LESSON PLAN

COURSE: Occupational Intelligence

DEPARTMENT: Counter Intelligence

SUBJECT: Interrogation

PERIOD: 1

LESSON TITLE: Introduction and General Principles of Interrogation

REFERENCES: Arrest Categories Handbook Germany, SHAEF, April 1945 (amended); CIC Handbook on Europe, Germany, Training Section CIC, ETOUSA, May 1944; Extracts from Weekly Intelligence Summary USFET; Extracts from Weekly Counter Intelligence Reports from all CIC Regions in the US Zone.

1. PRESENTATION:

a. Briefing (10 minutes)

(1) Explanation and summation of the contents of the eighteen (18) Interrogation Hours

(2) Explanation of the work the students will do

b. Definition and rules of Interrogation (2 minutes)

(1) Why interrogation cannot be restricted by axioms or rules

(2) Interrogation is an art and not a science

(3) Interrogation to be learned by experience

c. Technique of Interrogation (3 minutes)

(1) Individual techniques

(2) How to test the effectiveness of the technique

d. Planning the Interrogation (4 minutes)

(1) Procedures of logical questioning

(2) Importance of briefing oneself before the interrogation
(a) Use of Questionnaire (Fragebogen)

(b) Use of information from Central Registry and Berlin Documents Center

(c) Reference to German publications, German officials, and German offices

e. Procedure in handling and treating the interrogee (6 minutes)

(1) Why keep the interrogee at ease?

(2) The advisability of avoiding strong arm methods

(3) Importance of keeping on main issues during questioning

(4) Keep the interrogation under control

(5) Why let the interrogee talk freely?

(6) How and why the interrogator must control the degree of liberty when the interrogee talks

f. Importance of being unprejudiced and unbiased in Interrogation (2 minutes)

(1) Establish facts without jumping to conclusions

(2) Let the interrogee feel he is getting an impartial hearing

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g. Purpose of Interrogation should be kept hidden (3 minutes)

(1) Importance of keeping the interrogee in a state of uncertainty

(2) How to hide the reason for questioning the interrogee

(3) Using valuable hints from the interrogee unknown to him that are worthwhile

h.

h. Tricks and devices of Interrogation (8 minutes)

(1) Playing persons against one another

(2) Use of mutual distrust

(3) Threats, bluffs, and promises

(4) Use of fear

(5) Use of importance and respect of official position

i. Use of interpreters in Interrogation (7 minutes)

(1) Why to avoid using interpreters

(a) Loss of direct contact while talking to the interrogee

(b) Inability of the interrogator to catch the moods and feelings of the interrogee

(2) Checking the reliability of interpreters through American linguists

(3) Making the interpreter work your way

(4) Adaptation to the use of an interpreter

(5) Keeping the interpreter in his proper place

j. Variability of Interrogations (3 minutes)

(1) No two cases are alike

(2) The human factor causes the variables in interrogation

(3) The battle of wits or intellects in interrogation

(4) Importance of being able to visualize oneself in the interrogees position

k. Summary (2 minutes)

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LESSON PLAN

COURSE: Occupational Intelligence
SUBJECT: Interrogation

DEPARTMENT: Counter Intelligence
PERIOD: 2

LESSON TITLE: Mechanics of Interrogation and Explanation of the MG Questionnaire (Fragebogen)

REFERENCES: Arrest Categories Handbook Germany, SCHAEF, April 1945 (amended); CIC Handbook on Europe, Germany, Training Section CIC, ETOUSA, May 1944, Extracts from Weekly Intelligence Summary USFET, Extracts from Weekly Counter Intelligence Reports from all CIC Regions in the US Zone

EQUIPMENT: Chart: Mechanics of Interrogation

1. PREPARATION: Distribute MG Questionnaire (Fragebogen) to the students at beginning of period

2. PRESENTATION:

a. Impressing the interrogee - Appearance (4 minutes)

(1) Personal appearance

(2) Businesslike, neat, and clean office

b. Preparation for reception of interrogee (5 minutes)

(1) Plan the method and approach to be used in interrogating

(2) Paper for note taking should be handy

(3) Information pertaining to the interrogee or the case in question should be available

c. Handling the interrogee (14 minutes)

(1) Importance of letting the interrogee wait before interro-
gation

(2) Why put the interrogee at ease when interrogating?
(1) No need to be kind to uncooperative interoggees

(2) The question of smoking during interrogation

(3) How to seat the interrogee
(1) The interrogee should face the light
(2) The interrogator should stay in the shadow

(4) Establishing contact with the interrogee by talking directly to and at him

(5) How to talk during interrogation
(a) Use a normal tone of voice
(b) The importance of learning to speak sharply and firmly to Germans

d. Phrasing questions (3 minutes)

(1) Leading questions
(a) Definition
(b) Avoiding leading questions

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(2) Putting specific questions to the interrogee

(3) The stress of questioning in a logical, analytical manner

e. Forcing the Interrogation (6 minutes)

(1) The use of threats, promises, or bluffs

(2) Strong arm methods

(a) Strong arm methods are not recommended for interrogation

(b) Why to be careful when resorting to strong arm methods

(c) Discussion of various strong arm methods

(3) The use of guile or tact in making the interrogee contradict or implicate himself

f. Team work with other agents in Interrogation (3 minutes)

(1) Support of another witness

(2) Interrogation more continuous and precise

g. The MG Questionaire (Fragebogen) (15 minutes)

(1) Section A - Personal questions

(a) Checking the interrogees religious affiliation

(b) The significance of the non-sectarian religion and its relation to the NSDAP

(2) Section B - Higher education the clue for the level of intelligence on which the interrogation should be conducted

(3) Section C - Professional or trade examinations the clue to how much technical or professional information the interrogee can furnish

(4) Section D - Chronological record of full time employment and military service

(a) A check on the interrogee civilian and military activity

(b) Gives clues as to superiors and organizations that can be contacted

(c) Determines just what the interrogees activities were from January 1931 to the present

(5) Section E - Membership in organizations

(6) Section F - Part time service with organizations

(7) Section G - Iritings and speeches

(8) Section H - Income and assets

(9) Section I - Travel or residence abroad

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LESSON PLAN

SUBJECT: Interrogation PERIOD: 3

LESSON TITLE: Demonstration of Simple Interrogation

REFERENCES: Extracts from Weekly Intelligence Summary USFET; Extracts from Weekly Counter Intelligence Reports from all CIC Regions in US Zone; Extracts from Weekly MG Reports from all Lands in US Zone

EQUIPMENT: Stage equipped as a CIC field office; five additional people furnished by the Interrogation Section

1. PREPARATION: The class assistant will prepare the stage before the class period begins. All personnel used will be well briefed in the parts that they will play.

2. PRESENTATION:

a. Purpose - to demonstrate various techniques of Interrogation (5 minutes)

b. First case (10 minutes)

(1) Introduction and setting of the scene by the narrator

(2) Interrogation of suspect

(a) Suspect placed on the spot because of being the owner of a proven falsified Kennkarte

(b) Use of background knowledge by interrogator

(c) Use of CROWCASS lists

(d) Technique of the innocent question

(3) Critique

c. Second case (5 minutes)

(2) Interrogation of the suspect

(a) Suspect placed on the spot because of known true information

(b) Use of Berlin Documents Center and Central Registry

(c) Calling the suspect a liar

(3) Critique

d. Third case (10 minutes)

(a) Putting the suspect in a tight spot by use of known evidence

(b) Playing on the suspect's jealousy of her loved one

(c) Showing the suspect your willingness to be fair and to help

(3) Critique

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e. Fourth case (15 minutes)

(a) Putting the suspect on the spot because of known evidence

(b) Changing tactics when the current one fails

(c) Playing the suspect with off-hand questioning so as to lead him on and to let him implicate himself

(d) Reasoning with the suspect to show him how some one has taken advantage of him and why it is futile to attempt to escape the issue

(e) The confession of the suspect

(f) The building back up of the suspect so that he can be used by the agent in the further solving of the case

(3) Critique

f. Summary by the narrator of the various techniques used during the hour (5 minutes)

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LESSON PLAN

SUBJECT: Interrogation

PERIOD: 4 and 5

LESSON TITLE: Methods of Combat and Field Interrogation

EQUIPMENT: TF 1 - 3326, "Interrogation of Enemy Airmen", dated 1943; (30 minutes); TF 1-3383, "Resisting Enemy Interrogation", dated 1944; (60 minutes); Projector and screen

1. PREPARATION: Prepare the class room for the showing of the film

2. PRESENTATION:

a. Introduction to training film "Interrogation of Enemy Airmen" (5 minutes)

b. Showing of training film (30 minutes)

c. A. Break (10 minutes)

d. Introduction to training film "Resisting Enemy Interrogation" (5 minutes)

e. Showing of training film (60 minutes)

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LESSON PLAN

DEPARTMENT: Counter Intelligence
PERIOD: 6 and 7

LESSON TITLE: Classroom Practice in Simple Screening for Employment

REFERENCES: Case histories from CIC Sub-Regional offices and Civi-
lian Internment Enclosures in US Zone; "Criteria for
Employment", ETIS, 1946

EQUIPMENT: A class room equipped with twelve (12) booths, twelve (12) tables, and sufficient chairs; fifteen (15) Germans to act as interrogees and interpreters; twelve (12) suitable cases for screening for employment; sufficient copies of "Criteria for Employment", ETIS, 1946

1. PREPARATION: Distribute a copy of "Criteria for Employment" ETIS, 1946, to each student at beginning of period

2. PRESENTATION:

a. Briefing (10 minutes)

(1) How the two (2) hour period is organized

(2) What the students are to do

b. Simple screening by the students of the applicants for employ-
ment (80 minutes) - (See note)

c. Critique (10 minutes)

(1) A review of all cases handled during the period

(2) Answering of student's questions

NOTE: This two (2) hour period is devoted to practical interrogation by the students. The instruction takes place in a classroom divided into twelve booths, each equipped with chairs and a table to represent an office. The class is divided into twelve (12) teams and they are assigned to the various booths. Then twelve (12) German actors with three (3) German interpreters present themselves at the various booths to be screened for working for the Americans. All but three (3) actors speak English and these three (3) have interpreters with them to give the students practice in using interpreters. The students are allowed to interrogate the actors for a period of eight (8) minutes. Then at a signal from the instructor in charge the interrogation ceases, the Germans move to the next table, and interrogation begins again. During the whole period three (3) interrogations instructors sit in at the various booths and make comments, answer questions, and give advice concerning the interrogation in progress. On all cases the students keep notes for use during the critique. This whole process takes place for eighty (80) minutes

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LESSON PLAN

SUBJECT: Interrogation

PERIOD: 8 and 9

LESSON TITLE: Classroom Practice in Screening for Automatic Arrest

REFERENCES:

Case histories from CIC Sub-Regional Offices and Civilian Internment Enclosures in US Zone; Arrest Categories Handbook Germany, SHAEF, April 1945 (amended); Automatic Arrest Categories Chart, Auth; Letter, USFET, "Arrest and Detention, Germany", 2 Feb 1946, AG 250.2 - Gec - AGO; "Organisationsbuch der NSDAP", 1937

EQUIPMENT: A classroom equipped with twelve (12) booths, twelve

(12) tables and sufficient charis; fifteen (15) Germans to act as interrogees and interpreters; twelve (12) suitable cases for Automatic Arrest screening procedure; twelve (12) copies of the Automatic Arrest Categories Chart

1. PREPARATION: Distribute a copy of the Automatic Arrest Categories Chart to each table at the beginning of the period

2. PRESENTATION:

a. Briefing (10 minutes)

b. Automatic Arrest screening of the suspects by the students

(80 minutes) - (see note)

c. Critique (10 minutes)

(2) Answering of students questions

NOTE: This two (2) hour period is devoted to practical interrogation by the students. The instruction takes place in a specially constructed classroom which is divided into twelve (12) booths each equipped with a table and chairs representing an office. The class is divided into twelve (12) teams and they are assigned to the various booths. Then twelve (12) German actors and three (3) German interpreters present themselves at the various booths to be interrogated. All but three (3) actors speak English and these three (3) have interpreters with them to give the students practice using interpreters. It is to be assumed that the twelve (12) actors have been called in for questioning because it is suspected that they are in an Automatic Arrest category. The students are allowed to interrogate the actors for a period of ten (10) minutes. Then at a signal from the instructor in charge the interrogation ceases, the

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LESSON PLAN

SUBJECT: Interrogation

PERIOD: 10 and 11

LESSON TITLE: Classroom Practice in State Department Screening

REFERENCES: Procedure at CIC Region VIII, Berlin, US Zone; US Consul, Munich, US Zone; Procedure at CIC Region IV, Munich, US Zone; Case histories from CIC Sub-Regions and Civilian Internment Enclosures, US Zone

EQUIPMENT: A classroom equipped with twelve (12) booths, twelve (12) tables, and sufficient chairs; fifteen (15) Germans to act as interrogees and interpreters; four (4) suitable cases for State Department screening procedure

1. PRESENTATION:

a. Briefing (10 minutes)

b. Screening of applicants by the students for the State Department (80 Minutes) - (see note)

c. Critique

NOTE: This two (2) hour period is devoted to practical interrogation by the students. The interrogation takes place in a specially constructed classroom which is divided into twelve (12) booths each equipped with a table and chairs representing an office. The class is divided into twelve (12) teams and they are assigned to the various booths. Then twelve (12) German actors and three (3) German interpreters present themselves at the various booths to be interrogated by the students. All but three (3) Germans speak English and these three (3) have interpreters with them to give the students practice using interpreters. It is assumed that the actors have previously applied to the consul for permission to go to the United States and that this is their scheduled CIC screening. The students are allowed to interrogate the Germans for a period of twenty (20) minutes. Then at a signal from the instructor in charge the interrogation ceases, the Germans rotate to the next table, and interrogation begins again. During the whole period three (3) interrogations/instructors sit in at the various booths and give advice, answer questions, and make comments concerning the interrogation in progress. In all cases the students keep notes which will be used

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LESSON PLAN

SUBJECT: Interrogation

PERIOD: 12 and 13

LESSON TITLE: Two (2) Hour Classroom Problem

REFERENCES: Case history, CIC Sub-region Memmingen, US Zone

EQUIPMENT: A classroom equipped with twelve (12) booths, twelve (12) tables, and sufficient chairs; fifteen (15) Germans to act as interrogees and interpreters; one (1) suitable two (2) hour case involving screening for employment, automatic arrest, and interrogation of informant

1. PRESENTATION:

a. Briefing (10 minutes)

b. Solving of the problem by the students through interrogation

(80) minutes) - (see note)

c. Critique (10 minutes)

(1) A review of the problem

NOTE: This two (2) hour period is devoted to practical interroga-
tion by the students. The interrogation takes place in a specially
constructed classroom which is divided into twelve (12) booths each
equipped with a table and chairs and representing an office. The
class is divided into twelve (12) teams and they are assigned to the
various booths. Then twelve (12) German actors and three (3) Ger-
man interpreters present themselves at the various booths. All but
three (3) actors speak English and these three (3) have interpreters
with them to give the students practice using interpreters. Each
actor remains at the same booth for the whole period and is capable
of acting the individual parts of the three (3) doctors applying
for the position of Kreis-ärzt. In addition he is capable of play-
ing the part of any other individual such as another doctor or an in-
formant required by the students in solving the problem. The stu-
dents are allowed to interrogate for a period of forty (40) minutes,
are given a ten (10) minute break, and then interrogate for forty
(40) more minutes. During the entire period three (3) interrogation
instructors sit in at the various booths and make comments, answer
questions, and give advice concerning the interrogation in progress.
The students are instructed to keep notes for use in the critique.
At the end of the eighty (80) minutes the interrogation ceases and
the critique is held.

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LESSON PLAN

SUBJECT: Interrogation

PERIOD: 14,15,16 and 17

LESSON TITLE: Field Problem

REFERENCES: Extracts from Interrogation Reports, Military Intelligence Service Center, G-2, USFET; Extracts from Weekly CIC Regional Reports; Extracts from Weekly Intelligence Summary, USFET; Extracts from Combined Weekly Intelligence Report, Hq Berlin Command, OMGUS, Office of Berlin Sector and Region VIII, CIC; Case histories from CIC Sub-Regions, and Civilian Internment Enclosures, US Zone.

EQUIPMENT: Seven (7) stations at various places on the post; Germans with suitable cases at each station; seven (7) instructors to act as referees; individual leads, time,sheets, post overlays, and instructional briefs for the various student teams.

1. PREPARATION: Divide the class into fourteen (14) teams - seven blue and seven (7) green - and post the team assignments on the Bulletin Board next to the Security Room one day prior to class. Distribute the instructional briefs in the students boxes the day prior to class.

2. PRESENTATION:

a. As the class forms distribute the individual leads, post overlays, and time sheets to each team.

b. Release the students to begin the problem (see note)

NOTE: The field problem is arranged so that the students have three and one-half (3½) hours of interrogation in the four (4) hour period. The original leads are such that they take the various teams to their correct station and give them an idea of what they are looking for. Each team has one-half (½) hour to get the complete facts about the German on the station and the lead to the next station. This process continues through seven (7) stations, each with a new case and a different German. At the end of the problem the students find that they have investigated a complete subversive group. At each station there is a German for the blue teams and a German for the green teams and both have the same story. The stations are set up so that if one follows the leads from one to the next he will go in a complete circle returning to the starting point. Since at the very beginning two (2) teams, one (1) blue and one (1) green, are sent to each station, all stations are continually under operation making it possible to have a large class and yet operate with small teams.

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LESSON PLAN

SUBJECT: Interrogation PERIOD: 18

LESSON TITLE: Critique of Field Problem

EQUIPMENT: A copy of the school solution

1. PREPARATION: Distribute a copy of the school solution to each student at beginning of period.

2. PRESENTATION:

a. Discussion of the school solution (20 minutes)

(1) Information that was to be found at the various stations of the problem

(2) Various methods of obtaining that information

(3) Disposition of suspects involved

(4) Points to be remembered when writing this type of report and why this type was used

(5) Review of report

b. Discussion of possible other solutions to the problem (10 minutes)

c. The rest of the hour is open to any questions the students may have about either interrogation as a whole or any phase of the interrogation course (20 minutes)

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LESSON PLAN

COURSE: Occupational Intelligence DEPARTMENT: Operational Intelligence

SUBJECT: Raids and Searches PERIOD: 1

LESSON TITLE: Technique of Raid, Search and Seizure Operations

REFERENCES: SOP 96, USFET, 25 Nov 46; Ltr, 3rd US Army, AG371.2 GNLCB, subject: Security Control Check and Search Operations in 3rd US Army Area, 29 Nov 46; Operations Directive #1, US Constabulary, 2 Jan 47

EQUIPMENT: Area Sketch; Elements of Raid and Search Procedure Chart; Blackboard; Pointer

1. PREPARATION: Distribute lesson outline to students prior to class, display charts in classroom and distribute individual sketches.

2. PRESENTATION:

a. Purpose for technique of Raid, Search and Seizure Operations Study (5 minutes)

(1) Tactical Commanders and personnel responsible for planning security checks must adopt their detailed operational plans to local needs

(2) Techniques have been developed from study of successful operations

(3) Principles and suggestions presented are to assist in planning of these operations

b. Principles of Raid, Search and Seizure Operations (15 minutes)

(1) Surprise

(2) Speed

(3) Immobilization of civilian activities

(4) Thorough preparation and instruction of personnel conducting the searches

c. Planning of Raid (20 minutes)

(1) Type of Raids

(a) Isolated Area Raid

(b) Town or Area Security Check or Raid

(c) Raid of DP Center

(2) Prior Reconnaissance

(a) Personal Reconnaissance

(b) Local Authorities

(c) Aid photos and Maps

(3) Personnel Required

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LESSON PLAN

SUBJECT: Raids and Searches PERIOD: 2

LESSON TITLE: Planning and Briefing Raids and Searches

REFERENCES: SOP #96, USFET, 25 Nov 46; Ltr, 3rd US Army, AG371.2 GNMCB, subject: Security Control Check and Search Operations in 3rd US Army Area, 29 Nov 46; Operations Directive #1, US Constabulary, 2 Jan 47

EQUIPMENT: TF 11-296, Techniques and Mechanics of Arrest and Search of Persons (Edited to 30 minutes); Area Sketch; Blackboard; Pointer; Notebook; Pencil; Paper

1. PREPARATION: Secure projectionist, set up screen, display charts.

2. PRESENTATION:

a. TF 11-296, Techniques and Mechanics of Arrest and Search of Persons (30 minutes)

(1) Showing of pertinent parts of TF 11-296 that pertain to Raids and Searches

(2) Discussion of techniques and mechanics of arrest and search of persons

b. Orientation and briefing of class on actual raid (20 minutes)

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LESSON PLAN

SUBJECT: Raids and Searches PERIOD: 3

LESSON TITLE: Raid Problem

REFERENCES: SOP #96, USFET, 25 Nov 46; Ltr, 3rd US Army, AG371.2 ONMCB, subject; Security Control Check and Search Operations in 3rd US Army Area, 29 Nov 46; Operations Directive #1, US Constabulary, 2 Jan 47

EQUIPMENT: Hidden weapons; Sabotage material; Soldbuch (German Pay Book); German Assistants; Notebook; Candy and Cigarette Cartons; Flashlights; Pencil; Paper

1. PREPARATION: Hide weapons and material; Secure and brief German assistants; Synchronize operations with Provost Marshal, Counter Intelligence Department and occupants of raid house.

2. PRESENTATION:

a. Movement to forward assembly area and last minute instructions (10 minutes)

b. Execution of Raid Problem (35 minutes)

c. "On the Spot" Critique (5 minutes)

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LESSON PLAN

SUBJECT: Raids and Searches PERIOD: 4

LESSON TITLE: Raid Demonstration

REFERENCES: SOP #96, USFET, 25 Nov 46; Ltr, 3rd US Army, AG371.2 GNLCB, subject: Security Control Check and Search Operations in 3rd US Army Area, 29 Nov 46; Operations Directive #1, US Constabulary, 2 Jan 47

EQUIPMENT: Hidden weapons; Sabotage material; Soldbuch (German Pay Book); German Assistants; Notebook; Candy and Cigarette Cartons; Flashlights; Pencil; Paper; LP's to assist

1. PREPARATION: Rehide weapons and material.

2. PRESENTATION:

a. Three groups of students to accompany demonstration teams and instructions on notes to be taken this hour for written report (5 minutes)

b. Raid Demonstration (35 minutes)

(1) Initial Entry

(2) Collection of Evidence

(3) Collection and Holding Prisoners

(4) Interrogation

(5) Disposition of Prisoners and Evidence

c. Consolidation of notes (5 minutes)

d. Brief "on the spot" Critique (5 minutes)

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LESSON PLAN

SUBJECT: Map Reading PERIOD: 3

LESSON TITLE: Occupational Operations and Incident Maps

REFERENCES: FM 21-25, Elementary Map and Aerial Photograph Reading; FM 21-26, Advanced Map and Aerial Photograph Reading; FM 21-30, Conventional Signs, Military Symbols and Abbreviations; FM 30-5, Military Intelligence - Combat Intelligence; FM 30-21, Aerial Photography Military Application; FM 30-22, Military Intelligence - Foreign Conventional Signs and Symbols; SOP, CIC, Change 6, 970th CIC Det, USFET, 27 Nov 46; Operational Directive #1, US Constabulary, 13 Jun 46; Manual of Map Reading, The War Office, 1939; Map and Aerial Photograph Reading, Second Revised Edition, The Military Service Publishing Co.

EQUIPMENT: Graphic Training Aid 5-2, Elementary Map Reading; Chart 1, Occupational Military Symbols; Chart 2, Foreign Conventional Signs; Chart 3, Standardized Incident Symbols; Chart 4, Military Overlay Components; Series of Problems using Symbols; Pointer; Copies of Military Abbreviations; Copies of Map, Germany, GSGS4346 1:250,000, Sheet M49; Overlay Paper; Red and Blue Pencils; Thumb Tacks; Straight Edge

1. PREPARATION: Distribute lesson outlines to students; 1 copy of Map, Germany, GSGS4346 1:250,000, Sheet M49; 1 Sheet Overlay Paper; Red and Blue Pencils; Straight Edge; 1 copy of Incident Map Symbols, Occupational Military Abbreviations. Instructor will display charts and pass out instructional material in classroom.

2. PRESENTATION:

a. Occupational Operations and Incident Maps (20 minutes)

(1) Background: Situation maps in Combat

(2) Present use of incident and operations maps

(3) The incident map, preparation and maintenance

b. Conventional Signs and Military Symbols (15 minutes)

(1) Definition and purpose

(2) Standard US Army signs and symbols

(3) Allied military symbols

c. The Military Overlay (15 minutes)

(1) Various forms and uses

(2) Components of an overlay

(3) Overlay problems

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LESSON PLAN

SUBJECT: US Occupation Forces PERIOD: 1

LESSON TITLE: Organization and Mission of the European Command

REFERENCES: Organizational Plan, US Forces, European Theater, Hq, USFET, 25 Feb 1946; Organizational Plans, US Forces, European Theater (Amended), USFET, 1 Jan 47

EQUIPMENT: Chart 1, Organization, European Command; Chart 2, European Command Headquarters, Organization and Staff Relationships

1. PREPARATION: Distribute lesson outline in students' boxes day prior to class. Instructor will display charts in classroom and distribute individual charts.

2. PRESENTATION:

a. Purpose of organization study (5 minutes)

(1) Importance of knowing organizational background of European Command

(2) Structure and functions of the United States Army in Europe

(3) Relationship of student's unit to other organizations in the European Command

b. Mission of the United States Forces in Europe (5 minutes)

(1) The duties and missions of the various arms and services of the occupation forces

c. Principles of organization (5 minutes)

(1) Illustration of principles of unified command

(2) How unified command is exercised in Europe

d. Office of Commander in Chief, European Command (Berlin) (15 minutes)

(1) The Commander in Chief and Military Governor, US Zone, Germany

(2) The Staff of the Commander in Chief, European Command

(a) The Political Adviser

(b) Economics Adviser

(c) Director of Intelligence

(d) Deputy Director of Intelligence for MG

(e) Inspector General

(f) Budget and Fiscal Director

(g) Director of Management Control

(h) Governmental Affairs Adviser

(i) Finance Affairs Adviser

(j) Director of Personnel

(3) Deputy Military Governor and Commanding General, OMGUS

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d. Constabulary Organization, Functions and Equipment (20 minutes)

(1) The Headquarters, US Constabulary

(2) The US Constabulary Brigade

(3) The US Constabulary Regiment

(4) The US Constabulary Squadron

(5) The US Constabulary Troop

e. Separate Regiments, Squadrons and Troops of the US Constabulary
(10 minutes)

(1) Berlin: organization, composition and functions

(2) Austria: relationship to Constabulary of US Zone, Germany, organization, composition and functions

(3) US Constabulary School: location, composition and functions

f. General Summary and Conclusions (5 minutes)

(1) Outline of major points covered, discussion and class questions

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LESSON PLAN

SUBJECT: US Occupation Forces PERIOD: 3

LESSON TITLE: European Command Intelligence Agencies

REFERENCES: Organizational Plan, US Forces, European Theater, USFET, 25 Feb 46; Ltr, 3rd US Army, AG 322 GNMCB, subject: 301st Military Intelligence Company, 7 Jan 47; Weekly Intelligence Reports, 3rd US Army; Operational Directive #1, US Constabulary, 13 Jun 46; Operations Directive #1, US Constabulary, 2 Jan 47; Intelligence Organization, US Constabulary, US Constabulary School, 1 Sep 46

EQUIPMENT: Chart 1, Organization of G-2 Division, USFET; Chart 2, Responsibilities of Unit Intelligence Sections; Chart 3, Steps of Intelligence; Pointer

2. PRESENTATION:

a. Purpose of Intelligence study (5 minutes)

(1) To acquaint the student with the operation of intelligence in the European Command

(2) To outline duties of the unit intelligence personnel

(3) To present the aids and agencies that are available to the occupation intelligence sections

b. General Organizations and Operation of the Intelligence Division, European Command (5 minutes)

(1) Review of general position of Intelligence Division to the Headquarters organization

(2) Personalities and members of the Command Group of Intelligence Division

(3) Administration of Intelligence Division; location and functions

c. Censorship Branch (5 minutes)

(1) Explanation of the value of positive and negative intelligence gained through censorship

(2) Censorship relation to resistance and subversive activity

(3) The use of censorship by intelligence agencies in the occupation

(4) Examples of the information gained by employing censorship in accomplishing intelligence missions

(5) Organization of Censorship Branch and Civil Censorship Division

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(LC)

d. Intelligence Branch (5 minutes)

(1) General mission and functions of "I" Branch

(2) Organization and Sections

(3) Relationship of the Intelligence Branch to field intelligence

e. Counter-Intelligence Branch (5 minutes)

(1) Mission of Counter Intelligence in the Occupation

(2) General organization of the "CI" Branch

(3) Functioning of Counter Intelligence Branch Sub-Sections

(4) The Counter-Intelligence Corps

f. Operations Branch (5 minutes)

(1) General mission and functions of Operations Branch

(2) Organization and work of Operations Branch, Sub-Sections

(3) Relationship to Intelligence Agencies in the field

g. Constabulary and Unit Intelligence Agencies (15 minutes)

(1) General organization and functions of the Occupational Unit Intelligence Section

(2) Duties of the Unit G-2, S-2 or A-2

(3) Personnel of the Unit Intelligence Section and Specialist Teams

(4) General set-up and relationships of the Unit Intelligence Section

h. Other European Command Intelligence Agencies (5 minutes)

(1) Strategic Intelligence

(2) Specialized Intelligence of higher headquarters

(3) Use of other occupational agencies for intelligence purposes

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LESSON PLAN

SUBJECT: US Occupation Forces PERIOD: 4

LESSON TITLE: Constabulary Relationships with other Occupational Agencies

REFERENCES: SOP, CIC, USFET, 11 Jun 46 (Amended); Ltr, OMGUS, AG 322 (CA), subject: Coordination with Constabulary or Tactical Military Units with Reference to Re-Establishment of Military Government Control, 6 Dec 46; Security Memo #2, 3rd US Army, 1 May 46 (Amended); Operational Directive #1, US Constabulary, 13 Jun 46; Operations Directive #1, US Constabulary, 2 Jan 47; Troopers Handbook (Revised), US Constabulary

EQUIPMENT: Chart, Constabulary Relationship Diagram; Blackboard; Pointer

1. PREPARATION: Distribute lesson outlines in students' boxes day prior to class. Instructor will display chart in classroom and distribute individual copies of chart with explanation.

2. PRESENTATION:

a. Review of Preceding Instruction (5 minutes)

(1) The Organization of the US Forces in the European Command, Organization and Mission of the US Constabulary and European Command Intelligence

(2) Summarization and tie-in to emphasize and direct the students attention to the material to be covered

b. Purpose of relationship study (5 minutes)

(1) Demonstrate the literal and figurative position of the US Constabulary in regard to other major occupation agencies

(2) Stress the need and importance of cooperation and coordination between the field units to the accomplishment of the occupation mission

c. US Constabulary Mission, General Functions and General Relationships (10 minutes)

(1) The mission of the Constabulary regarding general military and civil security and explanation thereof

(2) The Constabulary will not interfer with or replace any other occupation agency, but will reinforce, assist, aid or supplement wherever or whenever possible

(3) The need for lateral flows of information, assistance and liaison between all forces participating in the occupation

(4) The degree of Constabulary effectiveness dependent on coordination and cooperation with other agencies

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d. Command relationships (5 minutes)

(1) The meaning and responsibilities of command relationships

(2) Examples of command relationship

e. US Occupation Forces and Agencies (10 minutes)

(1) Counter Intelligence Corps: relationships and instances of needed coordination and cooperation

(2) Provost Marshal and Military Police Detachments; relationships, instances of lateral assistance and supplementing

(3) Criminal Investigation Division: relationships and instances of mutual support in the accomplishment of missions

(4) US Air Forces in Europe: relationship and situations that would require coordination and assistance

(5) Separate Units: relationship in regard to basic missions and instances where assistance would be beneficial

f. Military Government and Civilian Agencies (10 minutes)

(1) The MG Public Safety Officer and Security and Liaison Detachments: relationship, comparison of missions and situations that require coordination

(2) German Officials: relationships, channels and instances requiring Constabulary support other than routine

(3) German Police: relationships, use by Constabulary and position with reference to operations

(4) Courts: the ultimate of all operations, testimony, evidence and importance in relation to the occupation

g. The Security Committee (5 minutes)

(1) The organization, and operation to coordinate the entire Intelligence and Counter Intelligence Mission

(2) Results that can be obtained by the functioning of the Security Committee

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LESSON PLAN

COURSE: Occupational Intelligence DEPARTMENT: Operationsl Intelligence

SUBJECT: US Occupation Forces PERIOD: 7

LESSON TITLE: Constabulary Intelligence Collation and Reports

REFERENCES:
FM 30-5, Military Intelligence-Combat Intelligence; FM 101-5,
Staff and Combat Orders; Ltr, USFET, AG371.2 GAP-AGO, sub-
ject: Law Enforcement, Intelligence and Other Investigative
Agencies, 18 Feb 47; Weekly Intelligence Reports: 3rd US
Army, US Constabulary; Operational Directive #1, US Con-
stabulary, 13 Jun 46; Operations Directive #1, US Constabu-
lary, 2 Jan 47; Curricula, Course of Instruction, Public
Safety Department, US Constabulary School

EQUIPMENT: Chart, Flow of Reports and Information; Copies of Intelligence Forms, Records and Files; Unit Forms, US Constabulary; Pointer

1. PREPARATION: Distribute lesson outlines in students' boxes day prior to class. Instructor will procure all forms, reports and records needed. Instructor will distribute copies of chart, forms, records and reports to students in classes

2. PRESENTATION:

a. Purpose of Collation Study (5 minutes)

(1) Intelligence collation and its relationship to intelligence procedure

(2) The definition and phases of intelligence to be considered

(a) Collection

(b) Interpretation

(c) Evaluation

(d) Dissemination

b. Sources of information (10 minutes)

(1) Collection sources available to the Intelligence Section

(2) Collection methods and reporting:

(a) Reliable and correct

(b) Faults and mistakes commonly encountered

c. The Individual Soldier or Trooper (5 minutes)

(1) The nucleus of all potential intelligence

(2) The immediate report and troopers notebook

(3) Value and faults encountered in the initial report with methods of correction

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d. Unit Desk and Records Sections (10 minutes)

(1) Functions and general organization with related importance in regard to intelligence role

(2) Forms, records, files and reports maintained

(3) Common faults encountered in desk section procedure and correction thereof

e. The Unit Intelligence Section (10 minutes)

(1) Transition from reporting agencies

(2) General methods and doctrine followed in unit intelligence collation

(3) The practical application of the intelligence phases

f. Types of Reports, Files, Records and Documents (10 minutes)

(1) The Journal

(2) The Work Sheet

(3) Situation or Incident Map

(4) Intelligence Files

(5) Essential Elements of Information

(6) Periodic, Spot Reports, Special Reports and Intelligence Summaries

(7) Other Collation

(8) Dissemination

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LESSON PLAN

SUBJECT: US Occupation Forces

PERIOD: 8

LESSON TITLE: Civilian Security Control

REFERENCES:

FM 27-10, Rules of Land Warfare; SOP, CIC, USFET, 11 Jun 46
(with changes); Ltr, OATHUS, AG 322 (CA), subject: Coordina-
tion with Constabulary or Tactical Military Units with
Reference to Re-Establishment of Military Government Control,
6 Dec 46; Security Memo #2, 3rd US Army, 1 May 46 (with
changes); Operational Directive #1, US Constabulary, 13 Jun
46; Operations Directive #1, US Constabulary, 2 Jan 47

EQUIPMENT:

Chart, Relationship of Control to Resistance; Blackboard;
Colored Chalk; pointer

1. PREPARATION: Distribute lesson outlines to students in class. In-
   instructor will display chart in classroom.

2. PRESENTATION:

a. Purpose of Security Control Study (5 minutes)

(1) Clarification of the meaning of Security Control

(2) Background of Occupation in relation to Security Control and
Resistance

(3) Reciprocal Rights and Obligations in an Occupation as expressed
in International Law

(a) Definitions: Resistance, Control Measures, Reprisals, etc.

b. Routine Security Control (10 minutes)

(1) An initial comparison

(a) Normal Evasion and MG Regulations

(b) Proportionate increases

(2) Civilian Security Control, a command responsibility

(a) Command responsibility defined in regard to Security Control

(b) Implications to Occupation Agencies

(c) How exercised

(3) Comparative Measures of Control and Resistance from simple to complex

c. Security Control Measures (30 minutes)

(1) Application and comparison

(a) Curfews

(b) Communication control

(c) Travel restrictions

(d) Documents

(e) Raids, search and seizure operations

(f) Collective punishment

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LESSON PLAN

SUBJECT: US Occupation Forces

PERIOD: 9 - 10 - 11

LESSON TITLE: Command Post Exercise

REFERENCES: FM 30-5, Military Intelligence-Combat Intelligence; FM 30-25, Military Intelligence-Counter Intelligence; FM 101-5, Staff and Combat Orders; SOP, CIC, USFET, 11 Jun 46 (with changes); Operational Directive #1, US Constabulary, 13 Jun 46; Operations Directive #1, US Constabulary, 2 Jan 47

EQUIPMENT: Field Telephones; Ten-Drop Switchboard; Five German Civilians; Series of Intelligence Incidents; Blank copies of Reports, Files and Forms used by US Constabulary and Counter Intelligence Corps; Aerial Photographs; Overlay Paper; Pencils; Typewriters; Paper and Maps

1. PREPARATION: Distribute copies of assignments and general situation to students during preliminary orientation. Distribute position cards. Furnish three individual rooms to be used as offices with necessary equipment. Set up control room with maps, telephone switchboard and copies of needed forms. Brief German civilians on stories and gather series of incidents to be used during problem.

2. PRESENTATION:

a. Command Post Exercise (160 minutes)

b. Critique of CPX (20 minutes)

(1) Individual sections critiqued by Staff umpires

(2) Moving critique during which entire class tours all sections whose operation is explained by key members

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LESSON PLAN

SUBJECT: US Occupation Forces

PERIOD: 12

LESSON TITLE: War Room Briefing

REFERENCES: FM 30-5, Military Intelligence-Combat Intelligence; FM 101-5, Staff and Combat Orders; Extracts from Weekly Intelligence Reports, US Forces, European Theater, 3rd US Army, US Constabulary

EQUIPMENT: War Room with Maps GSGS4346, GSGS4416 and GSGS4369; Acetate; Intelligence Incidents from Weekly Intelligence Reports; Pointer; G-2 Estimate of Intelligence Situation

1. PREPARATION: Procure Weekly Intelligence Reports from EUCOM and US Constabulary from Custodian; Plot Intelligence Incidents on Map Overlays; Bring Graph-Chart up to date from Intelligence Reports; Procure latest G-2 Estimate of the Intelligence Situation

2. PRESENTATION:

a. General Introduction and Purpose of Briefing Period (5 minutes)

(1) Indoctrination of students to current intelligence trends

(2) Value of the G-2 Estimate, present and future

b. Review of US and Allied Troop Disposition (5 minutes)

(1) EUCOM, G-3 Situation

(2) Allied Forces in Europe

c. Briefing and Review of Current Weekly Intelligence Reports

(30 minutes)

(1) Comparative growth or decrease of intelligence incidents

(2) Civil Security

(3) Frontier Security

(4) Internal Security

(6) General Summary

d. G-2 Estimate of the Intelligence Situation (10 minutes)

(1) General

(2) The Opposing Forces

(3) Motivation of Opposing Forces

(4) Trends

(5) Capabilities

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LESSON PLAN

SUBJECT: Demolitions and Counter-Sabotage PERIOD: 1

LESSON TITLE: Counter-Sabotage

REFERENCES: FM 5-25, Explosives and Demolitions; TM 19-225, Sabotage; Enemy Sabotage Equipment, 2nd Edition, The War Office (British)

EQUIPMENT: Chart 1, Time Pencil; Chart 2, Altimeter Switch; Chart 3, Tire Burster; Chart 4, Simple Bomb; Samples of: three clam bombs; two blown plates; rigid limpet; US and German blasting cap; German clock work delay mechanism; home made time bomb; time pencil; AC delay with delay pellets; tire burster; fire pot; length of prima cord; lengths of US and German safety fuse; food can explosives; coal bomb; dung bomb; altimeter switch; oil can bomb; rail buster; hand generator; 2 lbs. TNT; blasting caps, burned out safety fuse; ignitor; electric blasting cap

1. PREPARATION: Distribute lesson outline in students' boxes one day prior to class. Instructor will display charts, models and sample sabotage equipment in the classroom.

2. PRESENTATION:

a. Purpose (5 minutes)

(1) To stress the importance of being counter sabotage minded

(2) To familiarize the student with the types of sabotage and saboteurs

(3) Methods of counter sabotage

(4) How to recognize possible attempts of sabotage

b. Definition of sabotage (5 minutes)

c. Responsibilities of CIC agents, soldiers and persons working for the US Government (5 minutes)

(1) Responsibilities of the soldier and persons working for the US Government

(a) To whom does he make a report when discovering acts of sabotage

(2) Responsibilities of the CIC agent

(a) Agencies which can aid the agent

(b) Locations of laboratories

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LESSON PLAN

SUBJECT: Demolitions and Counter-Sabotage
PERIOD: 2

LESSON TITLE: Guarding Against Sabotage

EQUIPMENT: TF 19-2032, Guarding Against Sabotage (45 minutes)

1. PREPARATION: Have projectionist and films at theater fifteen minutes prior to students' arrival.

2. PRESENTATION:

a. Introduction (5 minutes)

(1) Film was made for training of persons in counter intelligence sabotage work in the Zone of the Interior

(2) Film will bring out means of aiding men who must make security surveys of establishments in the occupied zone

(3) Shows present-day methods of sabotage

b. TF 19-2032, Guarding Against Sabotage (45 minutes)

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LESSON PLAN

SUBJECT: Weapons and Marksmanship PERIOD: 4

LESSON TITLE: Preliminary Marksmanship

REFERENCES: FM 23-35, Pistols and Revolvers

EQUIPMENT: Blackboard; Pointer; Chart, Normal Sight Picture; Sighting Bars; Pistol Stands; Weapons for individual students; Score Cards

1. PREPARATION: Distribute lesson outline in students' boxes day prior to class. Instructors will display training aids and charts in classroom prior to class.

2. PRESENTATION:

a. Sighting and aiming exercises (25 minutes)

(1) Sighting bar

(2) Triangulation exercises

b. Position, grip, breathing and trigger squeeze exercises
(15 minutes)

c. Safety precautions (10 minutes)

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LESSON PLAN

SUBJECT: Weapons and Marksmanship PERIOD: 7

LESSON TITLE: Care and Cleaning of Small Arms

EQUIPMENT: Hot soapy water; Oil; Bore cleaner; Patches; Cleaning rods;
Brushes; Paper; Examination questions

1. PREPARATION: Assistant instructors will prepare classroom and cleaning materials prior to students arrival.

2. PRESENTATION:

a. Care and cleaning after firing (5 minutes)

b. Practical work in care and cleaning after firing (25 minutes)

c. Written quiz (10 minutes)

d. Critique of quiz (10 minutes)

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