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--- Military j History and

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suggestions to Units and Formations

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BEMLLUM| °pAO~ PAPP}

U.S. ARMY COMMAND AND GENERAL STAFF COLLEGE

FOR T LEA VENWOR TH, KANSA S 66027-6900

85-CSi- 2 85

., IB~~~~~~ul[ III 111 I111

I~~
MILITARY HISTORY AND PROFESSIONAL DEVELOPMENT:

SUGGESTIONS TO UNITS AND FORMATIONS

Contributing Authors

Lieutenant Colonel Gary L. Bounds

Lieutenant Colonel John A. Hixson

Lieutenant Colonel Gary H. Wade

Major Gary B. Griffin

Major Scott R. McMichael

Major Andrew N. Morris

Major Claude R. Sasso

Captain Thomas P. Odom

Compiled by the TRADOC Military History Research Committee

in reponse to a request by the TRADOC Commander

Combat Studies Institute

U.S. Army Command and General Staff College

Fort Leavenworth, Kansas 66027-6900

85-2185
TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . .. 1

Part I. COMMEMORATIVE .................. 3

Commemoration Days .................. 4

Veterans' Visits. . 5

Branch Balls ..................... 6

Dining-In .................... 7

Military History and Command Formations ....... 8

Unit Associations . ............ ..... 9

Part II. GARRISON ACTIVITIES . ........... 10

Military History Exhibits ............ 11

Naming Vehicles, Units, or Buildings

After Famous Members or Actions ...... 13

Obsolete Military Equipment ............. 14

Post Newspaper Historical Series ..... ... 15

Heritage Packets for Incoming Soldiers ........ 16

Historical Films .............. 17

Military History Libraries for Duty Personnel .... 18

Organizational History .... ... . ........ 20

War Games (Board Games) ............... 23

Unit Posters and Plaques .............. 25

Part III. UNIT PROGRAMS ................ 26

Basic Section . . . . . . . . . . . . . . . . . . . . 27

Guest Speaker Programs ..... ....... 27

Battlefield or Memorial Visits .... 28

Professional Development Classes ........ 29

Professional Reading Program ........ 30

Developmental Section ....... ......... 32

Battle Analysis ............... 32

Staff Ride ........ ..... . 34

Index .......................... 36

ii
INTRODUCTION

This pamphlet is designed to provide ideas for the use of

military history and military history related activities in

fostering professional development. The ideas presented here,

with some exceptions, do not require great expertise in the

historical arena for their implementation. They are simply

designed for use by service members, unit commanders, and school

commandants to enhance soldier awareness of the past and thereby

to instill in us pride and esprit de corps in our profession.

This pamphlet is not limited to ceremonial programs and exhibits

but encompasses a wide range of activities, such as battle

analyses and staff rides. The broad scope of the pamphlet will

aid the user in picking those ideas that best fit the needs of

the individual, unit, or organization. In some cases, the

suggested activities may exceed the capabilities of those

participating in them, and in those instances, points of contact

and references are provided to aid the user in obtaining

material and information on a desired activity.

This pamphlet is divided into three parts. Part I,

"Commemorative," emphasizes unit or branch of service ceremonies

and programs that are designed to build pride in one's unit as

well as to enhance one's sense of belonging to a unit or

organization. Part II, "Garrison Activities," suggests programs

and exhibits that will illustrate the military profession.

These events are aimed at stimulating interest in history and

cultivating pride in the U.S. Army. They are based largely on

the customs and traditions of units. Such events are useful in

highlighting the accomplishments of past American soldiers and

may serve as an inspiration for soldiers in the future.

Part III, "Unit Programs," contains suggestions for the study of

the military profession. This part is divided into basic and

developmental sections. The basic section contains programs for

everyone within a unit. The developmental programs are more

advanced and require dedicated individuals for their execution.

These programs can be applied at all levels of the chain of

command but are time and energy intensive.

Detailed studies of battles may not appeal to all service

members. Young soldiers may prefer lighter but equally

stimulating programs, such as commemorative or garrison

programs. Such programs will stimulate their interest in the

U.S. Army and their understanding of their profession. For

others, the detailed study of battles will reinforce past

lessons and may foster future ideas.

1
A knowledge of history is important in furthering the

professional development of soldiers and will influence their

units' cohesion and success on the battlefield. Without pride

in oneself, a sense of belonging, and an understanding of one's

role in an organization--those values described by S. L. A.

Marshall in Men Against Fire--one's effectiveness as a soldier

will be adversely a - - Tfe t-ed.

2
Part I

Commemorative

3
TITLE: Commemoration Days

REFERENCES: AR 360-61, Community Relations

DESCRIPTION: Key dates in the unit's history are selected, and

social activities are planned to commemorate the unit's

history and traditions. Unit parties, displays, open

houses, and athletic competitions are possible ways of

celebrating these activities.

APPLICABILITY: All units

IMPLEMENTATION: One staff agency or directorate at post level

or an officer/NCO at unit level should be appointed to

supervise the planning and the scope of the activity.

These activities can range from post-level Armed Forces

Day celebrations--with 10-kilometer races, rides, and

displays--to unit picnics and training holidays.

Planning and publicity must be thorough so that everyone

will understand the relevance of the activity.

EXAMPLE: Post Armed Forces Day; "Keep up the Fire" Day

(9th Infantry), General Order No. 7 Day (3d Armored

Division).

4
TITLE: Veterans' Visits

REFERENCES: Roster of Organizations, February 1983, Chief,

Community Relations Division, The Chief of Public

Affairs, Department of the Army, Washington, D.C.

20310-1501

DESCRIPTION: Former unit members are invited to visit units in

conjunction with celebrations such as Commemoration Days

and Dinings-In. They should be allowed to visit and

perhaps even stay in troop billets to allow them to talk

to soldiers and impress on them the unit's history and

traditions.

APPLICABILITY: Any TOE unit

IMPLEMENTATION: The major difficulty would be in finding

members. Unit associations, such as the 101st Airborne

Association, military publications, and nationally

distributed publications may help in this search. The

commander should send these veterans a letter inviting

them to visit the unit as part of some activity. In

addition, there are usually several former members in

close proximity to most installations. They should be

encouraged to stay in billets or BQQs as available,

allowed to eat in unit dining facilities, and to

participate in any other activity that -will allow them

exposure to soldiers. The troops should be given time

and opportunity to talk to the veterans and to exchange

stories and experiences.

EXAMPLE: The old 2d Battalion, 31st Infantry, 7th Infantry

Division (now 2-9 Infantry) had clo:se ties to

approximately twenty former members who were invited to

visit Ft. Ord yearly for a Dining-Out, for changes of

command, and, such other celebrations as the commander

deemed appropriate. Most of these veterans were members

of the "Survivors of Bataan" organization and were very

active. At least one veteran spent much of his time

visiting active units.

5

85-2185
TITLE: Branch Balls

REFERENCES: None

DESCRIPTION: A branch ball is a formal social activity

conducted on a division or postwide basis. It is

oriented to all members of a particular branch of

service and celebrates that branch's history and

traditions. A general officer affiliated with the

appropriate branch (if possible) is invited as guest of

honor.

APPLICABILITY: Any post or organization large enough to have

adequate numbers of officers in a particular branch

(twenty-five minimum) could host branch balls.

IMPLEMENTATION: A responsible individual should be appointed

-ear i ly He should have authority to commit funds as

necessary. He serves as the point of contact for all

activities associated with the ball. Balls should be

timed so as not to interfere with typical formal

functions of a unit (Christmas, New Year's). It must

have command emphasis from the highest levels. The

deputy installation commander should schedule

facilities, entertainment, and publicity and should keep

the sponsoring commander(s) informed of his progress.

All branch members should be encouraged to attend.

Activities celebrating the history and traditions of the

service and entertainment, such as skits, are

appropriate. The ultimate goal must be to educate, as

well as entertain, those present.

EXAMPLE: Most combat branches have branch balls, and they are

often conducted on establishment dates or branch

birthdays.

6
TITLE: Dining-In

REFERENCES: Dining-In, Combat Studies Institute, USACGSC,

Ft. Leavenworth, KS 66027-6900

DESCRIPTION: This program is primarily ceremonial in nature,

but has high value as a means of preserving and honoring

U.S. Army traditions and customs. The Dining-In is a

formal dinner attended only by active-duty soldiers and

their invited guests. The dinner is conducted in

accordance with specific standards and procedures.

APPLICABILITY: Because of its complexity, the Dining-In is

normally held by battalion-sized units and larger. The

Dining-In may be conducted by officers, NCOs, or both,

although the officer Dining-In is the most common.

IMPLEMENTATION: The reference above is a seventy-two page

booklet that contains information needed to conduct a

Dining-In. It can be obtained by contacting CSI at the

above address. Conducting a successful Dining-In requires a good deal of time and effort and the

dedicated services of a project officer. A Dining-In should be conducted at least once a year.

EXAMPLE: U.S. Army Field Artillery officers conduct a

Dining-In annually at many major installations

worldwide, on or near St. Barbara's Day.

7
TITLE: Military History and Command Formations

REFERENCES: FM 22-5, Drill and Ceremonies, Unit Histories,

U.S. Congress pubiication, Medal of Honor, 1863-1978

DESCRIPTION: Military history can play a role in conducting

.of unit command formations. Unit histories can be read

aloud as part of change of command ceremonies or during

special formations called for the purpose of issuing new

soldiers their distinctive unit insignia (crests,

Presidential unit citations, fourrageres, etc.). Medal

of Honor citations can also be read during payday

formations or musters.

APPLICABILITY: Programs integrating history into selected unit

formations and ceremonies can be best administered at

separate company or battalion level.

IMPLEMENTATION: Unit histories may be obtained through written

requests to HQDA (DAAG-AMR-S), Washington, D.C.

20310-1501. Medal of Honor citations are listed in the

U.S. Congress publication, Medal of Honor, 1863-1978.

Distinctive unit accoutrements can -be presented to

soldiers during these formations (with an explanation of

their significance) instead of simply being issued in

supply rooms as part of routine in-processing procedures.

EXAMPLE: Every payday, an infantry battalion should conduct a

muster formation. During this formation, the unit first

sergeant should read a Medal of Honor citation provided

by the battalion's adjutant. The same unit should

conduct a battalion formation once a month to present

new soldiers their unit insignias. Soldiers should be

called forward to the colors individually or escorted by

their squad leaders. The unit history should be read

and the significance of the crest and other insignia

explained.

This special formation can be viewed as a rite of

passage for new soldiers, increasing their unit pride

and tradition, while familiarizing them and others

within the command of the unit's past accomplishments.

8
TITLE: Unit Associations

REFERENCES: AR 1-210, Participation in- Activities of Private

Associations. AR 210-5 ,Pa-rt-icipatTob- Army, Navy,

Marine Corps, and Air Force Organizations in

Non propr-ateiFunds. m T 1,Priva te Inst ut ions

on Department of the Army Installations

DESCRIPTION: Unit associations provide an alumni association

for past and present unit members. These associations

are generally oriented toward maintaining a sense of

camaraderie among their members through an emphasis on

unit history. By joining such an association, new unit

members are provided an opportunity to meet unit

veterans, thereby reinforcing a sense of pride in unit

history. This is particularly true under the combat

arms regimental system.

APPLICABILITY: Unit associations are generally formed at the

division, regiment, group, or separate command level.

IMPLEMENTATION: AR 210-1 serves as the principal regulation

concerning the establishment of a private organization

on Army installations. The following institutions can

provide assistance in establishing new or contacting

existing unit associations:

Chief of Military History

U. S. Army Center of Military History

Washington, D.C. 20314-0200

Phone: (202) 272-0317

Historical Services Division

U. S. Army Military History Institute

Carlisle Barracks, Pennsylvania 17013

Phone: (717) 373-3178

Chief, Community Relations Division

The Chief of Public Affairs

Department of the Army

Washington, D.C. 20310-1501

EXAMPLE: Names of unit associations can be found in the Army

Times or Army magazine.

9
Part II

Garrison Activities

10
TITLE: Military History Exhibits

REFERENCES: AR 870-5, Military History: Responsibilities,

.PoTicie-s,. and - Procedures. AR.- 870-1, -5 my Ar

CoTlection. DA Pam 310-1, Index of Administrative

PubIcations. AR 840-20, Historical-- Properties and

Museums. AR 360-5, Public- Inf'rmatio .A- RT-4-8, U. S."

Army Centers of Military History.

DESCRIPTION: Military history exhibits include, but are not

limited to, a hall of fame, equipment, lineage and

honors certificates, photographs, portraits, flags, and

guidons. Such exhibits increase awareness of unit

history and traditions among both visitors and unit

personnel.

APPLICABILITY: Military history exhibits are a central element

of Hte Army organizational history program. Such

exhibits range from established Army museums down to

simple displays at the battalion or separate company

level.

IMPLEMENTATION: Resources or guidance for establishing such an

exhibit are best obtained from the U.S. Army Center of

Military History. The center is the primary custodian

of Army historical properties under AR 870-5. Other

agencies, such as the National Archives and the Military

History Institute at Carlisle Barracks, can be of

assistance in performing unit historical research.

Established Army museums can be useful in obtaining

resources, guidance, or exhibit space. Finally, unit

associations can provide additional materials. The

following is a list of principal points of contact for

use in establishing historical exhibits:

Initial Point of- Contact--

Chief of-T-Ttary History

U.S. Army Center of Military History

Washington, D.C. 20314

Phone: (202) 272-0317/0308

Research and Support Agencies--

National Archives

Washington, D.C. 20409

Phone: (202) 523-3218

11
Research Office

Washington National Records Center

Suitland, Maryland 20409

Phone: (202) 763-1710

Historical Services Division

U.S. Army Military History Institute

Carlisle Barracks, Pennsylvania 17013

Phone: (717) 373-3178

Public Affairs Office

Department of the Army

Washington, D.C. 20310-1501

National Personnel Records Center

GSA

9700 Page Blvd

St. Louis, Missouri 63132

EXAMPLE: Formal Museums. Army museums exist on most

installations. Unit museums, such as the 82d Airborne

Division Museum, provide visitors with excellent

displays of the organization's history. Other museums,

suc as the Infantry Museum, exist at most training

centers. Commanders should take advantage of these

established museums in developing organizational history

programs.

Simple Exhibits. Units down to battalion or separate

company level could develop simple historical exhibits.

Such exhibits might consist of pictures, posters, period

costumes, photographs, trophies, and copies of maps and

records. Exhibits might be built around central themes,

such as a unit hall of fame or past military

engagements. Such exhibits are most effective when used

as decorations or displays in mess halls, barracks, and

administrative areas.

Special Event Exhibits. Armed Forces Day, Unit Day, or

local -holTidays ofT miTitary history exhibits should be

conducted. Such exhibits are conducive to building and

improving community relations. See AR 360-5 for more

information.

Traveling Exhibits. Exhibits of distinctive and

professional works from an art collection are especially

suitable for display in headquarters, libraries, clubs,

and organizational locations during special occasions.

See AR 870-15.

12
TITLE: Naming Vehicles, Units, or Buildings After Famous

Members or Actions

REFERENCES: None

DESCRIPTION: There are several ideas incorporated in this

suggestion, all meant to remind unit members that they

have a proud unit history. Vehicles--especially armored

vehicles--can be named for battles or famous people from

the unit's history. Likewise, buildings, streets, or

billets can be so named. Another suggestion is to name

units or honor guards after famous former members.

APPLICABILITY: This applies to all units, but it is most

applicable to combat units.

IMPLEMENTATION: Simple research in unit histories will yield

numerous actions that can be used as names. These names

can be stenciled onto the sides of vehicles. Buildings

and subunits could have nameplates attached at

appropriate places.

EXAMPLE: 1st Battalion, 15th Infantry, 3d Infantry Division,

has the Audie Murphy Platoon. The 5th Artillery has the

Alexander Hamilton Battery.

13
TITLE: Obsolete Military Equipment

REFERENCES: AR 870-20, Historical Properties and Museums

DESCRIPTION: Although increasingly scarce and difficult to

obtain, antique military vehicles, weapons, and systems

are an excellent means of increasing interest in unit

history while at the same time providing a highly

visible means of enhancing unit esprit.

APPLICABILITY: Unit

IMPLEMENTATION: Obsolete vehicles can be obtained and restored

by the unit. Museum Branch, Center for Military

History, is the controlling agency for the procurement

of antique military vehicles in the Continental United

States (AUTOVON 285-0313). Information on the

availability of armored vehicles can be obtained through

Tank Automotive Command (AUTOVON 786-7921). Information

on artillery pieces and other weapons systems can be

obtained from Armament Command (AUTOVON 793-6766).

Historical Office, HQ USAREUR, can provide information

and assistance to units in Europe.

Displayed in a prominent location within the unit area,

the vehicle can become the focal point for unit

ceremonies and other activities. Adorned with crests,

the names of campaigns, or battle streamers, the display

can become a standing reminder of the unit's history.

EXAMPLE: An artillery battalion in Europe obtained a Korean

War vintage self-propelled howitzer from 7th Army

Training Center, where it was to be used as a target

vehicle. After its restoration, it was prominently

displayed in the unit area. Maintained on a rotational

basis by the batteries, the howitzer has become the

centerpiece for unit formations, ceremonies, and

activities.

14
TITLE: Post Newspaper Historical Series

REFERENCES: None

DESCRIPTION: Periodically, post and unit newspapers publish

articles on military history subjects of interest to

their readerships.

APPLICABILITY: Any military newspaper

IMPLEMENTATION: To implement this program, post and unit

commancers should direct the newspapers under their

control to publish military history articles on a

periodic basis, perhaps once a month. The subjects of

these articles should be relevant to the readership.

These articles could be solicited from members of the

command or could be written by the newspaper 'staff.

Local libraries, the official U.S. Army Center of

Military History histories, and unit historical files

can be used as sources. The U.S. Army Military History

Institute, Carlisle Barracks, Pennsylvania 17013, has a

series entitled "Vignettes of Military History" that

contains short example-oriented history essays. These

articles can be used to heighten morale and esprit by

developing an appreciation for the past activities of

the unit or post.

EXAMPLE: The Ft. Leavenworth Lamp frequently publishes

articles about the origins and past uses of the

buildings on post. These articles enhance the interest

and pride of Ft. Leavenworth residents in their post.

The Ft. Benning weekly publication The Bajonet

periodically publishes pictures, articles, .ani

commentaries on significant historical events. These

usually coincide with the commemoration date of the

selected event or illustrate a theme such as Black

History Week.

The 1st Armored Division newspaper, Old Ironsides,

occasionally publishes articles on the historical

exploits of the Division.

15
TITLE: Heritage Packets for Incoming Soldiers

REFERENCES: None

DESCRIPTION: This is a command program for providing incoming

-so-Tdiers with copies of the unit's history and

traditions. In addition to the packet, and as a part of

the unit's in-processing procedures, incoming personnel

could receive a briefing (complete with slides, films,

etc.) on the unit's history, followed by a guided visit

to the division or post museum.

APPLICABILITY: Individual

IMPLEMENTATION: Heritage packets can be prepared by the unit

historian and incorporated into the unit's in-processing

SOP. Briefings can be scheduled on a monthly basis.

EXAMPLE: Incoming soldiers of an armor battalion are provided

with copies of the unit history and are briefed as a

group on the unit history. Upon the completion of the

briefing, they tour the division museum.

16
TITLE: Historical Films

REFERENCES: Training Aids Service Office, Audiovisual Catalogs

DESCRIPTION: Army Signal Corps World War II combat footage .-... films, the Big Picture series, and films on U.S. Army

operations in Southeast Asia can play a key role in unit

history programs. Commercial films, available primarily

on videotape (i.e., The Longest Day, A Bridge Too Far,

Patton, etc.), can aTso be used. Filmns and tapes not

only support historical readings but can also be used

effectively in unit individual professional development

programs. Many commercial and military films (i.e.,

Zulu, Twelve O'Clock High, Breaker Morant, Paths of

Glory, an-d The Battle_ San Pietro -deal3 directl ty witF

professional et-F-ics and leaders hp issues.

APPLICABILITY: Historical films support unit history training

and individual professional development programs. Films

can also increase interest in, and awareness of,

military history among younger soldiers who are

attracted more to history through films and videos than

by reading.

IMPLEMENTATION: Films and videotapes are available through

installation training aids support offices. Commercial

videotape films can be rented, purchased, or provided

through personal video libraries.

EXAMPLE: Films can be shown to support a history class or as a

means of providing a historical perspective for other

training activities. A film about a division's

operations in Vietnam, for example, can support a class

on that unit's heritage. On the other hand, a film on

the seige of St. Lo can support a class on small unit

offensive operations in an urban environment.

Recreation centers can sponsor film festivals during

off-duty hours to encourage military history training.

17
TITLE: Military History Libraries for Duty Personnel

REFERENCES: None

DESCRIPTION: Personnel performing routine duty (e.g., staff

duty officer [SDO], charge of quarters [CQ], field

officer of the day [FOD], often have periods of

inactivity which could be put to good use by reading

short works on military history made available by the

chain of command.

APPLICABILITY: This suggestion applies to any sized unit,

installation, or activity.

IMPLEMENTATION: First, commanders must decide which duty

personnel will participate. Certainly, officers and

NCOs on duty can be expected to be interested in reading

short works on military history during their tours of

duty. On the other hand, it may not be feasible to

expect CQ runners, fire guards, and arms-room guards to

read military history during their tours of duty. It is

recommended that this program be applied to CQs, SDOs,

FODs, etc.

The reading materials obtained for a military history

library should be short and should focus on the tactical

and operational levels of war rather than the strategic

levels. Military journals are particularly good reading

choices. (Army, Military Review, Infantry, Armor, Field

Artillery, etc.).

Resources for this program can largely be obtained free

of charge through post libraries or Army publications.

An excellent source to be considered for inclusion is

the Leavenworth Papers series. These are relatively

short- TTstor-cal-1 works on military operations prepared

by the Combat Studies Institute (CSI), USACGSC,

Ft. Leavenworth, Kansas 66027-6900. CSI also publishes

historical reports and surveys that address pertinent

military subjects. These materials can be obtained by

writing CSI at the above address.

The Art of War Colloquium, U.S. Army War College,

Carlisle Barracks, Pennsylvania, 17013, reprints classic

and little-known historical works on the art of war that

can be obtained by written request (address above).

Paperback books, such as Killer Angels by Michael

Shaara, The -Art of War by Sun Tzu, and The Red Badgeof

Courage by Stephen Crane, are suggested readings. There

are, oT course, many other choices.

18
An officer/NCO of suitable maturity on the commander's

staff should be charged with the responsibility for

compiling a list of such books. CGSC Reference Book

20-16, Professional Reading Program, provides a good

bibliography of recommended works. CSI has also

published a recommended list of paperback books. Both

of these lists are available from CSI upon request.

Once a list is obtained, the books can be ordered or

received on loan from local libraries.

These library programs can be administered in either a

passive or active fashion. In the passive mode,

commanders simply make these military history sources

available to duty personnel and encourage their use. In

the active mode, commanders require their duty personnel

to read one or more articles or works while on duty.

Written reviews or oral briefings could be required.

EXAMPLE: For example, on a weeknight, the battalion SDO could

be required to read an article and write a one-page

report or discuss it with peers or an appointed

officer. Over a weekend, he could be required to read a

paperback book.

19
TITLE: Organizational History

REFERENCES: AR 870-5, Military History: Responsibilities,

Policies, and Proceures AR 340-18, The Army

Function-al Fies ystem hapter 2, para C-30). DA Pam

27-0,7The Writing of Ame r i can Military History: A

Guide (cTapter-T. -

DESCRIPTION: An organizational history is the record of a

military organization's partial or entire past. The

history includes the organization's activities in the

larger military forces to which it has belonged.

Organizational history may include copies of official

documents, narrative accounts, photographs, art works,

diaries, scrapbooks, films, videotapes, tape recordings,

and other documents mentioned below. Participating in

organizational history can have high value for

individual morale and organizational esprit.

APPLICABILITY: TOE organizations that are authorized an

organizational color, distinguishing flag, or guidon

(except the organic elements of a flag-bearing

organization) are required by AR 870-5 to maintain

organizational history files.

IMPLEMENTATION: Although unit histories are often prepared

..privately by former unit members or commercial firms,

they are also prepared by the unit itself. The only

resources required for the maintenance of this program

are a project officer, photographer(s), and typing and

filing support. The unit commander must designate a

project officer; the S1 or assistant S3 are recommended

choices.

Organizational histories should be prepared per DA Pam

20-200. Instructional material entitled "Organizational

History: Its Preparation and Use" is also available on

request from HQDA (DAMH-HSO), Washington, D.C.

20314-0200.

Source materials for organizational histories come from

many areas. For the reconstruction of unit histories,

official Army records not available in the unit

historical files may be obtained through written

requests to HQDA (DAAG-AMR-S), Washington, D.C.

20310-1501. Requests should specify the type and time

of records desired. Stored organizational history files

may be obtained from HQDA (DAMH-HSO), Washington, D.C.

20314-0200. Bibliographies of published unit histories

by the Center of Military History and information on

lineage and honors may also be obtained at this address.

20
For the maintenance of the unit's recent history, AR

340-18 requires that units establish files that contain

the following materials:

o Copies of lineage and honor

certificates.

o Data on organizational flags, coats of arms, and

distinctive insignia.

o Citations for unit decorations.

o Newspaper clippings.

o Unframed photographs, pictures, and certificates.

o Names and social security numbers of commanders and

the dates of their commands.

o Copies of official letters pertaining to unit

activations, deactivations, reorganizations, reductions,

assignments, attachments and detachments.

AR 870-5 further directs that organizational history

files include statements of primary and secondary

missions; periodic summaries of unit activities and

achievements; and documentation of important unit

events, e.g., changeover of major weapon systems,

Dinings-In, unit exchanges, VIP visits, etc. It is

recommended (but not required) that units also maintain

certain other important documents: periodic officer,

NCO, and enlisted rosters; unit TOEs; significant

after-action reports and operation orders; periodic

training reports; recorded oral interviews of key

personnel; etc.

A project 'officer coordinates for the systematic

collection of the source materials noted above. His

commander may direct him to write a short history of the

unit over the past year (this is not required by

regulation). Such a narrative would be used for

internal purposes only and should not be confused with

the "annual historical review" required for submission

by AR 870-5 by armored cavalry regiments, certain

separate brigades, divisions, and higher commands.

Unit historical files are maintained under file number

228-08.

21

85-2185
Non-TOE organizations, such as schools, colleges,

installations, or activities, may also maintain

organizational files. These files should conform to the

guidance noted above and the requirements of ARs 870-5

and 340-18.

Commanders of organizations required to keep unit

history files will ship these records to storage when

their units are inactivated, disbanded, reduced to zero

strength, or unable to care for them. Such files will

be sent to HQDA (DAMH-HSO), Washington, D.C. 20314-0200.

22
TITLE: War Games (Board Games)

REFERENCES: None

DESCRIPTION: Several commercial companies produce war games

that are based on historical battles (e.g., Shiloh,

Kasserine Pass, Battle of the Bulge). These games may

be played by two or more soldiers. They are instructive

and may be used to develop tactical skills and an

appreciation for the complexities of military planning,

operations, and logistics.

APPLICABILITY: Any company-sized unit or detachment large

enough to maintain a dayroom can benefit from the use of

war games.

IMPLEMENTATION: There are several ways for units to obtain war

games. Individuals can be encouraged to purchase them,

or unit funds can be used to purchase them as company

property. In the latter situation, the games would be

controlled like other dayroom property. However, these

games must be regulated since the loss of any of their

materials will render them useless. In addition, local

military libraries can be encouraged to obtain and make

games available for loan. Enlisted, NCO, and officers

clubs may also be encouraged to keep war games on hand

for use in recreational areas.

Whatever the method, it is important to keep several

points in mind regarding the use of war games. The

games are quite complex and will not appeal to

everyone. The most likely audience will be junior

officers and NCOs.

War games cover almost any time period (ancient,

medieval, Napoleonic, modern), any type of terrain or

climate (desert, jungle, steppe), and different types of

combat (urban, partisan, etc.). The benefits of war

games and instructions would make a suitable subject for

officer and NCO professional development classes.

This program requires little control or supervision

since it is essentially an off-duty activity pursued by

individuals.

23
Strategy and Tactics magazine may be used by interested

commanders as a source of materials for this program.

The magazine normally includes a war game in each

issue. In addition, it carries advertisements and

catalog notices from many of the commercial companies

that deal in war games. More information can be

obtained from:

Strategy and Tactics

Dragon Pubis-hTing

Post Office Box 110

Lake Geneva, Wisconsin 53147

24
TITLE: Unit Posters and Plaques

REFERENCES: AR 215-1, Administration of Army Morale, Welfare,

anc _ Recreation Activities and- -No-nppropriated eFun d

t ns tr umen t a-ities- ..

DESCRIPTION: Unit posters that are based on the organization's

history are very effective in building a soldier's sense

of history. Plaques based on the history of a unit can

be used to recognize subunit performances or individual

achievements or can be presented to individuals on

departure from their units. Combined arms regimental

system units should emphasize their regimental crest for

use on such posters or plaques.

IMPLEMENTATION: Unit posters can be designed and printed by

coordinating with the division or post public affairs

office. Plaques can be purchased through unit funds or

through special funds, such as the officer "flower and

cup" fund. Historical photographs or paintings related

to a specific unit can be obtained through coordination

with some of the following agencies:

Chief Military History

U.S. Army Center of Military History

Washington, D.C. 20314-0200

Phone: (202) 272-0317

Historical Services Division

U.S. Army Military History Institute

Carlisle Barracks, Pennsylvania 17013

Phone: (717) 373-3178

Public Affairs Office

Department of the Army

Washington, D.C. 20310-1501

EXAMPLE: The 82d Airborne Division made wide use of a poster

based on the 325th Glider Infantry Regiment's

participation in the Battle of the Bulge.

25
Part III

Unit Programs

26
BASIC SECTION

TITLE: Guest Speaker Programs

REFERENCE S': None

DESCRIPTION: Unit or post commanders would establish a

scheduled program of guest speakers. Unit commanders

could focus on branch history experts, successful

commanders, or participants in famous or significant

operations. Post commanders should establish programs

having wide appeal.

APPLICABILITY: Posts, divisions, or service schools would

apply.

IMPLEMENTATION: A guest speakers list could be obtained from

the post's protocol roster or through the aid of the

Center of Military History. Branch historians could

also be helpful in locating veterans of various

organizations. In addition, the various TRADOC schools

and centers could recommend subject matter experts for

technical presentations. A guest speaker program would

require funds at the unit or post level for travel and

accommodations.

EXAMPLE: Ft. Jackson, S.C. holds a military seminar on a

quarterly basis. This seminar follows a theme which

currently is American military history. The post

invites a noted historian who presents a one-hour

lecture. The lecture is followed by a question and

answer period. The seminar is open to all interested

persons. Prior to the lecture, the post library

provides a reading list, and the post museum establishes

an appropriate display.

27
TITLE: Battlefield or Memorial Visits

REFERENCES: Post Morale Support Activities

DESCRIPTION: Continental United States is rich with historic

battlefields and memorials commemorating past events.

Soldiers on duty in foreign countries will find many

memorials to U.S. forces as well as to those of the host

country.

APPLICABILITY: With limited support--primarily in the area of

transportation--units, organizations, or individuals can

conduct visits to historic sites, or these visits can be

the product of individual initiatives.

IMPLEMENTATION: A visit to the post morale support activity

will usually supply the visitor with a variety of

pamphlets, tours, and ideas for visits to historic

sites. Commanders can appoint a unit member to collect

appropriate material for display in the dayroom or to

publicize the programs at the morale support activity.

Individuals can visit the morale support activity to

pick up brochures and find firsthand information on

local tours and activities.

EXAMPLE: The Ft. Leavenworth Mid-America Recreation Center has

a list of museums in the area and periodically receives

information on Civil War reenactments and other events.

Ft. Leavenworth has an outstanding museum, and there is

a World War I museum amd memorial in Kansas City. The

site of the Civil War Battle of Westport (now part of

Kansas City) is within easy driving distance. Most

areas have a similar variety of sites.

In recent years, the V Corps command historian conducted

visits to selected World War II battle areas. These

visits were coordinated by the command historian and

offered periodically on a volunteer basis.

28
TITLE: Professional Development Classes

REFERENCES: AR 350-1, Army Training. Local 350-1

regulations. A Guide to the- Stu and -Use of Military

History--(Cente-r o-MiTitary History).ry

DESCRIPTION: Professional development classes are an excellent

opportunity to use history to illustrate significant

points on ethics, leadership, tactics, and the

traditions of units. If possible, examples should be

used from the unit's past to help build pride and a

sense of continuity; however, this is by no means

mandatory. Historical examples are a particularly good

way to illustrate solutions to command and control

problems in combat and how to apply the principles of

war at a small unit level. Historical examples may

accompany professional development classes on other

subjects or stand on their own.

APPLICABILITY: All units of battalion or separate company size

have personnel capable of teaching these classes.

IMPLEMENTATION: Individuals assigned to teach specific blocks ... of instruction should be informed in advance to allow

them to research and prepare presentations properly.

Classes on the overall history and lineage of a unit,

its specific actions (especially those where a

Presidential unit citation was awarded), and occasions

where it failed to accomplish its mission are

appropriate to illustrate teaching points.

EXAMPLE: Historical examples can be used in professional .. development classes to illustrate:

o Unit history o Principles of war

o Leadership o Logistics

o Tactics o Fire support

o Ethics o Combined arms operations

o Morale o Joint operations

o Mobility-maneuver o Initiative

29
TITLE: Professional Reading Program

REFERENCES: AR 28-86, United States -Army Contemporary Reading

Program. DA Circular 1-84-1, Contemporary - Reading

List. A Guide to the Study and Use of Military History

by J ohn1E.Iessup ,Jr. and-T-obert W.~GeyCenter oT

Military History, 1982. CGSC RB 20-16, Professional

Reading Program. CMH Publication 105-1, US Army Center

oFi iftary Hi t story Publications Catalog. CGSC FC 223,

Leadership PDevelopment Program, Historica Readings in

MTi i tary Lea er sh i .

DESCRIPTION: A professional reading program (PRP) is an

important element of a commander's officer and NCO

professional development program. The fundamental

purpose of the program should be to improve individual

competence. It can be administered independently or in

conjunction with other professional development programs

(e.g., military qualification standard for junior

officers). The PRP should be designed to expand an

individual's understanding of the nature of war and the

practices of warfare. A principal objective of the

program should be to develop an individual's

capabilities to confront contemporary problems more

effectively through reading and analysis of both

historical as well as current literature (books,

professional journals, and periodicals).

APPLICABILITY: Although a professional reading program is

-esigned d primarily for the individual, it supports unit

professional development progress.

IMPLEMENTATION: Popular military history books and works on

the current Army contemporary reading list are available

for loan through installation libraries. Professional

journals and periodicals are available through unit or

individual subscription. Post exchanges, Stars and

Stripes bookstores overseas, service school bookstores,

and military book clubs are additional sources.

Recommended reading lists can be provided by TRADOC

schools and centers and can be tailored to individual

needs based on branch, rank, unit, or duty assignment.

EXAMPLE: A division can prepare a general reading list based

on a TRADOC recommended list. The reading list can be

further augmented by subordinate units based on arm,

mission, or unit history.

30
Progress in the unit PRP can be monitored through book

reports submitted on a scheduled basis. Informal oral

reviews can be integrated into routine meetings as an

introduction to a staff call.

Formal presentations covering the readings also provide

the basis for professional development seminars or

classes. These seminars are an ideal method to use

readings as a basis for the discussion of substantive

professional issues: leadership, ethics,

responsibilities of command, command and control,

tactics, etc.

31
DEVELOPMENTAL SECTION

TITLE: Battle Analysis

REFERENCES: Combat Studies Institute, Battle Analysis, Course

P6 l. TRADOC Regulation 350-13, Military History

Education.

DESCRIPTION: Battle analysis is a systematic, critical

approach to the in-depth investigation of operational

military history. Its purpose is to enrich one's

knowledge about the profession of arms and to highlight

the problems of tactics, logistics, command and control,

and leadership that confront commanders and staff

officers during battle. It is an analysis of the way

armies fought battles and illustrates theories, ideas,

and interpretations on the practice of the military

profession. This analysis may include a study of men

who planned and commanded the battles, thus

demonstrating the challenges and requirements of combat

leadership.

APPLICABILITY: Battle analysis may be an individual effort,

but-it is best accomplished by a small group performing

staff functions.

IMPLEMENTATION: There are several methods for implementing

battle analysis. One method is a continuation of the

U.S. Army's "Common Campaign" fought by Lieutenant

General George S. Patton's Third Army in World War II.

This Common Campaign is currently studied at all levels

of officer schooling from the basic course to the Army

War College and should be familiar to most officers

being assigned to units from branch schools and the

Command and General Staff College. The Lorraine

Campaign, by Hugh Cole (part of the U.S. Army in' World

War I- "Green Book" series), has sufficient detail to

conduct this analysis. Another battle analysis method

is for the unit to choose a battle it is interested in

and that is adequately covered in the "Green Book"

series.

There are several ways of performing battle analysis.

It can be done mentally or in a written format. A good

technique for the mental process is the "commander's

estimate of the situation." The following questions

should be asked: Who was involved in the fight? What

happened? When did it happen? How did the fight

develop? Why did the fight progress as it did? Who

won? What was the significance of the action? This

32
procedure leads the investigator systematically through

the actions surrounding the battle. Another way of

executing battle analysis is the use of a narrative

methodology format, consisting of six major topics that

provide a logical order for the research and analysis of

a battle. The topics are

1. Define the subject.

2. Review the strategic setting.

3. Review the operational situation.

4. Review the tactical situation.

5. Describe the action.

6. Assess the significance of the action.

The P651 course booklet available through Combat Studies

Institute explains these topics in detail and provides

the questions that serve as a guide in performing battle

analysis.

Battle analysis can also be conducted at division and

down to battalion level by assigning coordinating staff

and special staff sections areas of interest to

investigate. The staffs would then meet periodically to

discuss progress and findings.

The battle analysis format may also be used for detailed

investigation of a unit's recent field problems. The

best initial source for battle analysis is the "Green

Book" series published by the Center of Military

History, available through AG publications and post librarians. The Center of Military History also has a

series of studies on Korea and an excellent monograph

series on Vietnam. These studies are particularly

valuable for the in-depth study of an area of interest,

such as Vietnam Studies, Field Artillery, 1954-1973.

Furthermore, excellent secondary source books are

readily available on many modern-era battles. Other

documents and source material may be acquired with the

assistance of the Combat Studies Institute or through

the help of branch historians.

EXAMPLE: CGSC course P651 follows the U.S. VII Corps from

D-Day 1944 through its final battle in Germany. Each

staff group of about fifteen officers performs a

detailed analysis using a narrative methodology format.

33
TITLE: Staff Ride

REFERENCES: CGSC Syllabus for Individual Development Course

A659/660. Article in The Army Historian, Number 2,

Winter 1984 by Dr. W. G. Robertson, "The Staff Ride

Returns to Leavenworth."

DESCRIPTION: The staff ride is a concept espousing study of

the battlefield in three dimensions: the written

account, map study, and site visits. To be most

successful, individuals should study a battle prior to

visiting the battle site. This enables the participants

to have a theoretical mastery of the battle situation

that can be related to the actual physical setting when

it is seen. Through this process of synthesis, the

staff rider can arrive at inferences that may be adapted

to the operational problems of the Army today.

Study sites should be carefully selected, ensuring they

have enough government or park-owned land relevant to

the battle to allow examination of the terrain in

detail. A second factor concerning selection is the

nature of the battle. Selected sites should illustrate

the aspects of a battle most applicable to the staff

ride participants.

APPLICABILITY: Staff rides can be conducted at the unit level

(for selected personnel) or at the installation level by

the command historian or a selected subject matter

expert (SME). Application at TRADOC service schools is

especially relevant due to the presence of a command

historian and because of the existing academic

organization and environment. Installation support for

transportation to the site would be required and duty

time could be designated for study of the battle prior

to the visit.

IMPLEMENTATION: The implementation of a staff ride is

time-intensive. Although guides are usually available

at many battle sites, they should not be relied on to

lead the group. An SME from the unit or installation

must lead the group in order to guide the learning

process along lines applicable to the needs of the group

members. Staff riding is not merely a history lesson;

it is a means by which the participants can gather

lessons from the past for application to the future.

The SME must be knowledgeable concerning the battle and

campaigns and their application to current doctrinal

issues.

34
Source materials on the battle must be available. This

problem can be addressed in a number of ways. Post

libraries, TRADOC school libraries, and mailable

packages by service schools can be used for study.

Commanders should designate study or discussion periods

for participants and, if possible, make duty time

available. Study should be spread over a period of time

so as not to detract from other missions.

Numerous battlefields are available for study, and their

choice is only limited by available source materials.

In the United States, many Civil War battlefields merit

study as do some of the Revolutionary War and Indian War

campaigns. Europe is fertile with World War I and World

War II battlefields. The Center of Military History

(CMH) "Green Book" series is an excellent source for

study of World War II battles. The Korean War campaigns

are rich studies for personnel stationed in Korea, and

the early campaigns are covered in a CMH series

available in most post libraries.

EXAMPLE: The Combat Studies Institute, U.S. Army Command and

General Staff College, conducts a staff ride for

selected students as part of its curriculum. The Civil

War Battle of Chickamauga, near Chattanooga, Tennessee,

is used for this staff ride. The study is focused on

the commanders and their participation in that battle.

The Army War College conducts a number of staff rides

each year for its students, including visits to

Antietam, Gettysburg, and Fredricksburg. Participation

is voluntary, and staff riders do individual study prior

to the trip to the battlefield.

The point of contact is: Combat Studies Institute

(ATZL-SWI), U.S. Army Command and General Staff College,

Ft. Leavenworth, Kansas 66027-6900.

35
INDEX

Page

Antique displays ............... Battle analysis .........

Battlefield or memorial visits ........ Branch balls . . . . . . . . . . . . . .. . Commemoration days (organization day,

past battle day, etc.) ........... Costume displays ......... Dining-Ins . . . . . . . . . . . . . . . . . . Films series . . . . . . . . . . . . . . . . . Formal museums . . . . . . . . . . . . . . . . Guest speaker programs ............ Halls of fame . . . . . . . . . . . . . Historic names (for buildings, vehicles, etc.)

Libraries (for duty personnel) ....... Military history exhibits ........... Newcomer heritage packets .......... Professional development classes ....... Professional reading program ......... Program for payday musters ...... . . Post newspaper historical series ....... Simple exhibits . . . . . . . . . . . . . . . . Special events exhibits ........... Staff ride . . . . . . . . . . . . . . . . . Traveling exhibits .............. Unit associations.............

Unit history (how to and how to order) . .. Unit museums . . . . . . . . . . . . . . . . Unit posters and plaques .......... Veterans' visits (programs) .......... War games ..................

·. . 14 · . . 32

· . 28 · · 6

·. . 4 ·. . . 12

·. · 7

·. . . 17 · . . 12

·. . 727 . . 11

. . 13 . . . 18

* . . 11

. . . 16 . . . 29

· . 30 ·. . 8 ·. . . 15 · . . 12 . . . 12

. . 34 · . 12 ·. . 9

·. . 20

* . . 12 · . 25 ·. . 5

· . . 23

36

85-2185-3000-1 Apr 85