to


which one we will choose.

f. Besides traits such as endurance and courage that all


warfare demands, maneuver warfare puts a premium on certain
particular human skills and traits. It requires the temperament
to cope with uncertainty. It requires flexibility of mind to
deal with fluid and disorderly situations. It requires a
certain independence of mind, a willingness to act with
initiative and boldness, and exploitive mindset that takes full
advantage of every opportunity, and the moral courage to accept
responsibility for this kind of behavior. It is important that
this last set of traits be guided by self-discipline and loyalty
to the objectives of the seniors. Finally, maneuver warfare
requires the ability to think above our own level and act at our
level in a way that is in consonance with the requirements of
the larger situation.

TRANSITION: We have discussed maneuver warfare, are there any


questions?

SUMMARY (10 MIN)

During this period of instruction we have covered ground


fighting and maneuver warfare. 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.

28
MCCS-BLAK-2064

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

UNARMED MANIPULATIONS

MCCS-BLAK-2064

BLACK BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/05/2015__


29
MCCS-BLAK-2064

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Unarmed Manipulations

LESSON DESIGNATOR: MCCS-BLAK-2064

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 Rehearsal

30
MCCS-BLAK-2064

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. Unarmed manipulations allow the Marines to


gain control of a situation when confronted by an aggressor.
You are also armed with the many leadership styles needed to
when confronted by difficult situations within your unit.

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


will cover unarmed manipulations and leadership styles.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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.

TRANSITION. Now that you know what will be covered are there
any questions? Let’s discuss the purpose of unarmed
manipulations.

BODY (45 MIN)

1. EXPLAIN

a. Purpose. The purpose of unarmed manipulations is to


control the aggressor and gain compliance without using deadly
force.

b. Principles. The principles for unarmed manipulations


are the use of force, isolation, and overload.

(1) Use of Force. You will not always need to use


deadly force when confronted with an aggressor. Peacekeeping

31
MCCS-BLAK-2064

and humanitarian operations require you to operate within the


continuum of force. In these scenarios the aggressor does not
actively attack you and the threat remains low, but he continues
to openly defy verbal commands. You will need to control the
aggressor, gain compliance, and deescalate the situation without
causing serious bodily harm or death.

(2) Isolation. You must isolate the aggressor’s


extremity and the joint being manipulated by forcefully pulling
it away from their body and holding it tight to your body.

(3) Overload. Overload the isolated joint by applying


pressure to gain compliance. Hinge joints are overloaded in the
direction the joint will not bend. Ball and socket joints are
overloaded beyond the joint’s natural range of motion.

c. Fundamentals. The fundamentals for unarmed


manipulations are control, leverage, and distractors.

(1) Control. Control the aggressor’s center of mass and


weight distribution to allow you to keep them in a vulnerable
position long enough for the technique to be effective.

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


a lever to increase the force on the joint. Leverage will allow
you to control any aggressor of any size.

(3) Distractors. Strikes may be used at any point in


the technique to distract the aggressor and help you gain
control. Distractors do not need to be executed at full force
to be effective, and should target soft tissue areas to avoid
causing serious bodily harm.

2. DEMONSTRATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Neck Crank Takedown. The neck crank take down applies


pressure to the aggressor’s neck to take him to the deck and
gain control of the aggressor.

(1) Begin facing the aggressor in a static stance.

32
MCCS-BLAK-2064

(2) Step in with the right foot and quickly place your
left hand behind the aggressor’s head, firmly grasping his upper
neck/lower head (occipital lobe).

(3) At the same time, place the palm of your cupped


right palm on the aggressor’s chin with your fingers extended
across the left side of his face so he can not pull away.

(4) Pull your left hand down and to the left as you
forcefully push the aggressor’s chin up and to the right to off-
balance him.

(5) Step back with your left foot and continue to apply
pressure to the aggressor’s neck forcing him to the deck.

(6) Once the aggressor is on the deck, continue applying


pressure to keep his head on the deck and place your knee on the
aggressors shoulder for control.

(7) Return to the basic warrior stance, creating a safe


distance from the aggressor and maintaining awareness of your
surroundings.

INSTRUCTOR NOTE: Ensure students apply slow steady pressure.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

TRANSITION: We have learned unarmed manipulations, are there


any questions? We will now discuss leadership styles.

5. TIE-IN (LEADERSHIP STYLES). Leadership is the life-blood of


the Marine Corps. There is no single manual or course of
instruction that teaches every style of leadership. All leaders
develop their own leadership style by drawing upon experiences
gained from reading, personal experience, and the examples set
by other Marine. It is up to each Marine to capture his own
ideas and lessons learned, combine them with current Marine
Corps doctrine, and pass on to their fellow Marines the
importance of leadership.

a. Four Styles. Leadership style is the behavior pattern


of a leader, as perceived by his Marines, while the leader is
attempting to influence, guide, or direct their activities.
Therefore, a Marine’s leadership style is not always determined
by his thoughts, but rather by the subordinate's. A leader must

33
MCCS-BLAK-2064

always be aware of this perception and how to best approach


subordinates in various situations. Leadership styles range
from autocratic to democratic, and anything in between. The
following are the four most common styles of leadership found in
the Corps today.

(1) Telling Style. The leader making a decision and


announcing it without input from subordinates characterizes one-
way communication. In a crisis, the leader is expected to be an
authoritarian. As leaders, Marines are expected to always be
ready to step to the forefront and take control of any given
situation. As war fighters there will be times that we will
make decisions without input from subordinates, especially
during tense and dangerous situations.

(2) Selling Style. The leader presents a decision and


invites questions and comments. This style allows subordinates
to know why and what went into the decision-making process.
Although this style only allows minimal participation from
subordinates, it provides an avenue for better understanding,
and when effectively used, it can further motivate those
executing the plan. Remember, perception is the key. When
leaders take subordinates into their confidence and foster two-
way communication, trust and respect is formed both ways.

(3) Participating Style. With this style, the leader


presents a problem, gets suggestions and makes a decision. Good
two-way communication between the leader and subordinates is
paramount for this style. Leaders should discuss possible
alternative solutions before making their decision. This
leadership style promotes initiative and ingenuity among
subordinates.

(4) Delegating Style. When using this style, it is


important that the leader's goals, objectives, and restrictions
are clear to subordinates. The leader defines limits and allows
subordinates to make decisions within those limits. This style
uses mission-type orders and guidelines to issue the leader's
intent. The subordinate then executes the plan and performs all
tasks both specified and implied with minimal supervision. This
style hinges on the trust and confidence the leader places in
his subordinates.

b. Style Variance. Leadership styles will vary depending


on the amount of authority the leader decides to use or
delegate. For example, when a leader is dealing with
inexperienced subordinates and has a mission to complete within
a tight timeline, the leader may use the telling style. On the
other hand, when a leader has multiple tasks to complete, the

34
MCCS-BLAK-2064

delegating style could be a good choice. To exercise good


leadership, a Marine must be consistent; however, his leadership
style must be flexible since no one style is applicable for all
situations.

c. Personalities. It is unrealistic to think that one


style of leadership can be used effectively to obtain the
desired results in every situation. Command is the projection
of the leader's personality. Leadership is closely related to
one's personality. A leadership style that works well for one
may not work well for another. Leadership styles are most
effective when they become an implementation of the leader's own
philosophy and temperament and when they fit the situation, task
and the Marines to be led. Marines should strive to promote all
that is positive in their style of leading.

INSTRUCTOR NOTE: Instructors may enhance this tie-in with


additional material in Appendix A, Guided Discussion 3.

TRANSITION: We have discussed the leadership styles, are there


any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered unarmed


manipulations and leadership styles. I am now confident you
will be able to use these techniques to gain control of an
aggressor.

INSTRUCTOR NOTE: Provide follow-on instructions.

35
MCCS-BLAK-2064

36
MCCS-BLAK-2065

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

CHOKES

MCCS-BLAK-2065

BLACK BELT

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


37
MCCS-BLAK-2065

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-BLAK-2065

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

38
MCCS-BLAK-2065

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. Marines must also be able to sustain the
transformation.

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


will cover chokes and sustaining the transformation.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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 (45 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.

39
MCCS-BLAK-2065

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.

(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

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Triangle Choke. The triangle choke is performed when


the aggressor is inside your guard and trying to pass your guard
to gain the tactical advantage.

(1) Begin by lying on your back with the aggressor


kneeling between your legs inside your guard.

40
MCCS-BLAK-2065

(2) The aggressor tries to pass your guard by reaching


back with his right arm and attempting to throw your left leg
over his head.

(3) Quickly turn your body to the left and place the
back of your left knee along the right side of the aggressor’s
neck.

(4) Bend your left knee so your calf is applying


pressure on the back of the aggressor’s neck. If necessary,
elevate your hips slightly to help achieve this position.

(5) With both hands grasp your aggressor’s left wrist


and pull it forcefully towards your left hip and maintain
control of his left arm.

(6) Lift your right leg off the deck and hook your left
ankle with the back of your right knee.

(7) Exert pressure on your aggressor’s neck by pulling


your right heel towards your buttocks.

(8) To increase the effectiveness of the choke, pull on


the back of your aggressor’s head with both hands and thrust
your hips up.

b. Guillotine Choke. The guillotine choke is performed


when the aggressor is trying to tackle you and force you to the
ground to gain a tactical advantage. This technique can be
performed from the standing position or from the ground.

(1) Begin with students standing facing the aggressor.

(2) As the aggressor tries to tackle you, wrap your


right arm around his neck, clasp your hands together, and wrap
your right leg around his left leg. The aggressor’s right arm
may be either inside or outside your left arm.

(3) Exert pressure on your aggressor’s neck by pulling


upward with your clasped hands and arching your back.

INSTRUCTOR NOTE: The following steps are used on the ground.

(4) If you reach the ground, wrap both legs around your
aggressors body (guard position), maintaining a tight clasp
around the aggressor’s neck.

41
MCCS-BLAK-2065

(5) Exert pressure on your aggressor’s neck by pulling


upward with your clasped hands, arching your back, and pulling
down with your legs.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

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


Every Marine leader must also sustain the transformation.

5. TIE-IN (SUSTAINING THE TRANSFORMATION). We make Marines


through a process called transformation. During this process,
we change young men and women’s lives forever by ingraining them
with our core values. Transformation does not end at the
conclusion of entry-level training. It continues throughout a
Marine’s service—whether that service ends after a single
enlistment or lasts 30 years. Let us now look at the five
phases of the transformation so we better understand the
process.

a. Phase I. The first phase of the transformation process


begins with our recruiters. They carefully screen the young
people who come to our door seeking admittance. Those who have
solid character, good moral standards, and personal values are
those we embrace and validate; and, we reinforce the values they
hold. Those with undamaged character who are among our
society’s many “empty vessels,” we fill with the ideals and
values they so desperately need and seek. We evaluate each
candidate based on the whole person and decide on acceptance or
rejection through an analysis of risk versus potential. During
recruitment, we make it clear who they are joining and what they
are expected to become. The Marine recruiter is their mentor
and launches their transformation. The recruiter introduces
poolees to the concept of total fitness — body, mind, and spirit
— in our improved delayed-entry program. Poolees are better
prepared when they reach recruit training because they receive
their first introduction to our core values, enhanced physical
conditioning, and knowledge of our history and traditions, and
study guides that facilitate their transformation.

b. Phase II. The second phase of transformation takes


place during recruit training. During this phase we prepare all
Marines to fight on the nonlinear, chaotic battlefield of the
future. During the second phase, the drill instructor becomes
the next person to transform the life of the young Marine. The
drill instructor is still the backbone of the recruit training
process, and serves as a role model for recruits as they
accelerate their transformation. Much of the transformation

42
MCCS-BLAK-2065

process occurs during recruit training, yet it is only the


second of five phases in the process.

c. Phase III. The third phase of the transformation


process is the strengthening of the cohesion born during recruit
training, the cohesion that binds Marines together. We define
cohesion as the intense bonding of Marines strengthened over
time resulting in absolute trust, subordination of self, an
intuitive understanding of the collective actions of the unit,
and appreciation for the importance of teamwork. However,
cohesion cannot simply be among peers. Of equal importance is
the manner in which individual Marines and their teams identify
with their units. The cohesion of a larger unit is the result
of several teams of Marines joining for a common mission. All
leaders must make unit cohesion one of their highest priorities
and principal objectives. The more we reinforce the cohesion of
our units, the stronger our units will be, and the easier it
will be to reinforce individual core values through positive
peer pressure, mentoring, and leadership.

d. Phase IV. The fourth phase of transformation is


sustainment. Sustainment is continuous and will span throughout
our service. Our professional military education schools are
designed to educate our leaders: officers, SNCOs, and NCOs, in
whole Marine character development. Leaders in the operating
forces and in the supporting establishment accomplish their
missions in ways that support and reinforce our core values and
foster team building. Leaders will manifest our core values and
mentor their subordinates. We live our ethos through a shared
responsibility for all Marines that lasts forever, even after a
Marine hangs up the uniform for the last time.

e. Phase V. The fifth phase of transformation is


citizenship. Beyond preparing young Marines to win in combat,
what truly distinguishes our legacy to our nation are the
citizens we produce; citizens transformed by the Marine
experience and enriched by the internalization of our ethos,
ideals, and values. As Marines, they have learned a nobler way
of life, they are able to draw from their experiences, and they
are prepared to be leaders within the Marine Corps and within
their communities and businesses. While a few will remain and
provide our critical NCO, SNCO, and officer leadership, most
Marines have other aspirations or dreams, and they will depart
the active ranks upon completion of 4 years of faithful service.
Nonetheless, they will always be United States Marines. The
responsibility of being a Marine does not end when they leave
our active ranks. Be it a 4-year enlistment or a 40-year
career, we all must sooner or later become former Marines; but,
we have every reason to take great pride in our service. We are

43
MCCS-BLAK-2065

imbued with the time-tested values of honor, courage, and


commitment that provide the foundation for personal success in
any endeavor. These values serve as a moral compass as we
return to school or join the workforce, and these values will
make us leaders in our universities, workplaces, and
communities.

TRANSITION: We have discussed sustaining the transformation,


are there any questions?

SUMMARY (10 MIN)

During this period of instruction we have covered chokes and


sustaining the transformation. I am now confident you will be
able to use these techniques to control the situation if
necessary.

INSTRUCTOR NOTE: Provide follow-on instructions.

44
MCCS-BLAK-2066

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

COUNTERS TO CHOKES AND HOLDS

MCCS-BLAK-2066

BLACK BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __07/28/2015__


45
MCCS-BLAK-2066

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Counters to Chokes and Holds

LESSON DESIGNATOR: MCCS-BLAK-2066

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

46
MCCS-BLAK-2066

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. An effective choke can render you


unconscious in eight to thirteen seconds. A hold will allow
your aggressor to control you and thus remove your ability to
attack. It is important to be able to free yourself from chokes
and holds so you can counter with an attack and end the fight.
Mentoring is another important skill used to ensure the
successful development of our Marines.

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


will cover counters to chokes and holds and mentoring.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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.

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 counters to chokes
and holds.

BODY (45 MIN)

1. EXPLAIN

47
MCCS-BLAK-2066

a. Purpose. The purpose of counters to chokes and holds is


to remove you from the choke or hold in order to counter attack
and gain the tactical advantage.

b. Principles. The principles for counters to chokes and


holds are clear the airway and tuck the chin.

(1) Clear the Airway. The first step in any counter to


a choke is to clear your airway by forcefully pulling the
aggressor’s arms down with your hands. Failure to clear the
airway can result in unconsciousness in 8 to 13 seconds.

(2) Tuck The Chin. Once your airway is clear, tuck your
chin to prevent the aggressor from re-applying the choke. Keep
your chin tucked throughout the entire technique.

c. Fundamentals. The fundamentals for counters to chokes


and holds are timing, balance, and distractors.

(1) Timing. The counter must be performed immediately


when the aggressor begins to grab you. Hesitating will allow
the aggressor to gain more control and prevent you from
countering.

(2) Balance. Lower your center of mass and widen your


stance to prevent yourself from becoming off-balance. Maintain
your balance while you throw the aggressor off-balance to allow
you to drive him to the deck.

(3) 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. DEMONSTRATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Rolling Knee Bar. The rolling knee bar is used to apply


joint manipulation to the aggressor’s knee to escape from a hold
and gain a tactical advantage.

48
MCCS-BLAK-2066

(1) Start with the aggressor standing behind you and


placing you in a rear bear hug with both of your arms free.

(2) Execute horizontal rear elbow strikes and other


distractors to loosen the aggressor’s grasp.

(3) Step out slightly with your right foot, bending at


the knees and waist. Reach between your legs with both hands
and firmly grasp the aggressor’s right leg at or below the knee.

(4) Execute a forward shoulder-roll and pull the


aggressor’s right leg close against your torso. You will end up
lying on your right hip with the aggressor’s leg between your
legs held tight against your torso.

(5) Your left leg will be between the aggressor’s legs,


tight to his groin, with your right foot supporting your left
foot. Keep your knees bent and pinched together so you can
control the aggressor’s upper leg. His knee should be at or
slightly above your groin.

(6) Thrust your hips forward quickly and pull back on


the aggressor’s leg with your whole body to destroy the joint.

b. Sitting Knee Bar. The rolling knee bar is used to apply


joint manipulation to the aggressor’s knee to escape from a hold
and gain a tactical advantage.

(1) Start with the aggressor standing behind you and


placing you in a rear bear hug with both of your arms free.

(2) Execute horizontal rear elbow strikes and other


distractors to loosen the aggressor’s grasp.

(3) Step out slightly with your right foot, bending at


the knees and waist. Reach between your legs with both hands
and firmly grasp the aggressor’s right leg at or below the knee.

(4) Sit back on the aggressor’s right leg while pulling


his leg tight to your torso. You will end up lying on your
right hip with the aggressor’s leg between your legs held tight
against your torso.

(5) Your left leg will be between the aggressor’s legs,


tight to his groin, with your right foot supporting your left
foot. Keep your knees bent and pinched together so you can
control the aggressor’s upper leg. His knee should be at or
slightly above your groin.

49
MCCS-BLAK-2066

(6) Thrust your hips forward quickly and pull back on


the aggressor’s leg with your whole body to destroy the joint.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

TRANSITION: We have learned counters to chokes and holds, are


there any questions? We will now discuss mentoring.

5. TIE-IN (MENTORING). Combat cohesion among Marines has


arguably never been stronger. At the same time, the staggering
pace of operational and deployment tempo places tremendous
strain on Marines and their families. Therefore, it is
essential the Marine Corps leverages the lessons of combat
leadership and exploit the tremendous sense of mission focus and
teamwork by ensuring they are embraced throughout the entire
Marine Corps.

a. Purpose of Mentoring. The Marine Corps Mentoring


Program (MCMP) was intended to replace the counseling program,
which focused on duty performance and was primarily structured
for the junior Marine. The mentoring program is intended to
encompass all aspects of every Marine’s life. A Marine is a
Marine 24/7 and leaders should be concerned with the welfare and
development of all Marines regardless of whether they are on
duty, leave, or liberty. Marines must understand everything
they do at all times, whether related to their personal or
professional lives, affects the capability of their team to
perform its mission successfully. The MCMP has both informal
and formal applications.

(1) Informal. Mentoring is not a new concept for


Marines; many Marines are informally mentored by Marines senior
to them. These informal relationships have a positive impact on
our Corps. Marines will say mentoring is a normal form of
leadership and that “we do it every day.” The MCMP provides
tools to help Marine leaders improve their ability to interact
with their Marines on a personal and professional level, help
them set goals to improve the individual and team performance,
and closely replicate at home station the relationships forged
between Marines and leaders in combat.

(2) Formal. Marine Corps Order 1500.58 and the


mentoring guidebook outline the formal mentoring program. The
MCMP is designed to follow the chain of command relationship so
each leader is responsible for mentoring his/her immediate
subordinates. The guidebook provides you with the fundamentals
to become an effective mentor, a course of action for developing
50
MCCS-BLAK-2066

a mentor partnership, and suggestions for evaluating the


effectiveness of your progress. The guidebook also provides
helpful tips to promote the best environment for success.

b. Role of the Mentor. The mentor is an experienced role


model with a vision. That vision enables the mentor to
synthesize the desires of his Marine mentee with the avenues of
approach to achieve those desires. The vision is how you can
help the Marine mentee reach their professional and personal
goals. Ultimately achieving these goals will not only benefit
the individual Marine, but will also contribute positively to
the overall success of the unit.

(1) Genuine Concern. A good mentor must, first and


foremost, have and display genuine concern for their Marines.
At any one time, a mentor could be a teacher, guide, counselor,
motivator, sponsor, coach, advisor, referral agent, or role
model. As you become involved and experienced as a mentor, you
will know what role is appropriate for the situation. The needs
of the Marine mentee will determine the direction you take to
ensure success.

(2) Self-Awareness/Self-Discipline. Self-awareness is


the ability to recognize and understand one’s moods and emotions
as well as how they affect others. Leaders with high self-
awareness are candid and honest with themselves and others.
They understand how their emotions impact their actions. Self-
discipline is the ability to control or redirect disruptive
impulses and moods. It is the poise and composure required to
create an environment of trust and fairness.

(3) Questioning. Questioning is a valuable tool to


bring problems, viewpoints, and attitudes to the surface in
order to stimulate thinking. There are four types of
questioning techniques: closed-ended, open-ended, probing, and
interpretive questioning. The mentor must understand how to
effectively apply all four questioning techniques.

(4) Listening. Once you get the Marine to open up, it


is important to not only hear what they say, but to interpret
the meaning behind their comments. Below are tips for listening
effectively. Avoid jumping to conclusions by listen for facts
and the whole meaning. Listen for changes in tone of voice,
rate of speech, volume, and watch for non-verbal cues (avoiding
eye contact, slumping, clenched fists, etc.). Use nonverbal
communication (eye contact, nodding, etc.) to convey your
interest and minimize emotional reactions.

51
MCCS-BLAK-2066

(5) Empathy. Empathy is the ability to understand the


emotional makeup of other people. It requires understanding
their perspectives, sensing their emotions, and taking active
interest in their concerns. Empathy means you can put yourself
in the other person’s shoes because you have been in similar
situations. Do not confuse empathy with sympathy which is
simply feeling sorry for the other person without necessarily
understanding their perspective.

(6) Feedback. Effective feedback includes stating the


situation, the Marine’s action, and the results of that
behavior. In mentoring, there are two types of feedback both of
which should be delivered in a consistent and timely manner.
Positive feedback is important because it strengthens desired
behaviors and makes them more likely to repeat. Guidance
feedback is important because it provides course correction in a
non-threatening manner. The goal of guidance feedback is to
eliminate undesired behavior.

c. Role of the Mentee. Mentees will be advised, coached,


and taught by their mentors. Mentees must be committed to
growing, and be open and receptive to new ways of accomplishing
tasks. The mentor helps the mentee set goals and tasks to
accomplish positive growth and assesses progress. A mentee’s
first and most important role in the mentoring relationship is
to be the “indicator” used to measure how interactive a
mentoring partnership will be. In other words, the Marine
mentee has to determine how much guidance and tutoring they will
need from the mentor. A Marine mentee should be honest with
themselves and the mentor when making this most important
decision. The roles of the Marine mentee are:

(1) Student. As a student, the Marine mentee absorbs


the mentor’s knowledge and has the motivation to act on this
information. In this role, the Marine mentee uses repetition
and practical application to retain and demonstrate mastery of
the subject.

(2) Trainee. In the trainee role, a Marine mentee


understands the mentor is not the only source of information,
and seeks out self-development programs such as Marine Corps
Institute courses and skill training programs to achieve their
goals. Through this participation, the Marine mentee
demonstrates initiative and gains awareness of themselves and
their role in the unit’s mission. This developing Marine
enhances his contribution to unit readiness.

TRANSITION: We have discussed mentoring, are there any


questions?

52
MCCS-BLAK-2066

SUMMARY (10 MIN)

During this period of instruction we have covered counters to


chokes and holds and mentoring. 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.

53
MCCS-BLAK-2066

54
MCCS-BLAK-2067

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

FIREARM DISARMAMENT

MCCS-BLAK-2067

BLACK BELT

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


55
MCCS-BLAK-2067

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-BLAK-2067

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

56
MCCS-BLAK-2067

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 practice
good decision making.

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


will cover firearm disarmament and decision making.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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.

57
MCCS-BLAK-2067

TRANSITION. Now that you know what will be covered are there
any questions? Let’s discuss the purpose of firearm
disarmament.

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.

58
MCCS-BLAK-2067

2. DEMONSTRATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Counter to Pistol to the Head One Handed. This


technique is used when the aggressor points a pistol at your
head with one hand.

(1) Begin at close range with the aggressor pointing a


pistol at your head with his right hand.

(2) Assume a submissive posture with your hands about


chest high, palms out. Place your hands as close to the weapon
as possible without raising the aggressor’s suspicion. Make a
submissive verbal statement.

(3) Grab the aggressor’s wrist with both hands and


thrust upward. At the same time, drop your body and head down
quickly, bending your knees. Do this at the same time to clear
your head out of the line of fire.

(4) Maintain control of the aggressor's arm. It does


not matter which hand the aggressor is holding the weapon with,
always grab his wrist and clear your head in the same manner.

(5) Step with your left foot to the outside of the


aggressor’s left foot and trap his arm in your left arm pit.
Rotate your torso and thrust your hip into the aggressor to off-
balance him.

INSTRUCTOR NOTE: If the weapon is in the aggressor’s left


hand, step in with your right foot.

(6) Pull your left elbow in tight to your side to trap


the aggressor’s arm. Retain a firm grip on the aggressor’s
wrist and do not allow it to rotate in your grasp.

(7) Maintain your left over hook and grab the pistol
with your right hand and rotate it out of the aggressor’s hand.
Make sure the muzzle is never pointed at you and that you keep
your hand clear of it.

59
MCCS-BLAK-2067

(8) Use your hips and your upper-body leverage to off-


balance the aggressor and get space between you and the
aggressor.

(9) Turn to face the aggressor, 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 Head Two Handed. This


technique is used when the aggressor points a pistol at your
head with two hands.

(1) Begin at close range with the aggressor pointing a


pistol at your head with both hands.

(2) Assume a submissive posture with your hands about


chest high, palms out. Place your hands as close to the weapon
as possible without raising the aggressor’s suspicion. Make a
submissive verbal statement.

(3) Grab the aggressor’s wrists with both hands and


thrust upward. At the same time, drop your body and head down
quickly, bending your knees. Do this at the same time to clear
your head out of the line of fire. Maintain control of the
aggressor's arms.

(4) Step with your right foot to the outside of the


aggressor’s right foot and trap his arm in your left arm pit.
Rotate your torso and thrust your hip into the aggressor to off-
balance him.

(5) Pull your right elbow in tight to your side to trap


the aggressor’s arms. Retain a firm grip on the aggressor’s
wrists and do not allow it to rotate in your grasp.

(6) Maintain your right over hook and grab the pistol
with your left hand and rotate it out of the aggressor’s hand.
Make sure the muzzle is never pointed at you and that you keep
your hand clear of it.

(7) Use your hips and your upper-body leverage to off-


balance the aggressor and get space between you and the
aggressor.

(8) Turn to face the aggressor, step back to create


distance, perform an expedient press check to ensure a round is
chambered, and employ appropriate follow-on actions.

60
MCCS-BLAK-2067

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

TRANSITION: We have learned firearm disarmament, are there any


questions? We will now discuss decision making.

5. TIE IN (DECISION MAKING). There is a critical need for all


Marines to prepare themselves mentally and physically for the
rigors of combat. Physical preparation has long been ingrained
in our culture and Marines are well known for their physical
conditioning. Mental preparation needs to receive the same
emphasis. Since success in combat depends in large part on our
collective capability to make and execute effective military
decisions under physical and emotional stress, it is imperative
all Marines make every effort to exercise and develop their
decision making abilities. We will now discuss some of the
elements that make up the decision making process.

“It cannot be too often repeated that in modern war, and


especially in modern naval war, the chief factor in achieving
triumph is what has been done in the way of thorough preparation
and training before the beginning of war.”

—Theodore Roosevelt

a. Military Judgment. How do we make a decision? There is


no easy answer to that question; each battle will have its own
unique answers. As with so much in warfare, it depends on the
situation. No formula, process, acronym, or buzzword can provide
the answer. Rather, the answer is in military judgment, in the
ability of the leader to understand the battlefield and act
decisively. Military judgment is a developed skill honed by the
wisdom gained through experience. Combined with situational
awareness, military judgment allows us to identify emerging
patterns, discern critical vulnerabilities, and concentrate
combat power.

b. Understanding the Situation. The first requirement of a


leader is to understand the situation. The successful tactician
studies the situation to develop in his mind a clear picture of
what is happening, how it got that way, and how it might further
develop. Considering the factors of mission, enemy, terrain and
weather, troops and support available-time available (METT-T-S-
L), the leader must think through all actions, determine the
desired result, and ascertain the means to achieve that result.
Part of the leader’s thinking should also include assuming the
role of the enemy, considering what the enemy’s best course of

61
MCCS-BLAK-2067

action may be, and deciding how to defeat it. Thinking through
these elements helps the leader develop increased situational
awareness. Based on this understanding of the situation, the
leader can begin to form a mental image of how the battle might
be fought. Central to the leader’s thinking must be the
question, “In this situation, what efforts will be decisive?”
The leader asks this question not just once, but repeatedly as
the battle progresses. The leader must also address possible
outcomes and the new situations that will result from those
possibilities. As the situation changes, so will the solution
and the actions that derive from it. For every situation, the
leader must decide which of the countless and often confusing
pieces of information are important and reliable. The leader
must determine what the enemy is trying to do and how to counter
his efforts. Tactics requires leaders to make decisions. A
leader must make decisions in a constantly changing environment
of friction, uncertainty, and danger. Making effective decisions
and acting on those decisions faster than the enemy is a crucial
element of Marine Corps tactics.

c. Acting Decisively. Our ability to understand the


situation is useless if we are not prepared to act decisively.
When the opportunity arrives, we must exploit it fully and
aggressively, committing every ounce of combat power we can
muster and pushing ourselves to the limits of exhaustion. The
keys to this effort are identifying enemy critical
vulnerabilities, shaping the operating area to our advantage,
designating a main effort to focus our combat power, and acting
in a bold and ruthless manner.

d. Decision Making Skills. Two means by which decision


making skills could be developed are through the use of tactical
decision games and through daily discussions about warfighting.
This is outlined in MCO 1500.55 Military Thinking and Decision
Making Exercises. It is designed to make mental development a
component of our daily training. Everything we do in peacetime
should prepare us for combat. Our preparation for combat depends
upon training and education that develop the action and thought
essential to battle. Knowledge gained through individual
reading and study provides the intellectual framework for
warfighting study and the raw material necessary to develop
critical thinking skills. This Order outlines the means to hone
that raw material by daily exercise. Decisions made in war must
frequently be made under physical and emotional duress. Our
mental exercises in peacetime should replicate some of the same
conditions. Imaginative combinations of physical and mental
activities provide Marines the opportunity to make decisions
under conditions of physical stress and fatigue, thereby more
closely approximating combat. Some of the types of training and

62
MCCS-BLAK-2067

education that will hone our tactical decision making skills


are:

(1) Professional Reading and Historical Studies.

(2) War gaming, including Tactical Decision Games,


Commercial board-based war games, and computer based war games.

(3) Terrain walks done at the small unit level to


include local battlefield studies.

(4) Case studies should be accomplished by the open


discussion of warfighting concepts.

TRANSITION: We have discussed decision making, are there any


questions?

SUMMARY (10 MIN)

During this period of instruction we have covered firearm


disarmament and decision making. I am now confident you will be
able to use these techniques to gain control of the situation.

INSTRUCTOR NOTE: Provide follow-on instructions.

63
MCCS-BLAK-2067

64
MCCS-BLAK-2068

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

UPPER BODY STRIKES

MCCS-BLAK-2068

BLACK BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __07/13/2015__


65
MCCS-BLAK-2068

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Upper Body Strikes

LESSON DESIGNATOR: MCCS-BLAK-2068

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:
 Black Leather Gloves
 Striking Pad

SETUP AND PLANNING:


 Reserve Training Area
 Conduct Rehearsals

66
MCCS-BLAK-2068

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. The worst possible scenario in combat is


when you find yourself unarmed. You have to rely on your body
to survive and accomplish the mission. You must be able to
fight with your bare hands until you can gain a weapon to aid
you. The strikes you will learn today will help you in these
situations. As we learn to develop our physical skills, we will
also learn about instilling and developing values.

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


will cover upper body strikes and values and beliefs.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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. When executing strikes, ensure the joints are kept


slightly bent to avoid hyperextension.

d. 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.

TRANSITION. Now that you know what will be covered are there
any questions? Let’s discuss the purpose of upper body strikes.

BODY (75 MIN)

1. EXPLAIN

a. Purpose. The purpose of upper body strikes is to stun


the aggressor or to set him up for follow on techniques.

b. Principles. The principles for upper body strikes are


generating power, muscular tension, follow through, and
movement.

67
MCCS-BLAK-2068

(1) Generating Power. Maximum power is generated by


rotating the hips and shoulders into the attack, moving your
body weight straight forward or backward, or dropping your body
weight into an aggressor. Body weight can be transferred into
an attack from high to low or from low to high.

(2) Muscular Tension. There should be muscular tension


in the hand and forearm at the moment of impact to maximize
damage to the aggressor and to avoid injury to your hand. The
arms are relaxed until the moment of impact.

(3) Follow Through. A strike should be delivered so the


weapon (e.g., hand, elbow) hits and follows through the target.
This technique will inflict maximum damage to the aggressor.
Strikes with the arms are executed with heavy hands; the strike
is executed by driving through with the strike to allow the
weight of the hand to go through the target.

(4) Movement. Your movement will put you in the proper


position for launching an attack against your aggressor as well
as to help protect yourself. Movement is initiated from the
basic warrior stance and ends in the basic warrior stance. Each
strike can be performed with either the left or right arm
depending upon your angle of attack, the position of the
aggressor, and the vulnerable target areas exposed on the
aggressor.

c. Fundamentals. The fundamentals for upper body strikes


are the striking surface and target areas.

(1) Striking Surface. The striking surface for each


upper body strike will maximize the damage given to the
aggressor while minimizing the damage taken. The striking
surface for a cupped hand strike is the palm of the hand. The
face smash uses the palm of the hand and the fingertip.

(2) Target Areas. Target areas that should be attacked


with upper body strikes are soft tissue areas such as the eyes,
nose, jaw, and throat. The torso can also be attacked as a
secondary target. Pinpoint accuracy is not necessary to attack
these areas. Strikes use gross motor skills as opposed to fine
motor skills.

TRANSITION: We have covered the purpose, principles, and


fundamentals, are there any questions? I will now demonstrate
the first technique.

2. DEMONSTRATE

68
MCCS-BLAK-2068

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE.

a. Cupped Hand Strike. The cupped hand strike concentrates


power in a small part of the hand, which can transfer to the
target and have devastating effects.

(1) From the basic warrior stance, make a cupped hand


with your right hand and bring it back over your right shoulder
and rotate your right hip and shoulder backwards.

(2) Thrust your hand forward while rotating your right


hip and shoulder forward.

(3) Rotate your hand so the concave portion of the


cupped hand makes contact on the aggressor.

(4) Follow through the target with your hand and rapidly
return to the basic warrior stance.

b. Face Smash. The face smash concentrates power in a


small part of the hand, which can transfer to the target and
have devastating effects.

(1) From the basic warrior stance, spread and slightly


bend the fingers of your right hand and bring it back over your
right shoulder and rotate your right hip and shoulder backwards.

(2) Thrust your hand forward while rotating your right


hip and shoulder forward and forcefully step forward by pushing
off the ball of your right foot.

(3) Contact should be made with the palm of the hand and
the fingertips.

(4) Follow through the target with your hand and rake
the face of the aggressor with your fingers.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.


After practicing in the air, allow the students to practice
on strike pads. Ensure partners hold the pad correctly.

69
MCCS-BLAK-2068

TRANSITION: We have learned upper body strikes, are there any


questions? Every Marine must also understand values and
beliefs.

5. TIE IN (VALUES AND BELIEFS)

“...as leaders we must have some knowledge of the souls of


our soldiers, because the soldier, the living man, is the
instrument with which we have to work in war.... No commander
lacking in this inner knowledge of his men can accomplish great
things.”
Captain Adolf Von Schell, Battle Leadership

a. Every leadership effort is affected by the relationship


between the values of the leader and those of the led. Values
are the keystone to motivation because they influence an
individual’s perceptions and attitudes. To be effective
leaders, we must truly appreciate the importance of values in
understanding human behavior. We must not only know our own
values, but must also be able to assess the similarities and
differences of our Marines values. Let us review what values
are.

b. Since we first became Marines we have learned how values


effect and shape our character. We know our set of values
determines how we view right from wrong. Values are basic ideas
about the worth or importance of people, concepts or things.
Values influence your behavior because you use them to weigh the
importance of alternatives. For example, a person who values
personal pleasure more than he values a trim, healthy body
continually makes choices between eating and exercising that
will ultimately result in his becoming overweight and out of
shape. Along with values go attitudes. They are an
individual’s or group’s feelings toward something or someone,
and are usually expressed as likes and dislikes. Attitudes
could possibly be values in the making. A good example of this
is when a dislike becomes a prejudice. The reverse of this is
how our values can have a direct effect on our attitude. For
example, if you value honesty and work with two Marines, one who
is very reliable and the other who stretches the truth you will
probably have a more positive attitude towards the first one. In
this case your values have influenced your attitude.

c. What do values have to do with leadership? Values are


the benchmark of leadership. They are guides to our thinking
and the behavior of our Marines. If a Marine is left without
guidance or supervision his personal values will determine what

70
MCCS-BLAK-2068

the Marine will or will not do. But what can we do about those
values the Marine brought with him into the Marine Corps that
are not always compatible with Marine Corps values.

d. All of our values and attitudes have been shaped and


influenced over our lives by others. Over time it becomes
harder to shape a person’s values. As a leader one way we can
do this is by reinforcing the positive behavioral habits through
discipline. This changes the individual’s attitude towards a
given idea until it becomes a value. For example, a daily
inspection of a Marine’s quarters until being squared away
becomes a habit. As a leader you have the power to influence
the beliefs and values of your Marines by setting the example,
by rewarding behavior that supports military values and
attitudes and by planning and conducting tough individual and
unit training. By doing this, leaders provide guidance and
supervision (reinforce organizational values) and control
(effect behavior) to their Marines.

TRANSITION: We have discussed values and beliefs, are there any


questions?

SUMMARY (10 MIN)

During this period of instruction we have covered upper body


strikes and values and beliefs. I am now confident you will be
able to use these techniques to defend yourself if necessary.

INSTRUCTOR NOTE: Provide follow-on instructions.

71
MCCS-BLAK-2068

72
MCCS-BLAK-2069

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

KNIFE TECHNIQUES

MCCS-BLAK-2069

BLACK BELT

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


73
MCCS-BLAK-2069

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-BLAK-2069

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 Knives

SETUP AND PLANNING:


 Reserve Training Area
 Conduct Rehearsal

74
MCCS-BLAK-2069

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. As Marines, we must train as we would fight


in combat. Realistic training is the only way we can prepare
ourselves for such events; however, we cannot recklessly risk
our Marines lives. Risk management helps us to mitigate those
risks in training and combat.

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


will cover knife techniques and risk management.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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 (75 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. Reverse grip knife techniques give you


different tactical options and different angles of attack. For

75
MCCS-BLAK-2069

the reverse grip, the tip of the knife will be pointing towards
the deck with the blade facing the aggressor.

(3) Stance. Strong side knife techniques give you the


ability to use more speed than power and create more space
between you and the enemy. From your normal modified basic
warrior stance with the knife, take a step forward with your
rear leg keeping the knife in front of your body.

(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.

(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.

2. DEMONSTRATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Strong Side Vertical Slash. Slashing techniques are


used to cut the aggressor and/or open him up for follow-on
techniques. Slashing distracts the aggressor or causes enough
damage to get in close to the aggressor.

(1) Start facing the aggressor in the strong side


modified basic warrior stance.

(2) Thrust your right hand out and bring the weapon
straight down on the aggressor.

76
MCCS-BLAK-2069

(3) Snap your wrist through the slashing motion to


maximize contact with the blade on your aggressor.

(4) Continue dragging the knife down through the


aggressor's body. Maintain contact on the aggressor's body with
the blade of the knife. The slashing motion follows a vertical
line straight down through the target.

(5) Return to the strong side modified basic warrior


stance.

b. Strong Side Forward Slash. A forward slash is generally


a slash from your aggressor’s left shoulder diagonally to his
right pocket.

(1) Start facing the aggressor in the strong side


modified basic warrior stance.

(2) Extend your right hand to make contact with the


knife blade around the aggressor’s left shoulder.

(3) Rotate your palm up to make the blade contact the


aggressor. Do not move your arm outside the box, shoulder-width
across from your neck to your waistline.

(4) Snap your wrist through the slashing motion to


maximize contact with the blade on your aggressor.

(5) Continue dragging the knife down and across the


aggressor's body, from your right to your left.

(6) The movement ends with your forearm against your


body and the knife at your left side, blade oriented toward the
aggressor.

(7) Return to the strong side modified basic warrior


stance.

c. Strong Side Reverse Slash. A reverse slash is generally


a slash from your aggressor’s right shoulder diagonally to his
left pocket and usually follows a forward slash.

(1) Start facing the aggressor in the strong side


modified basic warrior stance.

(2) Extend your right hand across your body to make


contact with the knife blade around the aggressor’s right
shoulder.

77
MCCS-BLAK-2069

(3) Rotate your palm down to make the blade contact the
aggressor. Do not move your arm outside the box, shoulder-width
across from your neck to your waistline.

(4) Snap your wrist through the slashing motion to


maximize contact with the blade on your aggressor.

(5) Continue dragging the knife down and across the


aggressor's body, from your left to your right.

(6) Return to the strong side modified basic warrior


stance.

d. Strong Side Vertical Thrust. Thrusting techniques are


more effective than slashing techniques because of the damage
they can cause. The thrusting motion follows a vertical line
straight up through the target.

(1) Start facing the aggressor in the strong side


modified basic warrior stance.

(2) Thrust your right hand toward the aggressor,


inserting the knife blade straight into the target.

(3) Pull the knife out of the aggressor.

(4) Return to the strong side modified basic warrior


stance.

e. Strong Side Forward Thrust. A forward thrust follows a


horizontal line into the aggressor's neck (high thrust) or
abdominal region (low thrust).

(1) Start facing the aggressor in the strong side


modified basic warrior stance.

(2) Extend your right hand toward the aggressor, palm


down, inserting the knife blade into the target.

(3) Once the knife is inserted, twist the blade inward,


rotating your palm up.

(4) Bring the knife to the opposite side of the


aggressor's body from where it was inserted. Turning the blade
and cutting your way out rather than pulling the knife straight
out causes more damage to the aggressor.

78
MCCS-BLAK-2069

(5) The movement ends with your forearm against your


body and the knife at your left side, blade oriented toward the
aggressor.

(6) Return to the strong side modified basic warrior


stance.

f. Strong Side Reverse Thrust. A reverse thrust follows a


horizontal line into the aggressor's neck (high thrust) or
abdominal region (low thrust) and usually follows a forward
thrust.

(1) Start facing the aggressor in the strong side


modified basic warrior stance.

(2) Extend your right hand across your body toward the
aggressor, palm up, inserting the knife blade into the target.

(3) Once the knife is inserted, twist the blade inward,


rotating your palm down.

(4) Bring the knife to the opposite side of the


aggressor's body from where it was inserted. Turning the blade
and cutting your way out rather than pulling the knife straight
out causes more damage to the aggressor.

(5) Return to the strong side modified basic warrior


stance.

g. Reverse Grip Forward Slash. A reverse grip forward


slash follows a horizontal line across the target areas of the
neck (high slash) or abdominal region (low slash).

(1) Start facing the aggressor in the modified basic


warrior stance with a reverse grip.

(2) Extend your right hand toward the aggressor in a


hooking motion to make contact on your aggressor with the knife
blade. Your palm should be down with your forearm parallel to
the deck. Do not move your arm outside the box, shoulder-width
across from your neck to your waistline.

(3) Snap your wrist through the slashing motion to


maximize contact with the blade on your aggressor.

(4) Continue cutting with the knife through the


aggressor’s body from your right to left in a forehand stroke.

79
MCCS-BLAK-2069

(5) The movement ends with your forearm against your


body and the knife at your left side, point oriented toward the
aggressor.

(6) Return to the modified basic warrior stance.

h. Reverse Grip Reverse Slash. A reverse grip reverse


slash follows a horizontal line in a backhand stroke motion,
across the target areas of the neck (high slash) or abdominal
region (low slash).

(1) Start facing the aggressor in the modified basic


warrior stance with a reverse grip.

(2) Extend your right hand across your body toward the
aggressor in a backhand motion to make contact on your aggressor
with the knife blade. Your palm should be up. Do not move your
arm outside the box, shoulder-width across from your neck to
your waistline.

(3) Snap your wrist through the slashing motion to


maximize contact with the blade on your aggressor.

(4) Continue cutting with the knife through the


aggressor’s body from your left to right in a backhand stroke.

(5) Return to the modified basic warrior stance.

i. Reverse Grip Forward Thrust. A reverse grip forward


thrust follows a horizontal angle into the aggressor's neck
(high thrust) or abdominal region (low thrust).

(1) Start facing the aggressor in the modified basic


warrior stance with a reverse grip.

(2) Extend your right hand toward the aggressor, palm


up, inserting the knife blade into the target.

(3) Once the knife is inserted, twist the blade inward,


rotating your palm down.

(4) Bring the knife to the opposite side of the


aggressor's body from where it was inserted. Turning the blade
and cutting your way out rather than pulling the knife straight
out causes more damage to the aggressor.

(5) The movement ends with your forearm against your


body and the knife at your left side, point oriented toward the
aggressor.

80
MCCS-BLAK-2069

(6) Return to the modified basic warrior stance.

j. Reverse Grip Reverse Thrust. A reverse grip reverse


thrust follows a horizontal angle into the aggressor's neck
(high thrust) or abdominal region (low thrust).

(1) Start facing the aggressor in the modified basic


warrior stance with a reverse grip.

(2) Extend your right hand across your body toward the
aggressor, palm down, inserting the knife blade into the target.

(3) Once the knife is inserted, twist the blade inward,


rotating your palm up.

(4) Bring the knife to the opposite side of the


aggressor's body from where it was inserted. Turning the blade
and cutting your way out rather than pulling the knife straight
out causes more damage to the aggressor.

(5) Return to the modified basic warrior stance.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

TRANSITION: We have learned knife techniques, are there any


questions? We will now discuss risk management.

5. TIE IN (RISK MANAGEMENT). Force preservation does not have


a single solution; however, every effort should be made to
prevent a situation that will degrade mission capability rather
than planning to deal with the situation after it occurs. Risk
Management(RM) is central to the idea of readiness and must not
be an afterthought in actions during combat, in training, and in
garrison.

a. Mission of Risk Management. The focus of RM is to


identify and mitigate risk in all activities, both on and off
duty. Additionally, RM extends to risks associated with human
factors in the workplace, behavioral healthcare, and behavioral
lifestyles that can affect readiness. Successful implementation
of RM increases mission effectiveness while minimizing loss of
both personnel and material.

81
MCCS-BLAK-2069

b. Principles of Risk Management. There are four basic


principles that provide the foundation for RM and the framework
for implementing the RM process.

(1) Accept Risk When Benefits Outweigh the Cost. The


goal of RM is not to eliminate risk, but to manage the risk so
the mission can be accomplished with the minimum amount of loss.
The process of weighing risks against the benefits and value of
the task or mission helps maximize success. Balancing costs and
benefits is a subjective process. Therefore, personnel with
knowledge and experience of the mission or task must be engaged
when making risk decisions.

(2) Accept No Unnecessary Risk. An unnecessary risk is


any risk that, if taken, will not contribute meaningfully to
task or mission accomplishment or will needlessly jeopardize
personnel or materiel. The acceptance of risk does not mean
one’s imprudent willingness to gamble. Additionally, if all
detectable hazards have not been identified then unnecessary
risks are being accepted. The end state is to only take risks
that are necessary to accomplish the task, activity, or mission.

(3) Anticipate and Manage Risk by Planning. RM must be


integrated into planning at all levels, and as early as
possible, to provide the greatest opportunity to make well-
informed risk decisions and to implement effective risk
controls. This engaged approach enhances the overall
effectiveness of RM by reducing mishaps, injuries, and costs.
Hazards and controls that have been identified during
reconnaissance and preplanning should be in the operations
order.

(4) Make Risk Decisions at the Right Level. RM


decisions are made by the leader directly responsible for the
operation. While anyone can make a risk decision, the
appropriate decision level should reside where the leader can
make decisions to accept, eliminate, or reduce the risk. If
unable to mitigate the risk at the unit level, the risk decision
shall be elevated to the next commander in the chain of command.

c. Levels of Risk Management. The RM process is applied on


three levels: in-depth, deliberate, and time critical. While it
is preferable to perform a deliberate or in-depth RM process for
all evolutions, adequate time and resources will not always be
available. The basic factor that differentiates each level is
the amount of time available for the preparation and planning
of tasks or missions.

82
MCCS-BLAK-2069

(1) In-depth. In-depth RM is used when available time


for planning is not a limiting factor and involves a very
thorough risk assessment. This level of RM involves detailed
research and formal testing to more thoroughly study the hazards
and associated risk in a complex operation or system, or one in
which the hazards are not well understood. Examples of in-depth
applications include long-term planning of complex operations;
introduction of new equipment, materials, and missions;
development of tactics and training curricula; and major system
overhaul or repair.

(2) Deliberate. The deliberate level refers to


situations when there is ample time to apply the RM process to
the mission planning evolution. This level primarily uses
experienced personnel and brainstorming to identify hazards,
review mishap trends, and develop controls. It is, therefore,
most effective when done in a group. Examples of deliberate
applications include planning of upcoming operations and
reviewing standard operating procedures.

(3) Time Critical. This is the level at which personnel


operate on a daily basis both on and off duty. The time
critical level is the normal RM level used during the execution
phase of training or operations. At this level, there is little
or no time to make a plan, resulting in an “on the spot” mental
or verbal review of the situation. Since time is limited, the
application of the formal RM process cannot be practically
applied.

d. Risk Management Process. The RM process is a


systematic, continuous, and repeatable approach in the decision
making process. The five basic steps are: identify hazards,
assess the hazards, make risk decisions, implement controls, and
supervise.

(1) Identify Hazards. A hazard is defined as any


condition with the potential to negatively impact the task or
mission. Hazards can also cause property damage, injury to
personnel, or death, which highlights the importance of hazard
identification as the foundation of the RM process. Personnel
need to ensure a larger portion of available time is allotted to
this step due to the fact that, if a hazard is not identified,
it cannot be controlled.

(2) Assess Hazards. For each hazard identified,


determine the associated degree of risk in terms of probability
and severity. The result of the risk assessment is a
prioritized list of hazards ensuring controls are first
identified for the most serious threat.

83
MCCS-BLAK-2069

(a) Determine Severity. This is an assessment of


the worst credible consequence that can occur as a result of a
hazard. Severity is defined by potential degree of injury,
illness, property damage, loss of assets, or effect on task or
mission. Consideration must be given to the number of personnel
and resources potentially exposed to a hazard when determining
potential severity. The greater the number of resources exposed
to a hazard, the greater the severity. Additionally, the
combination of two or more hazards may increase the overall
level of risk. Hazard severity categories are assigned as Roman
numerals according to the criteria in Table 1-1.

Table 1-1. Severity Categories


Category Description
I Loss of the ability to accomplish the mission
Death or permanent total disability
Loss of a mission-critical system or equipment
Major facility damage
Severe environmental damage
Mission-critical security failure
Unacceptable collateral damage
II Significantly degraded mission capability or unit
readiness
Permanent partial disability or severe injury or
illness
Extensive damage to equipment or systems
Significant damage to property or the environment
Security failure
Significant collateral damage
III Degraded mission capability or unit readiness
Minor damage to equipment, systems, property, or the
environment
Minor injury or illness
IV Little or no adverse impact on mission capability or
unit readiness
Minimal threat to personnel safety or health
Slight equipment or systems damage, but fully
functional and serviceable
Little or no property or environmental damage

(b) Determine Probability. This is an assessment of


the likelihood that a hazard will result in a mishap or loss and
is defined by assessment of such factors as location, exposure
(cycles or hours of operation), affected populations,
experience, or previously established statistical information.
Probability categories are assigned a letter according to the
criteria in Table 1-2.

84
MCCS-BLAK-2069

Table 1-2. Probability Categories


Category Description
A Likely to occur immediately or within a short period
of time.
Expected to occur frequently to an individual item or
person
Expected to occur continuously over a service life for
a fleet, inventory of items, or group
B Probably will occur in time
Expected to occur several times to an individual item
or person
Expected to occur frequently over a service life for a
fleet, inventory of items or group
C May occur in time
Can reasonably be expected to occur sometime to an
individual item or person
Can reasonably be expected to occur several times over
a service life for a fleet, inventory of items, or
group
D Unlikely to occur, but not impossible

(c) Assign the Risk Assessment Code (RAC). The RAC


is an expression of risk that combines the elements of hazard
severity and mishap probability. In some cases, the worst
credible consequence of a hazard may not correspond to the
highest RAC for that hazard. It is important to consider less
severe consequences of a hazard if they are more likely than the
worst credible consequence since this combination may present a
greater overall risk. The RAC is a level of risk for each
hazard expressed as a single Arabic number as portrayed in the
Basic Risk Assessment Matrix in Figure 1-3.

Table 1-3. Basic Risk Assessment Matrix


Risk Assessment Probability
Matrix A B C D
I 1 1 2 3
Severi

II 1 2 3 4
ty

III 2 3 4 5
IV 3 4 5 5
Risk Assessment Codes (RAC)
1-Critical 2-Serious 3-Moderate 4-Minor 5-Negligible

(3) Make Risk Decisions. Starting with the most serious


hazard, develop one or more control options that will either
avoid the hazard or reduce the risk to an acceptable level
consistent with task or mission accomplishment. With selected
controls in place, decide if the residual risk is acceptable and
the benefit outweighs the risk. This decision must be made at

85
MCCS-BLAK-2069

the right level and by the appropriate individual who can


balance the risk against the task or mission.

(4) Implement Controls. The critical check for this


step is to ensure that controls are converted into clear, simple
execution orders understood at all levels. This requires that
the plan is clearly communicated to all involved personnel,
accountability is established, and the requisite support is
provided.

(5) Supervise. Supervision involves conducting follow-


up evaluations of the controls to ensure they remain in place
and have the desired effect. Engaged supervision includes
monitoring the effectiveness in the implementation of risk
controls, ensuring after actions capture lessons learned, and
identifying any new hazards that may arise or subsequent
adjustments needed to previously established controls.

TRANSITION: We have discussed risk management, are there any


questions?

SUMMARY (10 MIN)

During this period of instruction we have covered knife


techniques and risk management. I am now confident you will be
able to use these techniques to kill the enemy if necessary.

INSTRUCTOR NOTE: Provide follow-on instructions.

86
MCCS-BLAK-2070

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

WEAPONS OF OPPORTUNITY

MCCS-BLAK-2070

BLACK BELT

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


87
MCCS-BLAK-2070

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Weapons of Opportunity

LESSON DESIGNATOR: MCCS-BLAK-2069

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 Weapons of Opportunity

SETUP AND PLANNING:


 Reserve Training Area
 Conduct Rehearsal

88
MCCS-BLAK-2070

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. On the battlefield, a Marine should be


ready to use anything around him to serve as a weapon. Weapons
of opportunity can be a stick, a club, a broken rifle, an e-
tool, or even a belt. We may find ourselves in a combat
situation where violence of action must be allied with stealth
and for a silent kill. Mere awareness of the responsibility
involved is not enough. We must also have a strong sense of
ethics in everything we do.

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


will cover weapons of opportunity and ethical leadership.

3. POSITIONS

INSTRUCTOR NOTE: Assign demonstration and practice positions.


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

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.

g. Students being thrown will execute proper break falls.

h. 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 weapons of
opportunity.

BODY (75 MIN)

89
MCCS-BLAK-2070

1. EXPLAIN

a. Purpose. The purpose of weapons of opportunity is to


use anything on the battlefield to inflict maximum damage on the
aggressor.

b. Principles. The principles for weapons of opportunity


depend on the type of weapon employed. These techniques will
use a flexible garrote (rope/belt) or hard garrote (stick/pipe)
to choke the aggressor. The principles 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 mindset to use anything you can find on the
battlefield to kill the enemy by whatever means necessary.

(2) Grip. Your grip on the garrote should be natural


with enough strength to hold the weapon while maintaining
dexterity.

(a) Flexible Garrote. Firmly grasp the flexible


garrote with both hands, roughly 18 inches apart. Wrap any
excess material around your hands to improve your grip.

(b) Hard Garrote. With your dominate hand, firmly


grasp the top of the weapon with the weapon pointing down.

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


for all techniques. Stay low with your body below the
aggressor’s line of sight.

(4) Movement. Your approach and close should be


deliberate and noiseless. The entry should be rapid while
applying explosive force to achieve the best results.

c. Fundamentals. The fundamental for garrotes are control


and distractors.

(1) 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.

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


aggressor. 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.

90
MCCS-BLAK-2070

2. DEMONSTRATE

INSTRUCTOR NOTE: Demonstrate only one technique at a time.


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

INTERIM TRANSITION: Go to practice position one.

3. IMITATE

a. Garrote from the Rear. This technique is used to kill


an aggressor before he is aware of your presence. This can be
done with either a flexible of hard garrote.

(1) With a Flexible Garrote

(a) Place your left hand palm up in the center of


the aggressor’s back just below his neck.

(b) With your right hand palm down, loop the


flexible garrote around the aggressor’s neck from right to left,
forming an X across your aggressor’s back.

(c) With the inside of your right foot, collapse the


aggressor down by striking the back of his right knee and riding
it down to the ground.

(d) While staying close to the aggressor and still


stepping on the back of his right calf, pull down and to the
right with your right hand, while leaving your left hand in
place until the aggressor is unconscious.

(2) With a Hard Garrote

(a) Shoot the long end of garrote across the


aggressor’s neck from right to left with your palm up. Make
contact with your right ulna bone against the aggressor’s right
carotid artery.

(b) With your left hand, grab the garrote palm down
placing it across the aggressor’s left carotid artery.

(c) Keep your elbows in tight and squeeze with both


arms in a vise motion until the aggressor is unconscious.

b. Garrote from the Front. This technique is used to kill


an aggressor if he is made aware of your presence. You may not

91
MCCS-BLAK-2070

be able to get behind the aggressor or he might turn to face


you. This can be done with either a flexible of hard garrote.

(1) With a Flexible Garrote

(a) With both arms straight out in front of you,


move forward towards aggressor placing the soft garrote in front
of his neck.

(b) Move around your aggressor’s right side to his


back while simultaneously wrapping your right arm around his
head so the garrote ends up around the aggressor’s neck forming
an X on aggressor’s back. Your left hand should be palm up and
right hand palm down.

(c) With the inside of your right foot, collapse the


aggressor down by striking the back of his right knee and riding
it down to the ground.

(d) While staying close to the aggressor and still


stepping on the back of his right calf, pull down and to the
right with your right hand, while leaving your left hand in
place until the aggressor is unconscious.

(2) With a Hard Garrote

(a) Shoot the long end of garrote across the back of


the aggressor’s neck from right to left with your palm up. Make
contact with your right ulna bone against the aggressor’s left
carotid artery.

(b) With your left hand, grab the garrote palm down
placing it across the aggressor’s right carotid artery.

(c) Keep your elbows in tight and squeeze with both


arms in a vise motion until the aggressor is unconscious.

4. PRACTICE

INSTRUCTOR NOTE: Fault check student proficiency and safety.

TRANSITION: We have learned weapons of opportunity, are there


any questions? We will now discuss ethical leadership.

5. TIE-IN (ETHICAL LEADERSHIP). Your training as a Marine and


in the Marine Corps Martial Arts Program has brought you to a
basic understanding of what ethics are, how they influence
conduct and actions, and the basic ethical standards expected of

92
MCCS-BLAK-2070

a Marine. Let us now discuss the importance of ethics to you as


a leader.

a. Leaders are expected by others to behave ethically and


responsibly, both personally and professionally. A leader
promotes ethical behavior in his subordinates through setting,
enforcing, and publicizing high standards. Furthermore, leaders
must project an example of tolerance in regard to honest
mistakes in the training environment. The following are examples
of potential problems that can develop by a lack of ethical
leadership.

b. Issuing unclear orders to a subordinate, who may not


possess a sound personal code of ethics or who has a "can do
anything" attitude, may cause him to compromise his ethics in
the execution of the order. As a result, he may give an
incorrect report to a superior, use undesirable methods in
carrying out the order, or may even commit an illegal act out of
fear of the consequences that will result if the mission is not
accomplished. Examples of this are issuing orders and qualifying
them with statements such as: “I don't care how you do it!" or,
"Make it happen, I just don’t want to know how you did it." If a
Marine does use questionable and illegal means to accomplish the
mission, who is really to blame?

c. Leaders must ensure they reward and punish based on the


Corps' established standards and traditions. Individual Marines
can become confused and frustrated from situations where ethical
actions are penalized or ignored, and where unethical actions
are rewarded, either directly or indirectly, by not being
punished. For example, the Gunnery Sergeant that gets the
barracks painted as directed gets a real pat on the back.
However, everyone, including the CO, knows he stole the paint
from another unit on the base. Furthermore, the squad leader who
does not get 100% qualification, but gave his absolute best
effort, gets chewed out, while another squad leader gets 100%
qualification by "penciling" a score card, and receives a
meritorious mast. Who really was the better leader?

d. The inability of leaders to accept honest feedback from


their Marines stops information from flowing freely through the
chain of command, thereby isolating top leadership from
organizational realities. This produces unrealistic
expectations from leaders. Also, because there are few rewards
for honesty in communication the situation promotes tendencies
to alter facts and to withhold information, (i.e., if you tell
the truth, you get "chewed out"). This may find subordinates
hesitant to ask their superiors for clarification or guidance on
issued orders. This could mean the difference between a Marine

93
MCCS-BLAK-2070

making a bad judgment call and a failed mission. Leaders need to


ensure open lines of communication exist throughout their chain
of command. The leader who allows his subordinates to practice
unethical conduct for his short term gain is naive if he
believes that same subordinate would not lie to him if the
situation required it.

e. Finally, ethics are part of the combat training designed


to enable Marines to fight, survive and win. It is not to
instill a mode of thinking that entails barbaric acts of killing
or violence. Marines are to be disciplined and responsible
enough to distinguish when they should employ their training,
and when not too. Good training and leadership will prevent
irresponsible actions in peacetime or combat. Poorly trained and
undisciplined personnel commit atrocities. Good leadership in
the Corps means Marines must exercise their oaths to support and
defend our Constitution and uphold the honor of their unit and
Corps by words and daily actions. Each Marine must be
physically, mentally, morally, spiritually, and emotionally
trained to do so confidently and effectively at all times,
ranging from personal peacetime behavior to all-out combat
action.

f. All of this revolves around a leader setting and


maintaining a set of standards: ETHICS. For Marine leaders
these can be found in the various codes that we have learned
during our leadership development: The Constitution, Core
Values, Code of Conduct, Law of War, and leadership traits and
principles.

TRANSITION: We have discussed ethical leadership, are there any


questions?

SUMMARY (10 MIN)

During this period of instruction we have covered weapons of


opportunity and ethical leadership. I am now confident you will
be able to use these techniques to use anything on the
battlefield to kill the enemy.

INSTRUCTOR NOTE: Provide follow-on instructions.

94
MCCS-BLAK-2071

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

FUNDAMENTALS OF A COMBAT MINDSET

MCCS-BLAK-2071

BLACK BELT

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


95
MCCS-BLAK-2071

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Fundamentals of a Combat


Mindset

LESSON DESIGNATOR: MCCS-BLACK-2071

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

96
MCCS-BLAK-2071

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. Combat mindset is the mental state that


enables you to take a difficult psychological step in response
to a perceived danger. A proper mindset allows one to decide on
the correct course of action and physically respond while
overcoming the pressures of combat and life.

2. OVERVIEW. Good morning, my name is ________. The purpose


of this lesson is to teach you how to develop a combat mindset.
We will be covering necessity, preparation, and characteristics.

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. NECESSITY. Our environment has spawned the need for the


ability to kill. All around us and throughout history killing
has been a constant part of human existence. Humans have many
of the same primitive motives to take a life as animals; food,
territory, and mating. However primal this may sound the truth
is our way of life involves protecting and taking lives. Due to
this we must accept the mental journey this life will take us
on.

2. PREPARATION. We develop a combat mindset by training our


physical, mental, and character responses. We must prepare the
mind for violence, to control our perception of reality.
Marines must be able to train in order to alter a mindset for a
combative engagement. The focus or goal is to reach the state
of a methodical killing machine. One who can turn it on with
the lightest of touch and move through an engagement without a
flicker of emotion. This is a person who is not attached to the
fight and sees the engagement in strategic movements through
obstacles instead of an emotional massacre. This is what the
trained mind does and this is where we need to be.

97
MCCS-BLAK-2071

3. CHARACTERISTICS. The proper mindset for combat operations


is made up of the following characteristics:

(1) Aggressive. Aggressiveness means to be ready to


attack or confront. Strive for mission accomplishment. Always
seek to prevail. There can be no victory in defense, only
survival. Dominance requires an offensive and decisive course
of action to achieve success.

(2) Confident. You must be confident in the ability of


yourself and your team/unit to eliminate any and all threats
encountered. A leader must train himself and his Marines to the
point at which there is no second thought of the actions of his
Marines or himself. Confidence is gained by training to
proficiency. Complete confidence in a Marine’s self and team
will make a unit dominant.

(3) Relaxed. Marines and leaders must be relaxed. The


team must operate smoothly and surely. If a Marine loses
control at every setback he will be ineffective. This does not
imply the Marine should be lacking in awareness or be allowed to
become complacent. Confidence in one’s ability and in the
team’s ability will be relaxing; allowing you to perform
physical and mental tasks without hesitation.

TRANSITION: We have discussed the fundamentals of a combat


mindset, 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.

98
MCCS-BLAK-2072

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

MASTER OF ARMS

MCCS-BLAK-2072

BLACK BELT

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


99
MCCS-BLAK-2072

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

INSTRUCTOR PREPARATION GUIDE

LESSON TITLE: Master of Arms

LESSON DESIGNATOR: MCCS-BLACK-2071

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

100
MCCS-BLAK-2072

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. The Marine Corps Martial Arts Program is an


integral part of all training and education in the Marine Corps.
It begins at entry-level training and is designed to sustain a
Marines’ development as a warrior throughout their career.

2. OVERVIEW. Good morning, my name is ________. The purpose


of this lesson is to teach you how strive to be a master at
arms. We will be covering the eternal student and being and
becoming.

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. ETERNAL STUDENT. The term eternal student should be self-


explanatory; however, a lot of Marines believe once they are a
black belt, they know everything. Those who believe this could
not be more wrong. There is no such thing as an expert. There
is always something you can learn. One of the most important
characteristics of becoming a black belt is humility. The
development of a Marine leader is never ending. The Marine
Corps envisions four elements, or pillars, of leader
development:

a. Education. First is education, the development of a


creative mind that has the ability to question, to reason, and
to think under pressure in order to successfully lead Marines in
combat.

b. Training. Second is training, which is usually


performance based and measured against a standard. For Marines,
training will dominate the early part of their career; however,
Marines never stop training.

c. Experiencing. Third is experiencing, the knowledge


based on day-to-day events that occur throughout life.

101
MCCS-BLAK-2072

d. Self-Development. Fourth is self-development, the


individual commitment to the profession of arms through such
activities as professional reading and off duty education. The
Marine Corps provides a full spectrum of professional military
education (PME) for all personnel, officer and enlisted,
commensurate with their grade level of responsibility.

2. BEING AND BECOMING. There are many discussions on this


topic available for your personal use, each with their own
connotations depending on their frame of reference. We will
discuss them from our own perspective with an understanding that
this concept reaches far beyond the scope of our limited
discussion.

a. Being. Being is a stagnant notion. It evokes a view


that one has accomplished everything there is to do for one’s
own in life. It does not allow room for growth. We generally
find those that feel this are egotistical or arrogant. They are
unable to move past the things they do not know, because they
have determined they already have all of the information they
need to reach a decision. If we feel we have become something,
then there is no reason to continue striving for it. We stop
growing and often slide into a state of disrepair, where we are
nowhere near where we think we should be.

b. Becoming. Becoming is a dynamic state which allows for


limitless growth. When we exist in this state we do not limit
ourselves, or become so defined by our past accomplishments.
Marines that are always becoming are not threatened by new ways
to accomplish the mission, because they are open to the ideas
that they have not come across yet. They are not easily
defeated, as they are able to take in new information, adapt to
a changing environment, and overcome the challenges of their
enemies. The bottom-line is becoming a black belt is just the
start of your education as a serious student and an ethical
warrior in a never-ending quest in becoming a master at arms.

TRANSITION: We have discussed master at arms, 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.

102
MCCS-BLAK-2073

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

MARTIAL CULTURE STUDY: THE ZULUS

MCCS-BLAK-2073

BLACK BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/13/2015__


103
MCCS-BLAK-2073

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


Zulus

LESSON DESIGNATOR: MCCS-BLAK-2073

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

104
MAITB1055

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 Zulus. 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. Zululand lies on the South-Eastern Coast of what is


known today as South Africa. The name Zulus means ‘The Heavens’
and his people took the name ‘amaZulu’ which means the ‘people
of the heavens’. They lived in a series of village homesteads
that were family units. The Zulus lived a typical agriculture
society. Meat was only eaten on special occasions such as
festivals and before going into battle. Until the 18th century,
warfare was infrequent and mostly bloodless; most disputes were
over grazing rights. By the late 18th century, land was
congested and no longer possible for clans to have access to
adequate grazing all year long. It seems extremely likely the
competition for natural resources was a major cause of the
enduring violence that followed.

105
MCCS-BLAK-2073

b. The Chief of the Zulus had a son who was named Shaka.
Shaka was born in 1787, led the Zulus beginning in 1816, and
died in 1828 due to being stabbed to death by his half-brothers.
The basis of Shaka’s power was the ‘amabutho’ system, a means of
social control by integrating all Zulus into a growing Zulu
kingdom. This was Shaka’s idea of his Zulus no longer serving
their lesser chiefs, but the Zulu king himself. The basic
functions of the male regiments included policing Shaka’s Zulus
and battling external enemies.

(1) To remain under control, the regimental system


established by Shaka had to be fed and rewarded constantly.
This required sending the regiments out on constant raids for
cattle and other battlefield booty. Morale was extremely high.
The common age of the warriors, battlefield successes, and the
terror inspired by the Zulus amongst neighboring peoples all led
to an extremely high Esprit de Corps.

(2) Following Shaka’s murder, his half-brother became


king. During his reign, Natal, just to the south of Zululand,
was filling up with survivors from Shaka’s former kingdom and
the Boers who were descendants of the Dutch, Germans, and
French. Natal was becoming a threat to Zululand and as many as
4,000 Zulus per year were leaving Zululand for Natal. Natal
offered work, cattle, and potential wives that appeared more
appealing than the Zulu army.

c. The War of 1879 was a disaster for Zululand. After the


war, Britain divided Zululand in thirteen small kingdoms and
initially, pre-Shaka clans were returned to prominence. After
the war, civil war erupted across the country. Various clans
continued fighting from the 1880s through about 1906. The Boer
War (1899-1902) did not affect Zululand; however, when Britain
imposed a tax in the post-Boer War era, this was the last straw
for the Zulus. Many chiefs refused to pay the tax making the
country ripe for rebellion. A state of emergency was declared
in Natal, and a force was put together to put down the rebellion
in 1906. Hundreds of Zulus were killed ending the rebellion and
further fighting in Zululand. Close to 5,000 Zulus were brought
to trial, the leaders exiled and the rest imprisoned. Today,
there are over six million Zulus living in South Africa.
Memories of their warrior past are a significant source of
national pride.

2. TRAINING METHODS

a. When training for a campaign, Shaka’s Zulus would


practice setting out in a single column preceded by scouts who
noted every detail of the enemy’s movement. Once the enemy was
spotted, the army was formed into a circle for their final
106
MCCS-BLAK-2073

instructions. Normally, the highest-ranking commanders would


watch the battle from some high ground, issuing orders by runner
or hand signals. Before going into battle, Shaka would call up
two regiments and order them to challenge one another to see who
would excel in the coming battle. Those distinguishing
themselves in these fights would be rewarded and those accused
of being a coward would be executed.

(1) Shaka was dynamic and ruthless. His army was highly
centralized both in execution and command. He maintained an
iron grip on his empire. An example is how he expected his
troops to cover up to fifty miles per day when most had no
sandals. His Zulus had to forage for their own food and water.
Shaka rationalized this as another incentive for his regiments
to be successful in their raiding parties and in battle.

(2) Shaka did not like the flimsy throwing spear, so he


designed his own broad bladed spear for close combat. He also
developed a flanking maneuver known as the ‘chest and horns’.
The center of the army would advance slowly, while two flanking
divisions would move rapidly out to surround the enemy. Once
the circle was complete, the chest would charge in and destroy
the enemy. The warrior was armed with the new spear and large
war shields that covered them from the shoulder to the ankle.
His training and strategy were brutally effective. The Zulus
would hook the left edge of the shield to the enemy’s, rip it
across their body to block the opponent’s spear, and then pierce
the enemy.

b. During the late 1850’s, the army significantly changed


from Shaka’s rule. Warriors were no longer recruited, and boys
aged 14 were expected to serve for about four years as a cadet
looking after the king’s herds and royal homesteads. When there
were enough men, the king would form a regiment, giving them a
special location to live in Zululand. Warriors were not
permanently mustered as they had been in Shaka’s time. Once the
regiment was established, warriors were allowed to spend long
periods at home with their families. Duties of the regiment
were never just military. Warriors were also required to work
the king’s fields, build new homes, organize hunts, and partake
in national ceremonies.

(1) Cetshwayo, who ruled from 1856 until his capture by


the British in 1879, introduced a new type of shield that was
much smaller, lighter, and easier to wield than the full length
shield designed by Shaka. However, both types were trained with
and carried into battle.

(2) Guns were also available during this time either by


taking them from the battlefield or by trading; however, powder
107
MCCS-BLAK-2073

was poor, percussion caps were in short supply, and pebbles were
sometimes used in place of bullets. As well, people were not
willing to train the Zulus in the use of the guns. From most
accounts of battle, people recall the volume of fire from the
Zulus, but not the accuracy of fire.

3. VALUES SYSTEM

a. The Zulus lived in great dread of the evil effect of


witchcraft and wore magical charms to ward off evil spirits. If
a man was possessed, a sharpened stick about 18” was driven into
the victim’s anus, killing him. The usual criminal cases were
tried before a chief and a fine in cattle was levied against the
individual. More serious crimes meant punishment by being
clubbed to death.

b. Shaka held no value of the lives of his troops, and he


drew no distinction between the interests of the state and his
own personal wishes. Shaka urged war to the death and a flick
of the wrist would consign a man to death.

c. Pre-battle rituals involved warriors dusting themselves


with magical dust and chewing a piece of meat which had been
specially prepared. At the end of a battle, the Zulus
disemboweled the corpse of their victim to release its spirit.
Zulu warriors would dress themselves in the clothing of the
fallen opponent and wear them until a cleansing ceremony took
place. This drove the Zulus mad and regiments would sometimes
disband due to the stress of their style of warfare.

4. LEGACY BATTLES

a. The War of 1819 was a turning point in the history of


Zululand. Shaka chose to move his people to the countryside
before a neighboring chief attacked. After the invading chief
grew weary of chasing Shaka, he decided to return home; however,
Shaka laid a trap. As the invading chief began to cross a large
river, Shaka launched a massive attack using the chest and horns
tactic, smashing the invading chief’s army. This removed the
largest obstacle to Shaka’s power. In a series of campaigns
from 1819 – 1824, Shaka dislodged powerful groups living amongst
Zululand up to the fringes of British Cape Colony. To further
his power, he killed off clan chiefs and put his own people in
charge of the newly acquired clans. Shaka’s army grew from 400
in 1816 to about 15,000 in 1824.

b. During February of 1838, Dingane, fearing for his state,


entered into negotiations with the Boers. He then invited the
Boers, including their leader, to his residence for a dance.
Dingane rose to his feet shouting, ‘slay the warriors’. All
108
MCCS-BLAK-2073

were killed. Dingane sent his army to the Boer encampment,


where they faced firearms for the first time in large
quantities. The Boers were able to drive the Zulus away. In
the November/December timeframe, Dingane made another attempt to
wipe out the Boers with as many as 10,000 Zulus. The Boers
purposely established a camp on the bank of the Ncome River.
They were protected by the river to one side, and a dry
streambed bedded on the other. The Zulus attacked with two
forces at dawn. One force had to attack the camp by crossing
the river and the other was to remain out of gun range until the
army crossed the river. The force attacking the streambed began
the attack before the river crossing force and was cut down.
The force crossing the river was driven back into the river and
totally annihilated. Survivors from the first attack fled into
the dry streambed and became easy targets.

c. Britain justified invading Zululand in 1879 in order to


simplify the complex political situation in South Africa by
joining the British and Boer state to the north – Zululand was
viewed as a threat to this. Additionally, the British wanted
open trading in Zululand, which was not possible since the king
in Zululand controlled the trade. The British demanded the
Zulus disband their army; refusing to do so, Britain invaded
Zululand in January of 1879. Early in the morning of 22
January, General Chelmsford sent half of his forces away from
camp looking for the Zulus. The Zulus caught the British and in
a very short time, had outflanked them. Fighting raged in close
quarters amongst the tents and transport wagons. Eventually,
the British were forced to stand back–to–back firing and
fighting hand–to–hand until they were overcome. In the
adrenaline rush of combat, the Zulus killed everything they came
across. The bodies of oxen, mules, and even dogs were mixed up
with over 1200 British corpses.

d. In April 1879, 12,000 Zulus attacked a British relief


column. The British drew their forces up in a square, protected
by a ditch and earth rampart. The cannon volley and Gatling
fire cut the Zulus down well before they even got close. The
defeat of the Zulus dealt a devastating blow to the Zulu’s war
plan. On 4 July, the British formed a large rectangle and were
greeted by a slow advancing Zulu army. For one long hour, the
Zulus tried to direct their attack but failed. The Zulu dead
amounted to 6,000 and many more injured. Thousands of cattle
were taken; hundreds of homesteads were destroyed, shattering
the structure of Zululand, thus ending the War of 1879.

5. DISCUSSION

109
MCCS-BLAK-2073

INSTRUCTOR NOTE: Conduct a guided discussion. Questions and


answers should be allowed to flow freely. Have additional
questions prepared to stimulate the guided discussion.

a. How does the historical background of the Zulus compare


to the Marine Corps today?

b. How are the training methods, weapons and tactics


employed by the Zulus 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 Zulus similar and different
from the Marine Corps?

d. What were some of the strengths and weaknesses of the


Zulus?

TRANSITION: Now that we have discussed some differences and


similarities between the Zulus and the Marine Corps, are there
any questions?

SUMMARY (10 MIN)

During this period of instruction we have discussed the Zulus.


I am now confident you have a thorough understanding of the
Zulus Martial Culture and how we can learn from them.

INSTRUCTOR NOTE: Provide follow-on instructions.

110
MCCS-BLAK-2074

UNITED STATES MARINE CORPS


MARTIAL ARTS CENTER OF EXCELLENCE
THE BASIC SCHOOL
24191 GILBERT ROAD
QUANTICO, VIRGINIA 22134

LESSON PLAN

FREE SPARRING

MCCS-BLAK-2074

BLACK BELT

APPROVED BY: LtCol (Ret) Shusko, J. C. DATE: __08/13/2015__


111
MCCS-BLAK-2074

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-BLAK-2074

TOTAL LESSON TIME: 1 hour

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:
 Training Weapons
 Mouthpiece
 Helmet w/ Face Cage
 Neck Roll
 Flak Jacket
 Hockey Gloves
 Groin Protection

SETUP AND PLANNING:


 Reserve Training Area
 Conduct Rehearsals
 Brief Support Personnel

112
MCCS-BLAK-2074

INTRODUCTION (5 MIN)

1. GAIN ATTENTION. Integrated skills free sparring is the


event for black belt. This combines all techniques into the
most dynamic environment. Weapons should be incorporated to
train Marines to move through the different levels of combat.
This event solidifies 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 (45 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. Integrated skills free


sparring is the final bridge between all techniques and a
dynamic envirnoment. This gives Marines the opportunity to
apply all 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, or multiple people, 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. Integrated skills free sparring is the


final free sparring event to be conducted at the black belt
level. This training should be as realistic and dynamic as
possible to complete the bridge from all the static techniques
in MCMAP. There are not specific procedures for this event, but
it should refine all skills by including leadership, different
weapons, rough terrain, multiple opponents, low light, and other
disadvantageous situations. This training must always be
supervised by a Martial Arts Instructor Trainer to ensure proper
conduct and safety is enforced. The MAI is not authorized to
conduct this training without an MAIT present.

113
MCCS-BLAK-2074

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.

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.

d. Weapons. 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 depend on the


specifics of the training, and are up to the discretion of the
Martial Arts Instructor Trainer.

f. Techniques. The authorized techniques depend on the


specifics of the training, and are up to the discretion of the
Martial Arts Instructor Trainer.

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. This training must always
be supervised by a Martial Arts Instructor Trainer to ensure
proper conduct and safety is enforced. The MAI is not
authorized to conduct this training without an MAIT present.

114
MCCS-BLAK-2074

(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 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 for integrated skills free sparring


must be an MAIT. 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 integrated


skills free sparring is a helmet with face cage, mouthpiece,
neck roll, flak jacket, groin protection, and hockey gloves.
The training weapons must also be checked for serviceability.
c. Training Area. The training area for integrated skills
free sparring should be as realistic as possible, while
remaining safe. Slightly uneven terrain is acceptable, as long
as it does not create an unsafe condition. A tree line is a
common training area, but must be clear of rocks, stumps, and
debris.

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,

115
MCCS-BLAK-2074

the safeties for free sparring mitigate repeated head injury,


and CTE.

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

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.

TRANSITION: We have discussed ________, are there any


questions?

116
MCCS-BLAK-2074

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.

117
MCCS-BLAK-2074

118
APPENDIX: A
GUIDED DISCUSSION 1: THE ETERNAL STUDENT

TIME INTRODUCTION REMARKS/NO


TES
Good morning my name is________ today we will be
talking about the attributes of the eternal
student and many of the programs the Marine Corps
has to facilitate our constant evolution as war
fighters.

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

Medal of Honor Citation for DAVIS, RAYMOND G.


Rank: Lieutenant Colonel. Organization: U.S.
Marine Corps. Company: 1st Battalion. Division:
7th Marines, 1st Marine Division. Born: 13 January
1915, Fitzgerald, GA. Departed: Yes. Place/Date:
Vicinity Hagaru-ri, Korea, 1 through 4 December
1950.

“For conspicuous gallantry and intrepidity at the


risk of his life above and beyond the call of duty
as Commanding Officer of the 1st Battalion, in
action against enemy aggressor forces. Although
keenly aware that the operation involved breaking
through a surrounding enemy and advancing 8 miles
along primitive icy trails in the bitter cold with
every passage disputed by a savage and determined
foe, Lt. Col. Davis boldly led his Battalion into
the attack in a daring attempt to relieve a
beleaguered Rifle Company and to seize, hold, and
defend a vital mountain pass controlling the only
route available for 2 Marine Regiments in danger
of being cut off by numerically superior hostile
forces during their re-deployment to the port of
Hungnam. When the Battalion immediately
encountered strong opposition from entrenched
enemy forces commanding high ground in the path of
the advance, he promptly spearheaded his unit in a
119
APPENDIX: A

fierce attack up the steep, ice-covered slopes in


the face of withering fire and, personally leading
the assault groups in a hand-to-hand encounter,
drove the hostile troops from their positions,
rested his men, and reconnoitered the area under
enemy fire to determine the best route for
continuing the mission. Always in the thick of the
fighting Lt. Col. Davis led his Battalion over 3
successive ridges in the deep snow in continuous
attacks against the enemy and, constantly
inspiring and encouraging his men throughout the
night, brought his unit to a point within 1,500
yards of the surrounded Rifle Company by daybreak.
Although knocked to the ground when a shell
fragment struck his helmet and 2 bullets pierced
his clothing, he arose and fought his way forward
at the head of his men until he reached the
isolated Marines. On the following morning, he
bravely led his Battalion in securing the vital
mountain pass from a strongly entrenched and
numerically superior hostile force, carrying all
his wounded with him, including 22 litter cases
and numerous ambulatory patients. Despite repeated
savage and heavy assaults by the enemy, he
stubbornly held the vital terrain until the 2
Regiments of the Division had deployed through the
pass and, on the morning of 4 December, led his
Battalion into Hagaru-ri intact. By his superb
leadership, outstanding courage, and brilliant
tactical ability, Lt. Col. Davis was directly
instrumental in saving the beleaguered Rifle
Company from complete annihilation and enabled the
2 Marine Regiments to escape possible destruction.
His valiant devotion to duty and unyielding
fighting spirit in the face of almost
insurmountable odds enhance and sustain the
highest traditions of the U.S. Naval Service.”
MOH Citation for LtCol Raymond Davis

Key points for this discussion will be:


(1) Discuss the Marine Corps’ four pillars
of leadership development
(2) Discuss the Marine Corps’ Life Long
Learning Program
(3) Discuss the Marine Corps Professional
Reading Program
(4) Discuss the attributes of the Eternal
Student

Learning Objective: After this guided discussion,


120
APPENDIX: A

you will have a better understanding of the


attributes of the eternal student, and many of the
programs the Marine Corps has to facilitate our
constant evolution as war fighters.

TIME DISCUSSION REMARKS/NO


TES
KEY POINT 1

1. Who has heard of Professional Military


Education or “PME”? Why do you think PME is
important to your development as a leader of
Marines?

- As stated in his Commandant’s Guidance (ALMAR


023-99), General Jones believes that PME not only
causes Marines to experience personal and
professional growth, but also increases their
self-worth and productivity.

- One of the priorities of the 35th Commandant of


the Marine Corps:
 “We will better educate and train our Marines
to succeed in distributed operations and
increasingly complex environments… We will
markedly increase opportunities for Marines
to attend resident Professional Military
Education (PME), civilian fellowships, and
advanced education programs.”

2. How does the Marine Corps view leadership


development? Who has heard of the four pillars of
leadership development? Please tell the group
what the four pillars of leadership development
are.

- The development of a Marine leader is never


ending.

- The Marine Corps envisions four elements, or


pillars, of leadership development:
 First is education, the development of a
creative mind that has the ability to
question, to reason, and to think under
pressure and to successfully lead Marines in
combat.
 Second is training, which is usually
performance based and measured against a
121
APPENDIX: A

standard. For Marines, training will


dominate the early part of their career;
however, Marines never stop training.
 Third is experience; the knowledge based on
day-to-day events that occur throughout life.
 Fourth is self-development, the individual
commitment to the profession of arms through
activities as professional reading and off-
duty education.

3. Let’s revisit a statement from the MOH Citation


you just heard: “By his superb leadership,
outstanding courage, and brilliant tactical
ability, LtCol Davis was directly instrumental in
saving the beleaguered Rifle Company from complete
annihilation and enabled the 2 Marine Regiments to
escape possible destruction.” Do you think LtCol
Davis was born with the skills to be an effective
combat leader? How do you think he developed
these skills?

- Recommend you use the following statement from


MCWP 1: Warfighting to emphasize the importance of
leaders being students of the art of war: “Our
profession as one where leaders are expected to be
students of the art and science of war at all
levels . . .with a solid foundation in military
theory and a knowledge of military history and the
timeless lessons to be gained from it.”

Interim Summary: We just discussed the Marine


Corps’ four pillars of leadership development and
how LtCol Davis developed into an effective combat
leader as a result of the four pillars. Now let’s
talk about the Marine Corps’ Life Long Learning
Program.

TIME KEY POINT 2 REMARKS/NO


TES
1. Who has heard of the Marine Corps’ Life Long
Learning Program? What do you think is the mission
of the program?

- The Marine Corps’ Life Long Learning Program’s


mission is to provide a variety of world-class
educational programs offering opportunities that
inspire and prepare Marines with career
progression, enlighten and strengthen the Corps.

122
APPENDIX: A

- The Life Long Learning Program will provide


goals for the Marine Corps Community and guide
them into the next century by assisting in the
development of the “Total Marine”.

2. Has anyone taken advantage of the Marine Corps’


Life Long Learning Program? Please tell the group
some of the programs that are provided?

- The Lifelong Learning Programs Branch (MRV) at


Headquarters Marine Corps is guided by DOD
Directive 1322.8 to provide programs for the
following areas:
 Adopt-A-School Program
 Afloat Education Program
 United Services Military Apprenticeship
Program (USMAP)
 Defense Activity for Non-Traditional
Education Support (DANTES)
 School Age Family Member Program
 Library Programs
 Marine Corps Satellite Education Network
(MCSEN)
 Military Academic Skills Program (MASP)
 Military Installation Voluntary Education
Review (MIVER)
 Military Tuition Assistance (TA)
 Montgomery GI Bill (MGIB)
 Sailor/Marine American Council on Education
Registry Transcript (SMART)
 Service members Opportunity Colleges Marine
Corps (SOCMAR)
 Spouse Tuition Assistance (TA)

- Lifelong Learning also provides policy,


procedures and funding for the Lifelong Learning
Offices on Marine Corps Bases and Installations.

Interim Summary: We just finished discussing the


mission of the Marine Corps’ Life Long Learning
Program and some of the programs offered such as…
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
__________________________________________________
______________________________
123
APPENDIX: A

Now let’s talk the Marine Corps’ Professional


Reading Program.

TIME KEY POINT 3 REMARKS/NO


TES
1. Who has seen the Marine Corps’ Professional
Reading List? Who has read at least one book from
the CMC’s Professional Reading List?

- Recommend you go to the following link and print


copies of the appropriate list for your group.
Commandant's Professional Reading List - Official
Site

- The CMC reading list, issued as MCBUL 1500,


establishes the framework for professional
reading. Valuable periodicals include the Marine
Corps Gazette, the Naval Institute Proceedings,
and Military Review.

2. What do you think is the purpose of the CMC’s


Professional Reading List?
- The purpose of the Marine Corps Professional
Reading program is to encourage Marines to read
books that have a direct relationship to war
fighting.

- In an era of constrained resources, our


professional reading program is designed to
provide Marines with an intellectual framework to
study warfare and enhance their thinking and
decision making skills. The mind, like the body,
grows soft with inactivity. All Marines must
understand that mental fitness is as demanding and
as important as physical fitness, as both require
commitment and perseverance. In a world
characterized by rapid change and great
uncertainty, our reading program will act as a
combat multiplier by providing all Marines with a
common frame of reference and historical
perspective on warfare, human factors in combat
and decision-making. In so doing, the program
will also strengthen the threads of cohesion that
make our Marine Corps unique.

3. What do you think is the CMC’s intent in


providing Marines with a Professional Reading
List?
124
APPENDIX: A

- “As part of our overall Professional Military


Education Program, I encourage Marines to comply
with the guidelines established in the reading
list. We have no more important responsibility to
the American people than to be ready to fight and
win our nation’s battles. Education is critical—
perhaps central—to this ability. Our professional
reading program will help us to achieve this.”

Now let’s talk about the attributes of the Eternal


Student.

TIME KEY POINT 4 REMARKS/NO


TES
1. Do you think the Commandant or SgtMaj of the
Marine Corps have reached the point in their
career where they have stopped learning or
developing their skills as leaders?

2. What do you think happens when a leader thinks


they have accomplished everything in their life,
they are the “best leaders” they can be? What
happens when a Marine strives to learn and grow as
a leader?

- Being and Becoming - There are many discussions


on this topic available for your personal use,
each with their own connotations, depending on
their frame of reference. We will discuss them
from our own perspective, with an understanding
that this concept reaches far beyond the scope of
our limited discussion.

 Being is a stagnant notion. It evokes a view


that one has accomplished everything there is
to do for one’s station in life. It does not
allow room for growth. We generally find
those that feel they have arrived, as
egotistical or arrogant. They are unable to
move past the things they do not know,
because they have determined that they
already have all of the information they need
to reach a decision. Their ways of training
become less proficient. If we feel that we
have become something, then there is no
reason to continue striving for it. We stop
growing and often slide into a state of
disrepair, where we are nowhere near where we
125
APPENDIX: A

think we are.
 Becoming is a dynamic state, which allows for
limitless growth. When we exist in this
state we do not limit ourselves, or become so
defined by our past accomplishments. Marines
that are always becoming are not threatened
by new ways to accomplish the mission,
because they are open to the ideas that they
have not come across yet. They are not
easily defeated, as they are able to take in
new information, adapt to a changing
environment, and overcome the challenges of
their enemies.

TIME SUMMARY/CONCLUSION REMARKS/NO


TES
Today we have discussed the Marine Corps’ four
pillars of leadership development, the Marine
Corps’ Life Long Learning Program, the Marine
Corps Professional Reading Program, and the
attributes of the Eternal Student. I am confident
that you now have a better understanding of the
attributes of the eternal student, and many of the
programs the Marine Corps has to facilitate our
constant evolution as war fighters.

Closing Statement: The Eternal Student never stops


learning, and never stops becoming something more.
He revisits his past victories and defeats in
order to learn more about himself and the way he
interacts with others. Sometimes the key to a
future success is held within a very small detail
that was perhaps missed as a beginner when
everything was new.

END OF DISCUSSION

RESOURCES

- US Marine Corps, Martial Arts Center of


Excellence. Instructor Outline. Bayonet
Techniques. Marine Corps Martial Arts Instructor
Trainer. MAITB1000. Revised 10/12/10.

- 35th Commandant of the Marine Corps Commandant’s


Planning Guidance 2010

- CMC White Letter No 4-12: Reading in the Marine


Corps…”30 year old body and 5000 year old mind”

126
APPENDIX: A

- MCWP 6-11: Leading Marines.

127
APPENDIX: A

128
APPENDIX: A

GUIDED DISCUSSION 2: LEADERSHIP TRAITS AND PRINCIPLES

TIME INTRODUCTION REMARKS/NO


TES
Good morning my name is________ today we will be
talking about ___________.

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

Bronze Star with “V” Citation for SSgt Jason C.


Ramseyer, USMC
For heroic achievement in connection with combat
operations involving conflict with an opposing
force while serving as Platoon Commander, Jump
Platoon, Headquarters and Service Company, 3d
Battalion, 3d Marines, Regimental Combat Team-7, I
Marine Expeditionary Force Forward, from 15 March
to 20 April 2006, in support of Operation IRAQI
FREEDOM. Demonstrating an undying commitment to
excellence and mission accomplishment, Staff
Sergeant Ramseyer consistently performed his
demanding duties in an exceptional manner.
Recognized as a master of his profession, his
devotion to duty, tactical expertise, and his
ability to elicit maximum effort from those around
him earned the respect and admiration of all
Marines with whom he served. While conducting a
mounted security patrol in support of Operation
RESTORE TRUST, Staff Sergeant Ramseyer alertly
identified a suspicious object that posed a threat
to his patrol. While maneuvering with his Marines
to secure the area, he instinctively recognized
the object to be an improvised explosive device
and warned his Marines to move back. A moment
later, the device detonated, mortally wounding
Staff Sergeant Ramseyer and seriously wounding two
129
APPENDIX: A

other Marines. Although grievously wounded and


sensing the extent of his injuries, Staff Sergeant
Ramseyer repeatedly directed that medical
treatment be given to his fellow Marines first.
Staff Sergeant Ramseyer's disregard for his own
personal safety, coupled with the ability to make
critical and timely decisions, saved the lives of
his fellow Marines. By his zealous initiative,
courageous actions, and exceptional dedication to
duty, Staff Sergeant Ramseyer reflected great
credit upon himself and upheld the highest
traditions of the Marine Corps and the United
States Naval Service.

Key points:
(1) Discuss the 14 Marine Corps Leadership
Traits
(2) Discuss the 11 Marine Corps Leadership
Principles

Learning Objective: After this guided discussion,


you will have a better understanding of Marine
Corps Leadership Traits and Principles.

TIME DISCUSSION REMARKS/NO


TES
KEY POINT 1

1. Who remembers what the Marine Corps’ 14


Leadership Traits are?

- Justice
- Judgment
- Dependability
- Initiative
- Decisiveness
- Tact
- Integrity
- Enthusiasm
- Bearing
- Unselfishness
- Courage
- Knowledge
- Loyalty
- Endurance

- Justice
 Definition - Giving reward and punishment
130
APPENDIX: A

according to the merits of the case in


question. The ability to administer a system
of rewards and punishments impartially and
consistently.
 Significance - The quality of displaying
fairness and impartiality is critical in
order to gain the trust and respect of
subordinates and maintains discipline and
unit cohesion, particularly in the exercise
of responsibility.
 Example - Fair apportionment of tasks by a
squad leader during field day.

- Judgment

 Definition - The ability to weigh facts and


possible courses of action in order to make
sound decisions.
 Significance - Sound judgment allows a leader
to make appropriate decisions in the guidance
and training of his/her Marines and the
employment of his/her unit. A Marine who
exercises good judgment weighs pros and cons
accordingly when making appropriate
decisions.
 Example - A Marine properly apportions
his/her liberty time in order to relax as
well as to study.

- Dependability

 Definition - The certainty of proper


performance of duty.
 Significance - The quality that permits a
senior to assign a task to a junior with the
understanding that it will be accomplished
with minimum supervision.
 Example - The squad leader ensures that
his/her squad falls out in the proper uniform
without having been told to by the platoon
sergeant.

- Initiative

 Definition - Taking action in the absence of


orders.
131
APPENDIX: A

 Significance - Since an NCO often works


without close supervision; emphasis is placed
on being a self-starter. Initiative is a
founding principle of Marine Corps
Warfighting philosophy.
 Example - In the unexplained absence of the
platoon sergeant, an NCO takes charge of the
platoon and carries out the training
schedule.

- Decisiveness

 Definition - Ability to make decisions


promptly and to announce them in a clear,
forceful manner.
 Significance - The quality of character which
guides a person to accumulate all available
facts in a circumstance, weigh the facts, and
choose and announce an alternative which
seems best. It is often better that a
decision be made promptly than a potentially
better one be made at the expense of more
time.
 Example - A leader, who sees a potentially
dangerous situation developing, immediately
takes action to prevent injury from
occurring.

- Tact

 Definition - The ability to deal with others


in a manner that will maintain good relations
and avoid offense. More simply stated, tact
is the ability to say and do the right thing
at the right time.
 Significance - The quality of consistently
treating peers, seniors, and subordinates
with respect and courtesy is a sign of
maturity. Tact allows commands, guidance, and
opinions to be expressed in a constructive
and beneficial manner. This deference must be
extended under all conditions regardless of
true feelings.
 Example - A Marine discreetly points out a
mistake in drill to an NCO by waiting until
after the unit has been dismissed and
privately asking which of the two methods are
correct.

132
APPENDIX: A

- Integrity

 Definition - Uprightness of character and


soundness of moral principles. The quality of
truthfulness and honesty.
 Significance - A Marine’s word is his/her
bond. Nothing less than complete honesty in
all of your dealings with subordinates,
peers, and superiors is acceptable.
 Example - A Marine who uses the correct
technique on the obstacle course, even when
he/she cannot be seen by the evaluator.
- Enthusiasm

 Definition - The display of sincere interest


and exuberance in the performance of duty.
 Significance - Displaying interest in a task
and optimism that can be successfully
completed greatly enhances the likelihood
that the task will be successfully completed.
 Example - A Marine who leads a chant or
offers to help carry a load that is giving
someone great difficulty while on a hike
despite being physically tired, he encourages
his fellow Marines to persevere.

- Bearing

 Definition - Creating a favorable impression


in carriage, appearance, and personal conduct
at all times.
 Significance - The ability to look, talk, and
act like a leader whether or not these
manifestations indicate one’s true feelings.
 Example - Wearing clean uniforms, boots, and
collar devices. Avoiding profane and vulgar
language. Keeping a trim, fit appearance.

- Unselfishness

 Definition - Avoidance of providing for one’s


own comfort and personal advancement at the
expense of others.
 Significance - The quality of looking out for
the needs of your subordinates before your
133
APPENDIX: A

own is the essence of leadership. This


quality is not to be confused with putting
these matters ahead of the accomplishment of
the mission.
 Example - An NCO ensures all members of his
unit have eaten before he does, or if water
is scarce, he will share what he has and
ensure that others do the same.

- Courage

 Definition - Courage is a mental quality that


recognizes fear of danger or criticism, but
enables a Marine to proceed in the face of
danger with calmness and firmness.

 Significance - Knowing and standing for what


is right, even in the face of popular
disfavor. The business of fighting and
winning wars is a dangerous one; the
importance of courage on the battlefield is
obvious.
 Example - Accepting criticism for making
subordinates field day for an extra hour to
get the job done correctly.

- Knowledge

 Definition - Understanding of a science or an


art. The range of one’s information,
including professional knowledge and
understanding of your Marines.
 Significance - The gaining and retention of
current developments in military and naval
science and world affairs is important for
your growth and development.
 Example - The Marine who not only knows how
to maintain and operate his assigned weapon,
but also knows how to use the other weapons
and equipment in the unit.

- Loyalty
 Definition - The quality of faithfulness to
country, Corps, unit, seniors, subordinates
and peers.
 Significance - The motto of the Marine Corps
is Semper Fidelis, Always Faithful. You owe
134
APPENDIX: A

unswerving loyalty up and down the chain of


command.
 Example - A Marine displaying enthusiasm in
carrying out an order of a senior, though he
may privately disagree with it.

- Endurance

 Definition - The mental and physical stamina


measured by the ability to withstand pain,
fatigue, stress, and hardship.
 Significance - The quality of withstanding
pain during a conditioning hike in order to
improve stamina is crucial in the development
of leadership. Leaders are responsible for
leading their units in physical endeavors and
for motivating them as well.
 Example - A Marine keeping up on a 10-mile
forced march even though he/she has blisters
on both feet.

2. Which of the Marine Corps Leadership Traits do


you think SSgt Ramseyer displayed?

Interim Summary: We just finished discussing the


Marine Corps 14 Leadership Traits and which traits
SSgt Ramseyer displayed; now let’s talk about the
11 Marine Corps Leadership Principles.

TIME KEY POINT 2 REMARKS/NO


TES
1. Who can name all of the Marine Corps Leadership
Principles?

- Know Yourself and Seek Self Improvement

 This principle of leadership should be


developed by the use of leadership traits.
Evaluate yourself by using the leadership
traits and determine your strengths and
weaknesses.
 You can improve yourself in many ways. To
develop the techniques of this principle:
- Make an honest evaluation of yourself to
determine your strong and weak personal
qualities
- Seek the honest opinions of your friends
or superiors

135
APPENDIX: A

- Learn by studying the causes for the


success and failures of others
- Develop a genuine interest in people
- Master the art of effective writing and
speech
- Have a definite plan to achieve your
goal

- Be Technically And Tactically Proficient

 A person who knows their job thoroughly and


possesses a wide field of knowledge. Before
you can lead, you must be able to do the job.
Tactical and technical competence can be
learned from books and from on the job
training. To develop this leadership
principle of being technically and tactically
proficient, you should:
- Know what is expected of you then expend
time and energy on becoming proficient
at those things
- Form an attitude early on of seeking to
learn more than is necessary
- Observe and study the actions of capable
leaders
- Spend time with those people who are
recognized as technically and tactically
proficient at those things
- Prepare yourself for the job of the
leader at the next higher rank
- Seek feedback from superiors, peers and
subordinates

- Know Your People And Look Out For Their Welfare

 This is one of the most important of the


leadership principles. A leader must make a
conscientious effort to observe his Marines
and how they react to different situations. A
Marine who is nervous and lacks self-
confidence should never be put in a situation
where an important decision must be made.
This knowledge will enable you as the leader
to determine when close supervision is
required.

 To put this principle in to practice


successfully you should:
136
APPENDIX: A

- Put your Marines welfare before you own


- Be approachable
- Encourage individual development
- Know your unit’s mental attitude; keep
in touch with their thoughts
- Ensure fair and equal distribution of
rewards
- Provide sufficient recreational time and
insist on participation

- Keep Your Personnel Informed

 Marines by nature are inquisitive. To promote


efficiency and morale, a leader should inform
the Marines in his unit of all happenings and
give reasons why things are to be done. This
is accomplished only if time and security
permits. Informing your Marines of the
situation makes them feel that they are a
part of the team and not just a cog in a
wheel. Informed Marines perform better.
 The key to giving out information is to be
sure that the Marines have enough information
to do their job intelligently and to inspire
their initiative, enthusiasm, loyalty, and
convictions.
 Techniques to apply this principle are:
- Whenever possible, explain why tasks
must be done and the plan to accomplish
a task
- Be alert to detect the spread of rumors.
Stop rumors by replacing them with the
truth
- Build morale and espirit de corps by
publicizing information concerning
successes of your unit
- Keep your unit informed about current
legislation and regulations affecting
their pay, promotion, privileges, and
other benefits

- Set The Example

 A leader who shows professional competence,


courage and integrity sets high personal
standards for himself before he can
rightfully demand it from others. Your
appearance, attitude, physical fitness and

137
APPENDIX: A

personal example are all on display daily for


the Marines and Sailors in your unit.
Remember, your Marines and Sailors reflect
your image!
 Techniques for setting the example are to:
- Show your subordinates that you are
willing to do the same things you ask
them to do
- Maintain an optimistic outlook
- Conduct yourself so that your personal
habits are not open to criticism
- Avoid showing favoritism to any
subordinate

- Delegate authority and avoid over


supervision, in order to develop
leadership among subordinates
- Leadership is taught by example

- Ensure That The Task Is Understood, Supervised,


and Accomplished

 Leaders must give clear, concise orders that


cannot be misunderstood, and then by close
supervision, ensure that these orders are
properly executed. Before you can expect your
men to perform, they must know what is
expected of them.
 The most important part of this principle is
the accomplishment of the mission. In order
to develop this principle you should:
- Issue every order as if it were your own
- Use the established chain of command
- Encourage subordinates to ask questions
concerning any point in your orders or
directives they do not understand
- Question subordinates to determine if
there is any doubt or misunderstanding
in regard to the task to be accomplished
- Supervise the execution of your orders
- Exercise care and thought in
supervision; over supervision will hurt
initiative and create resentment, while
under supervision will not get the job
done

- Train Your Marines And Sailors As A Team

138
APPENDIX: A

 Teamwork is the key to successful operations.


Teamwork is essential from the smallest unit
to the entire Marine Corps. As a leader, you
must insist on teamwork from your Marines.
Train, play and operate as a team. Be sure
that each Marine knows his/her position and
responsibilities within the team framework.
 To develop the techniques of this principle
you should:
- Stay sharp by continuously studying and
training
- Encourage unit participation in
recreational and military events
- Do not publicly blame an individual for
the team’s failure or praise just an
individual for the team’s success
- Ensure that training is meaningful, and
that the purpose is clear to all members
of the command
- Train your team based on realistic
conditions
- Insist that every person understands the
functions of the other members of the
team and the function of the team as
part of the unit

- Make Sound And Timely Decisions

 The leader must be able to rapidly estimate a


situation and make a sound decision based on
that estimation. Hesitation or a reluctance
to make a decision leads subordinates to lose
confidence in your abilities as a leader.
Loss of confidence in turn creates confusion
and hesitation within the unit.
 Techniques to develop this principle include:
- Developing a logical and orderly thought
process by practicing objective
estimates of the situation
- When time and situation permit planning
for every possible event that can
reasonably be foreseen
139
APPENDIX: A

- Considering the advice and suggestions


of your subordinates before making
decisions
- Considering the effects of your
decisions on all members of your unit

- Develop A Sense Of Responsibility Among Your


Subordinates

 Another way to show your Marines you are


interested in their welfare is to give them
the opportunity for professional development.
Assigning tasks and delegating authority
promotes mutual confidence and respect
between leader and subordinates. It also
encourages subordinates to exercise
initiative and to give wholehearted
cooperation in accomplishment of unit tasks.
When you properly delegate authority, you
demonstrate faith in your Marines and
increase authority, and increase their desire
for greater responsibilities.
 To develop this principle you should:
- Operate through the chain of command
- Provide clear, well thought out
directions
- Give your subordinates frequent
opportunities to perform duties normally
performed by senior personnel
- Be quick to recognize your subordinates’
accomplishments when they demonstrate
initiative and resourcefulness
- Correct errors in judgment and
initiative in a way, which will
encourage the individual to try harder
- Give advice and assistance freely when
your subordinates request it
- Resist the urge to micro manage
- Be prompt and fair in backing
subordinates
- Accept responsibility willingly and
insist that your subordinates live by
the same standard

140
APPENDIX: A

- Employ Your Command Within its Capabilities

 A leader must have a thorough knowledge of


the tactical and technical capabilities of
the command. Successful completion of a task
depends upon how well you know your unit’s
capabilities. If the task assigned is one
that your unit has not been trained to do,
failure is very likely to occur. Failures
lower your unit’s morale and self esteem.
Seek out challenging tasks for your unit, but
be sure that your unit is prepared for and
has the ability to successfully complete the
mission.
 Techniques for development of this principle
are to:
- Avoid volunteering your unit for tasks
that are beyond their capabilities
- Be sure that tasks assigned to
subordinates are reasonable
- Assign tasks equally among your
subordinates
- Use the full capabilities of your unit
before requesting assistance

- Seek Responsibilities And Take Responsibility

 For professional development, you must


actively seek out challenging assignments.
You must use initiative and sound judgment
when trying to accomplish jobs that are
required by your grade. Seeking
responsibilities also means that you take
responsibility for your actions. Regardless
of the actions of your subordinates, the
responsibility for decisions and their
application falls on you.
 Techniques in developing this principle are
to:
- Learn the duties of your immediate
senior, and be prepared to accept the
responsibilities of these duties
- Seek a variety of leadership positions
that will give you experience in
accepting responsibility in different
fields
- Take every opportunity that offers
increased responsibility
- Perform every task, no matter whether it
141
APPENDIX: A

is top secret or seemingly trivial, to


the best of your ability
- Stand up for what you think is right.
Have courage in your convictions
- Carefully evaluate a subordinate’s
failure before taking action against
that subordinate
- In the absence of orders, take the
initiative to perform the actions you
believe your senior would direct you to
perform if present

2. Which of the Leadership Principles do you think


SSgt Ramseyer displayed?

TIME SUMMARY/CONCLUSION REMARKS/NO


TES
Today we have discussed the 14 Marine Corps
Leadership Traits, 11 Marine Corps Leadership
Principles, and which Leadership Traits and
Principles SSgt Ramseyer displayed. I am confident
that you now have a better understanding of the
Marine Corps Leadership Traits and Principles.

Closing Statement: The Marine Corps could not be


our nation's expeditionary force in readiness
without Marines who are trained to respond
faithfully, courageously and decisively. Our
leadership traits enable Marines to lead with
honor, on and off the battlefield.

END OF DISCUSSION

142
APPENDIX: A

GUIDED DISCUSSION 3: LEADERSHIP STYLES

TIME INTRODUCTION REMARKS /


NOTES
Good morning my name is________ today we will be
talking about leadership styles.

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

Medal of Honor Citation for Sergeant Darrell


Samuel Cole, USMC. Born: 20 July 1920, Flat
River, Mo. Departed: Yes

“For conspicuous gallantry and intrepidity at the


risk of his life above and beyond the call of duty
while serving as leader of a Machinegun Section of
Company B, 1st Battalion, 23d Marines, 4th Marine
Division, in action against enemy Japanese forces
during the assault on Iwo Jima in the Volcano
Islands, 19 February 1945. Assailed by a
tremendous volume of small-arms, mortar and
artillery fire as he advanced with one squad of
his section in the initial assault wave, Sgt. Cole
boldly led his men up the sloping beach toward
Airfield No. 1 despite the blanketing curtain of
flying shrapnel and, personally destroying with
hand grenades two hostile emplacements which
menaced the progress of his unit, continued to
move forward until a merciless barrage of fire
emanating from three Japanese pillboxes halted the
advance. Instantly placing his one remaining
machinegun in action, he delivered a shattering
fusillade and succeeded in silencing the nearest
and most threatening emplacement before his weapon
jammed and the enemy, reopening fire with knee
mortars and grenades, pinned down his unit for the
second time. Shrewdly gauging the tactical
situation and evolving a daring plan of
143
APPENDIX: A

counterattack, Sgt. Cole, armed solely with a


pistol and one grenade, coolly advanced alone to
the hostile pillboxes. Hurling his one grenade at
the enemy in sudden, swift attack, he quickly
withdrew, returned to his own lines for additional
grenades and again advanced, attacked, and
withdrew. With enemy guns still active, he ran the
gauntlet of slashing fire a third time to complete
the total destruction of the Japanese strong point
and the annihilation of the defending garrison in
this final assault. Although instantly killed by
an enemy grenade as he returned to his squad, Sgt.
Cole had eliminated a formidable Japanese
position, thereby enabling his company to storm
the remaining fortifications, continue the
advance, and seize the objective. By his dauntless
initiative, unfaltering courage, and indomitable
determination during a critical period of action,
Sgt. Cole served as an inspiration to his
comrades, and his stouthearted leadership in the
face of almost certain death sustained and
enhanced the highest tradition of the U.S. Naval
Service. He gallantly gave his life for his
country.”
MOH Citation: Sgt Darrell Samuel Cole

Key points for this discussion will be:

(1) Definition of leadership


(2) Discuss of the different leadership styles
(3) Discuss when to use the different
leadership styles

Learning Objective: After this guided discussion,


you will have a better understanding of leadership
and the different leadership styles.

TIME DISCUSSION REMARKS /


NOTES
KEY POINT 1

1. What does the word “leadership” mean to you?

- The power or ability to lead other people

- The sum of those qualities of intellect, human


knowledge, and moral character that allow a person
to motivate and control a group of people
effectively. Its purpose was to create and
maintain an organization.
144
APPENDIX: A

- Our goal as Marines is to fight and win wars. We


accomplish this goal by drawing upon experiences
gained from reading, through personal experience,
and often from techniques passed down from Marine
to Marine. Leadership is the life-blood of the
Marine Corps. Unfortunately, there is no single
manual or course of instruction that teaches the
many styles of leadership. Instead, it is up to
each Marine to capture his/her own ideas and
lessons learned, combine them with current Marine
Corps doctrine, and pass on to their fellow
Marines the importance of leadership.

- “Leadership is intangible, hard to measure, and


difficult to describe. Its quality would seem to
stem from many factors. But certainly they must
include a measure of inherent ability to control
and direct, self-confidence based on expert
knowledge, initiative, loyalty, pride and sense of
responsibility. Inherent ability cannot be
instilled, but that which is latent or dormant can
be developed. Other ingredients can be acquired.
They are not easily learned. But leaders can be
and are made.”
- General C. B. Cates, 19th Commandant of the
Marine Corps.

2. What do you think the primary goal of a leader


should be? Mission accomplishment versus troop
welfare, which one would you say has priority?

- For military leaders, the primary goal is to


accomplish the mission, small or large, tactical
or strategic, in peacetime or in war.

- In order to accomplish the mission, whatever it


is, the leader must take care of the troops. This
is critical both because the leader is legally and
morally responsible for their well-being and care,
and also because if the troops are not taken care
of it will become difficult if not impossible to
take care of the missions.

- If the situation requires it, mission


accomplishment trumps the welfare and personal
safety of subordinates. Mission accomplishment
comes first.

Interim Summary: We just finished defining


145
APPENDIX: A

leadership; now let’s talk about the different


leadership styles.

TIME DISCUSSION REMARKS /


NOTES
KEY POINT 2

1. Think of the different leaders you have served


with, how did those leaders motivate you? Why
were you motivated to do what they asked you to
do? Did each leader motivate you the same way?

Discuss responses.

2. Do you think leaders have different styles of


leadership? Who can describe to the group what a
leadership style is?

- Leadership style is the behavior pattern of a


leader, as perceived by his/her Marines, while the
leader is attempting to influence, guide, or
direct their activities. Therefore, a Marine's
leadership style is not always determined by
his/her thoughts, but rather by the subordinate's.
A leader must always be aware of this perception
and how to best approach subordinates in various
situations.

- Style of leadership is the manner in which you


go about communicating with those whom you lead.
There are many things to be taken into account
when determining what style of leadership is
appropriate for a given situation. You must
determine what is called for in the situation and
what types of communications are possible, or
necessary. You also must consider the capabilities
of those whom you are leading and the constraints
of time. Knowledge of the geography, the political
atmosphere, and the general mood of the populace
will also be factors in your leadership style and
decision making process.

3. What are the different styles of leadership


leaders may possess?

- Leadership styles range from autocratic; the


degree of authority used by the leader, to
democratic, the degree of authority granted to the
subordinate. The following are the four most
common styles of leadership found in the Corps
146
APPENDIX: A

today.

 Telling Style. One-way communication


characterized by the leader making a decision
and announcing it without input from
subordinates. In a crisis, the leader is
expected to be an authoritarian. As leaders,
Marines are expected to always be ready to
step to the forefront and take control of any
given situation. As warfighters there will be
times that we will make decisions without
input from subordinates, especially during
tense and/or dangerous situations.

 Selling Style. The leader presents a decision


and invites questions and comments. This
style allows subordinates to know why and
what went into the decision-making process.
Although this style only allows minimal
participation from subordinates, it provides
an avenue for better understanding, and when
effectively used, it can further motivate
those executing the plan. Remember,
perception is the key. When leaders take
subordinates into their confidence and foster
two-way communication, a degree of trust and
respect is formed both ways.

 Participating Style. With this style, the


leader presents a problem, gets suggestions
and makes a decision. Good two-way
communication between the leader and
subordinates is paramount for this style.
Leaders should discuss possible alternative
solutions before making their decision. This
leadership style promotes initiative and
ingenuity among subordinates.

 Delegating Style. When using this style, it


is important that the leader's goals,
objectives, and restrictions are clear to
subordinates. The leader defines limits and
allows subordinates to make decisions within
those limits. This style uses mission-type
orders and guidelines to issue the leader's
intent. The subordinate then executes the
plan and performs all tasks both specified
and implied with minimal supervision. This
style hinges on the trust and confidence the

147
APPENDIX: A

leader places in his/her subordinates.

Interim Summary: We just finished discussing the


different leadership styles; now let’s talk about
when to use the different leadership styles.

TIME DISCUSSION REMARKS /


NOTES
KEY POINT 3

1. Is it unrealistic to think that one style of


leadership can be used effectively to obtain the
desired results in every situation?

- It is unrealistic to think that one style of


leadership can be used effectively to obtain the
desired results in every situation. Command is the
projection of the leader's personality. Leadership
is closely related to one's personality. A
leadership style that works well for one may not
work well for another. Leadership styles are most
effective when they become an implementation of
the leader's own philosophy and temperament and
when they fit the situation, task and the Marines
to be led. Marines should strive to promote all
that is positive in their style of leading.

2. Should leaders vary their leadership style?


Why? What are some situations where you think a
leader needs to vary their style?

- An effective leader must employ a fluid style of


leadership that he adjusts based on the Marines he
is leading and on the circumstances in which he
finds himself.

- Leadership styles will vary depending on the


amount of authority the leader decides to use or
delegate. For example, when a leader is dealing
with inexperienced subordinates and has a mission
to complete within a tight timeline, the leader
may use the telling style. On the other hand, when
a leader has multiple tasks to complete, the
delegating style could be a good choice. To
exercise good leadership, a Marine must be
consistent; however, his/her leadership style must
be flexible since no one style is applicable for
all situations. Other factors that will influence
a particular style a leader will use are:

148
APPENDIX: A

 Ability, experience, and training of


subordinates. The greater the ability of a
Marine or a group of Marines to accomplish
the mission/task, the less direct supervision
and guidance needed.

 Motivation and willingness. The level of


motivation and willingness is directly
proportional to the amount of "push" the
leader will need to exert to accomplish the
mission/task. Motivated Marines are a by-
product of effective leadership.

 Mission/task. The more complex the mission or


task, the greater the need for specific
direction from the leader as to the who,
what, when, where, why, and how, unless the
subordinate has relatively equal knowledge
and experience of the mission/task at hand.

 Size, composition, and organization. Larger


groups tend to be more diversified in
composition and require greater organization.
A well-organized and well-led unit will
produce outstanding results.

 Expectations of subordinates. The


expectations of subordinates are especially
important during transition periods between
leaders. During these transition periods,
subordinates "size-up" their new leaders.
Therefore, the leader needs to be aware that
some confusion and difficulty may occur in
the communication process between the leader
and subordinates because of the difference in
leadership styles to which they may be
accustomed.

 Trust in subordinates. The higher the degree


of trust a leader has in subordinates, the
greater the degree of flexibility the leader
will have when choosing the proper leadership
style for a given situation. A low degree of
trust in subordinates severely limits the
leader's options when choosing a style of
leadership.

 The leader's morals. The importance of high


moral standards cannot be over-emphasized.
149
APPENDIX: A

The title Marine is synonymous with trust and


responsibility. Marines must understand that,
along with the title, comes a burden of
responsibility to uphold our profession
honorably. High standards are expected of
Marines, who must always act and carry
themselves accordingly. A leader positively
reinforces these standards by demonstrating
high moral values in his/her own leadership
style. Leaders today must be at the forefront
in standing for what is right and just.
Marines find comfort in knowing that their
leader is morally and ethically sound and can
always be counted upon to do the right thing.
The right morals and values must be the
cornerstone of every leader's philosophy and
leadership style.

 The leader's degree of confidence. A


confident leader creates confidence in
his/her subordinates. As a normal rule,
Marines react very well under cool and calm
leadership, especially when the leader
displays this confidence under stressful
and/or dangerous situations.

 The leader's success with a particular style


of leadership used before in a similar
situation. Leaders have a tendency to lean
toward a particular style when it has been
successfully proven to work in the past under
similar situations. A proven leadership style
is of value. However, just because it worked
once before does not mean that it will work
every time.

 The styles of leadership that the leader has


been exposed to in his/her time in the Corps.
If a leader has been exposed to a certain
leadership style, especially early on in the
leader's career, this style has a tendency to
influence the leader regardless of whether
the style was good or bad. Leaders should
continue to learn what works effectively for
them, thereby enhancing their own style of
leadership. One must also make note of what
causes confusion and take measures to
preclude this from happening.

150
APPENDIX: A

 The type of personality the leader possesses.


All Marines have a natural leadership style
with which they are comfortable. It is
important to be oneself and not to make a
style of leadership work when it does not
conform to one's own personality. Marines can
see through these types of leaders, a fact
that inhibits trust and respect between
subordinate and leader. Genuine care and
concern will pay the type of dividends that
all leaders want to achieve.

TIME SUMMARY/CONCLUSION REMARKS /


NOTES
Today we have defined leadership, leadership
style, discussed the different leadership styles,
and when to use the different leadership styles.
I am confident that you now have a better
understanding of leadership and the different
leadership styles.

Closing Statement: The bottom line of leadership


is to accomplish the mission and look out for the
welfare of those led. A leader's style must be
flexible enough to meet any situation while
providing for the needs of subordinates. One thing
in common among great leaders is the ability to
read how people will perceive a given order or
action, and use the approach that will effectively
communicate the leader's orders to subordinates.
Never be afraid to use different styles because
the situation and those to be led will never be
the same twice. Be dynamic and be the best role
model mentally, morally and physically that you
can be. Leaders today create the Corps of
tomorrow.

END OF DISCUSSION

RESOURCES

- Leading Marines (MCI 0037)


- MCWP 6-11 Leading Marines
- The Armed Forces Officer, US Department of
Defense, 2007 Edition.
- Merriam-Webster Dictionary
- http://www.cmohs.org/

151
APPENDIX: A

152
APPENDIX: A

GUIDED DISCUSSION 4: THE WARRIOR ETHOS

TIME INTRODUCTION REMARKS /


NOTES
Good morning my name is________ today we will be
talking about our Warrior Ethos and what it means
to be a Marine.

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

Medal of Honor Citation: Captain Henry Talmage


Elrod, USMC. Departed: Yes

For conspicuous gallantry and intrepidity at the


risk of his life above and beyond the call of duty
while attached to Marine Fighting Squadron 211,
during action against enemy Japanese land, surface
and aerial units at Wake Island, 8 to 23 December
1941. Engaging vastly superior forces of enemy
bombers and warships on 9 and 12 December, Capt.
Elrod shot down 2 of a flight of 22 hostile planes
and, executing repeated bombing and strafing runs
at extremely low altitude and close range,
succeeded in inflicting deadly damage upon a large
Japanese vessel, thereby sinking the first major
warship to be destroyed by small caliber bombs
delivered from a fighter-type aircraft. When his
plane was disabled by hostile fire and no other
ships were operative, Capt. Elrod assumed command
of 1 flank of the line set up in defiance of the
enemy landing and, conducting a brilliant defense,
enabled his men to hold their positions and
repulse intense hostile fusillades to provide
covering fire for unarmed ammunition carriers.
Capturing an automatic weapon during 1 enemy rush
in force, he gave his own firearm to 1 of his men
and fought on vigorously against the Japanese.
Responsible in a large measure for the strength of
153
APPENDIX: A

his sector's gallant resistance, on 23 December,


Capt. Elrod led his men with bold aggressiveness
until he fell, mortally wounded. His superb skill
as a pilot, daring leadership and unswerving
devotion to duty distinguished him among the
defenders of Wake Island, and his valiant conduct
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 Capt Henry Elrod

Key points for this discussion will be:

(1) Discuss what it means to be a Marine


(2) Discuss why every Marine is a rifleman
(3) Discuss the bond between Marines

Learning Objective: After this guided discussion,


you will have a better understanding of our
Warrior Ethos and what it means to be a Marine.
TIME DISCUSSION REMARKS /
NOTES
KEY POINT 1

1. Why did you want to be a Marine? What does


being a Marine mean to you?

- Being a Marine is a state of mind. It is an


experience some have likened more to a calling
than a profession. Being a Marine is not a job –
not a pay check; it is not an occupational
specialty. It is not male or female, majority or
minority, nor is it a rank insignia.

- Being a Marine comes from the eagle, globe, and


anchor that is tattooed on the soul of every one
of us who wear the Marine Corps uniform. It is a
searing mark in our innermost being, which comes
after the rite of passage through boot camp or OCS
when a young man or woman is allowed for the first
time to say, “I am a United States Marine.” And
unlike physical or psychological scars, which,
over time, tend to heal and fade in intensity, the
eagle, globe and anchor only grow more defined –
more intense – the longer you are a Marine.

2. In your opinion what sets Marines apart from


the other branches of service?

154
APPENDIX: A

- The determination to be different, and remain


different, has manifested itself in many ways over
the years – from military appearance, to strict
obedience to orders, to disciplined behavior, to
adherence to traditional standards, and most of
all, to an unyielding conviction that we exist to
fight.

- Marines have been distinguished by these


characteristics from the beginning. A sense of
elitism has grown from the fact that every Marine,
whether enlisted or officer, goes through the same
training experience. This training has endowed the
Corps with a sense of cohesiveness enjoyed by no
other American service.

- This matter of being different is at the very


heart of leading Marines. It defines who and what
we are by reflecting the mystical cords of the
mind that bind all Marines. What we are, what we
have been, what Marines will always be, is
enduring.

- There is yet another element of being different


that defines Marines, and that is selflessness: a
spirit that places the self-interest of the
individual second to that of the institution we
know as the Corps. That selflessness is stronger
nowhere in American society than among Marines.

- Ordinary men and women-heroes who showed


extraordinary leadership have shaped our ethos and
courage, both physical and moral, as they shaped
the special character that is the essence of our
Corps. They are heroes and leaders who are
remembered not by their names, or rank, or because
they received a decoration for valor. They are
remembered because they were Marines.

- Individual Marines-like those described above-


are the bedrock upon which our Corps spirit is
built. From the first day of recruit training, to
their first assignments, to their first
celebration of the Marine Corps birthday, each
Marine is infused with an understanding of the
deeds of his or her predecessors. "Recruit
training, both officer and enlisted, has long been
'the genesis of the enduring sense of brotherhood
that characterizes the Corps. New recruits are
told the day they enter training that, as one
155
APPENDIX: A

Marine leader put it, "A Marine believes in his


God, in his Country, in his Corps, in his buddies,
and in himself."

- What happens on the parade decks of Parris


Island and San Diego or in the woods of Quantico
is what makes Marines-it is the instillation of
"an intangible esprit along with the complicated,
specific knowledge of soldiering."

- Marines, as they always have, carry on that


tradition as a force in readiness, able and
willing to go anywhere and do anything. "Trained
men who will stand and fight are never obsolete.
It was not the bowman, but the long bow, not the
cavalryman, but the horse, which vanished from the
scene. Men-the man, the individual who is the
Marine Corps symbol and stock-in-trade constitute
the one element which never changes."

Interim Summary: We just finished discussing what


it means to be a Marine and what sets Marines
apart from the other branches of service. Now
let’s talk about why every Marine is a rifleman.
TIME DISCUSSION REMARKS /
NOTES
KEY POINT 2

1. What does the term “every Marine is a


rifleman” mean to you?

- There is both a practical and moral dimension to


the credo "every Marine a rifleman." The force
structure of the Corps reflects its central
purpose: an expeditionary force in readiness. And
because it is expeditionary, it is also austere.
Austerity places a premium on the role of every
Marine. There are no "rear area" Marines and no
one is very far from the fighting during
expeditionary operations. The success of each of
these operations depends on the speed and
flexibility with which Marines build combat power.

- Marines fighting with maneuver elements are


backed up by fellow Marines who labor unceasingly
to support the mission by building logistic bases,
running truck convoys, distributing supplies, and
fighting when needed to. This is nothing new.

2. Referring back to the citation we heard


156
APPENDIX: A

earlier, how do you think Captain Henry “Hank”


Elrod’s demonstrate that “every Marine is a
rifleman”?

- The first Marine aviator to earn the Medal of


Honor in World War II, Captain Henry "Hank" Elrod,
was a fighter pilot on Wake Island. His aircraft
destroyed after 15 days of heroic defense of the
island, he died leading a platoon of Marines.

- Actions of Marines like Captain Elrod, and


others, continue to demonstrate that every Marine
is a rifleman. These actions occur with such
regularity, that non-Marines often show surprise
on learning that there are any specialties in the
Corps other than the infantry.

- This perception on the part of others is part of


what makes the Corps, the Corps and transcends the
issue of occupational specialties.

Interim Summary: We just finished discussing why


every Marine is a rifleman and how the actions of
Marines like Captain Elrod, and others, continue
to demonstrate that every Marine is a rifleman.
Now let’s examine the bond between Marines.
TIME DISCUSSION REMARKS /
NOTES
KEY POINT 3

1. Please explain to the group what this


statement means to you:

“Those men on the line were my family, my home.


They were closer to me than I can say, closer than
any friends had been or ever would be. They had
never let me down, and I couldn't do it to them. I
had to be with them, rather than let them die and
me live with the knowledge that I might have saved
them. Men, I now know, do not fight for flag or
country, for the Marine Corps or glory or any
other abstraction. They fight for one another. Any
man in combat, who lacks comrades who will die for
him, or for whom he is willing to die, is not a
man at all. He is truly damned.”

- There is almost nothing more precious to a


Marine than a fellow Marine. This traditional bond
flows from the combat training which all Marines
receive, officer and enlisted, and the shared
157
APPENDIX: A

danger and adversity inherent in expeditionary


operations.

- This cohesion between Marines is not a function


of a particular unit within the Corps. It is a
function of the Corps itself. When a Marine
reports to a unit, he or she may be unknown
personally, but is a known quantity
professionally. Regardless of anything else known
about them, their leaders know that they have been
trained as Marines and that they bear,
consequently, that indelible stamp of “rifleman."
Nowhere is the effect of this more evident than
when Marines are exposed to danger or to war.
Fellow Marines, remote from the action, are
usually uneasy. Marines are going in harm's way,
and there is an unnatural feeling of being "left
out" among those not able to go. This attitude is
born of the confidence that every Marine can
fight, that every Marine can contribute to the
mission, and that every Marine is duty bound to
share in the danger and the risk of every other
Marine in the Corps.

2. How do you think Marines gain confidence in


one another? Why do you think having confidence in
one another is significant to us as Marines?

- This "spirit” of confidence comes from training


and tradition; ...each individual Marine, because
of the fighting tradition of the Corps and the
toughness of the training, is confident of his own
ability and that of his buddies.

- Marines fight with discipline and steadfastness


in the toughest situations, when victory or
survival becomes doubtful, why they turn to their
belief in themselves, their buddies, and their
units, fighting for one another, their unit, and
the Marine Corps.

- Confidence in themselves and one another very


often spells the difference between victory and
survival and defeat and annihilation.

158
APPENDIX: A

TIME SUMMARY/CONCLUSION REMARKS /


NOTES
Today we have discussed what it means to be a
Marine, why every Marine is a rifleman, and the
bond between Marines. I am confident that you now
have a better understanding of our Warrior Ethos.

Closing Statement: The sense that every Marine is


a rifleman is at the heart of the ethos of the
Corps. This unspoken feeling among Marines is more
than tradition, or the cut of the uniform. It is
the reality and adrenaline of a shared experience
of danger and violence, the proximity to death,
that which Oliver Wendell Holmes, a famous
American Supreme Court Justice and Civil War
veteran, called the "touch of fire."

END OF DISCUSSION

RESOURCES

- US Marine Corps, Martial Arts Center of


Excellence. Instructor Outline. Bayonet
Techniques. Gray Belt. MA-2.01.
- MCWP 6-11: Leading Marines

159
APPENDIX: A

160
APPENDIX: A

GUIDED DISCUSSION 5: THE ETHICAL WARRIOR

TIME INTRODUCTION REMARKS /


NOTES
Good morning my name is________ today we will be
talking about values, morals, ethics, and what it
means to be an ethical warrior.

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

Medal of Honor Citation: Corporal Joseph Vittori,


USMC, Company F, 2d Battalion, 1st Marine
Regiment, 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
isolated from the remainder of the unit when the
enemy again struck in force during the night, he
assumed position under the devastating barrage
161
APPENDIX: A

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:

(1) Definition of values


(2) Definition of morals
(3) Definition of ethics
(4) Discuss what it means to be an ethical
warrior

Learning Objective: After this guided discussion,


you will have a better understanding of values,
morals, ethics, and what it means to be an ethical
warrior.

162
APPENDIX: A

TIME DISCUSSION REMARKS /


NOTES
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.

- If no one mentions “life” as a value, you may


163
APPENDIX: A

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.

164
APPENDIX: A

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 where ones values can come from and how life
is something that everyone values. Now let’s talk
about morals.

165
APPENDIX: A

TIME DISCUSSION REMARKS /


NOTES
KEY POINT 2

1. What are morals? Moral values?

- Of or relating to principles of right and wrong


in behavior.

- Moral values are relative values that protect


life and are respectful of the dual life value of
self and others.

2. What do you think are some moral values? Do


you think they have anything in common?

- Some possible moral values:


 Truth
 Peace
 Freedom
 Charity
 Family
 Friends

- 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
166
APPENDIX: A

dependability that commits Marines to act


responsibly; to be accountable for
actions; to fulfill obligations; and to
hold others accountable for their actions.

 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 and how great moral values, such as truth,

167
APPENDIX: A

freedom, charity, etc., have one thing in common;


when they are functioning correctly, they are life
protecting or life enhancing for all. Now let’s
talk about ethics.

TIME DISCUSSION REMARKS /


NOTES
KEY POINT 3

168
APPENDIX: A

1. What are ethics?

- Rules of behavior based on ideas about what is


morally good and bad.

- 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.

3. Referring back to Cpl Vittori’s Medal of Honor


Citation we read earlier, do you think his killing
of the enemy was moral or immoral? Why?

Interim Summary: We just finished defining ethics


as rules of behavior based on ideas about what is
morally good and bad and how a person who knows
the difference between right and wrong and chooses
right is moral. Now let’s talk about what it means
to be an ethical warrior.
169
APPENDIX: A

TIME DISCUSSION REMARKS /


NOTES
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.
TIME SUMMARY/CONCLUSION REMARKS /
NOTES
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 values, morals, ethics, and what
170
APPENDIX: A

it means to be an ethical 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 (https://www.mca-
marines.org/gazette/2010/06/developing-ethical-
marine-warrior)
- Living Values Website
(http://www.livingvalues.com/)

171

You might also like