H101AS

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University of Southern California *

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101

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History

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Oct 30, 2023

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US ARMY COMMAND AND GENERAL STAFF COLLEGE US Army Command and General Staff School Command and General Staff Officer Course (CGSOC) Common Core H100: History, Theory, Doctrine, Practice Advance Sheet for Lesson H101 Introduction: War, Society, and the Structure of Military Revolutions Lesson Author: Dr. John D. Hosler 1. SCOPE War often drives social, political, and economic evolution, changes that frequently shape the ends, ways, and means of waging war. The H100 history block examines changes in the creation and use of military power through the evolutionary cycle of History, Theory, Doctrine, Practice. In this model, the study of the past reveals how different peoples have experienced war. Enterprising scholars have then extracted (and continue to extract) lessons from those histories, from which they then create theories that purport to reveal the nature of war and/or the conduct of warfare. Such theories often form the basis of modern military doctrine, which is then put into practice by military professionals. This first two-hour case study of the H100 block addresses the necessity of historical study by the military professional, as examined in Jay Luvaas’s reading on the use of history. In addition, the case study introduces some conceptual frameworks that have been used in the past to understand previous conflicts and current and future operational environments. These include the revolutions in military affairs (RMAs) and military revolutions (MRs), which some historians have employed to help us understand change in warfare, the relationship of war and society, as well as the much-debated concept of the Western Way of War. Pondering the contours of such historical constructs helps develop the ability of officers to, in the words of Geoffrey Parker, “analyze historical context to inform professional military judgment.” H100 therefore seeks to emphasize the formative role of historical study in the military. American military officers tend to share a belief that technology is the exclusive (or at least the dominant) factor in driving military change. Tied to this view is the faith that a technological edge gives the assurance of victory. Similarly, they frequently think that, because the course of revolutionary change leads to conspicuous and long-lasting results, those results were preordained; in other words, it had to happen that way. As you gain a deeper understanding of past conflicts, however, the record of military developments prior to the twentieth century may cause you to refine or revise views on the drivers of change and the guarantors of success in warfare. Throughout the block, consider the roles played by chance and contingency in determining winners and losers on the battlefield. Bring an open mind to class and resolve to challenge assumptions and assertions made in both the readings and the class discussions. Be ready to jump into the debate. Inputs and insights of fellow students are valuable to what classmates take away from H100. 2. LEARNING OBJECTIVES Aligned Program Learning Outcomes (PLO): PLO1 Strategic Thinking and Communications PLO 2 The Profession of Arms PLO 3 The Continuum of Competition, Conflict, and War PLO 4 The Security Environment H101 Advance Sheet H101AS-21 March 2023

PLO 5 Strategy and Joint Planning Aligned Special Areas of Emphasis (SAE): SAE 1 Irregular Warfare This case study supports CGSOC TLO-CC-2, Examine thinking; TLO-CC-3, Analyze historical context to inform professional military judgment; TLO-CC-4, Analyze the nature of war, the causes, consequences, and contexts of change in modern warfare; and TLO-CC-10, Communicate skills, as listed in the H100 Block Advance Sheet. The case study goals are: ELO-CC-2.1 Action: Examine critical thinking. Condition: Given individual reading and writing assignments, small group discussions, and practical exercises. Standards: Define critical thinking 1. Examine critical thinking skills 2. Examine the dimensions of critical thinking 3. Analyze the obstacles to critical thinking 4. Demonstrate critical thinking Learning Domain : Cognitive Level of Learning : Analysis ELO-CC-2.2 Action: Examine creative thinking. Condition: Given individual reading and writing assignments, small group discussions, and practical exercises. Standards: 1. Examine creative thinking enhancers 2. Examine creative thinking barriers 3. Understand the relationship between creative thinking and innovation 4. Demonstrate creative thinking Learning Domain : Cognitive Level of Learning : Analysis ELO-CC-3.3 Action: Analyze trends in modern warfare using the historical record. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The claims of emerging concepts of theory and doctrine using the historical record 2. Changes in warfare from 1500 to present Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-3.4 Action: Explain contemporary events within their historical context. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Explanation includes – 1. The cultural context of historical events 2. The social context of contemporary events H101 Advance Sheet H101AS-22 March 2023

3. The political context of contemporary events 4. The economic context of contemporary events Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-3.5 Action: Construct an argument using historical evidence. Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Construction includes – 1. Selecting appropriate historical evidence 2. A logical argument 3. Presenting the argument in written and oral form Learning Domain: Cognitive Level of Learning: Synthesis ELO-CC-3.6 Action: Analyze the process by which military institutions have historically embarked on hostilities. Condition: Using historical context, major theoretical concepts, historical analogies, ethical considerations, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The causes of conflict 2. The military instrument of power Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-4.1 Action: Analyze the relationship between history, theory, doctrine, and practice in the context of western warfare. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes - 1. The social, political, and cultural characteristics in Europe, the United States, and China between 1500 and 1945 2. The ramifications of the French Revolution and Industrial Revolution, World War I, and the Bolshevik Revolution in Europe, the United States, and China 3. The effects of social, political, and cultural change on the conduct of warfare by both national armies and non-state actors Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-4.3 Action: Analyze the historical role of new technology in triggering or accelerating changes in warfare. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The history of societal and military change over time 2. The technological sources of historical change H101 Advance Sheet H101AS-23 March 2023

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3. The effects of new technology on changes in warfare Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-4.4 Action: Analyze the evolving relationship between civil authority and military power. Condition: Using historical context, major theoretical concepts, historical analogies, ethical consideration, critical thinking, classroom discussions, directed readings, and a directed writing assignment. Standard: Analysis includes – 1. The concepts of civil authority and military power 2. The sources of civil authority and military power 3. The relationship between civil authority and military power Learning Domain: Cognitive Level of Learning: Analysis ELO-CC-10.1 Action: Write effectively to clearly and succinctly deliver a message. Condition: In an academic environment, given references, readings, faculty-facilitated discussion, formats, guidelines a specific topic, timeline, and access to relevant informational resources, participating in a group or individually. Standards: 1. Develop substance to achieve the purpose of the writing 2. Construct an organization that is logical 3. Apply style that is active, concise, and professional 4. Apply correct standard written English, proper format, and cite sources. Learning Domain: Cognitive Level of Learning: Synthesis ELO-CC-10.2 Action: Speak effectively to clearly and succinctly deliver a message Condition: In an academic environment, given references, readings, faculty-facilitated discussion, formats, guidelines a specific topic, timeline, and access to relevant informational resources, participating in a group or individually. Standards: 1. Organize ideas with logical progression and effective transitions. 2. Develop relevant, accurate, complete, and clear information. 3. Use effective, well-chosen and presented visual aids to enhance verbal content as applicable. 4. Use appropriate vocal, verbal, and non-verbal characteristics of delivery to maintain audience understanding and interest. 5. Manage time effectively, including preparation, use of time throughout, and completing in allotted time. Learning Domain: Cognitive Level of Learning: Synthesis ELO-CC-10.3 Action : Listen actively to comprehend the speaker's thoughts and internalize them. Condition : In an academic environment given references, readings, faculty-facilitated discussion, group work, class presentations, exercises, or practicums; drawing on critical thinking skills, emotional intelligence, and personal experience. Standards : 1. Use verbal and nonverbal prompts to convey interest and attention. 2. Ask questions to clarify meaning when not understanding the speaker’s point. 3. Summarize the speaker’s points before responding. H101 Advance Sheet H101AS-24 March 2023

4. Write brief notes on speaker’s common themes and important points for clarification. 5. Reflect on information before expressing views. Learning Domain : Cognitive Level of Learning : Application 3. ISSUE MATERIAL a. Advance Issue : See H100 Book of Readings 2023-2024. b. During Class : None. Wi-Fi is available. 4. ASSESSMENT See H100 Block Advance Sheet, Appendix A. 5. HOMEWORK ASSIGNMENT a. Study Requirements: (1) First Requirement: Read the following before class ( bold numbered readings included in full text in the H100 Book of Readings): Required: H101RA Luvaas, Jay. “Military History: Is It Still Practicable?” Parameters 12 (March 1982): 2–24. [13 pages] Student Purchased Texts: H101RB Knox, MacGregor, and Williamson Murray, eds. “Thinking about Revolutions in Warfare.” In The Dynamics of Military Revolution, 1300–2050 , 1  14. New York: Cambridge University Press, 2001. [14 pages] [Student Purchase] H101RC Parker, Geoffrey, ed. “The Western Way of War.” In The Cambridge History of Warfare, 1–11. Cambridge, UK: Cambridge University Press, 2005. [11 pages] [CARL] OR Parker, Geoffrey, ed. “The Western Way of War.” In The Cambridge Illustrated History of Warfare , 2–9. Cambridge, UK: Cambridge University Press, 1995. [8 pages] [CARL] Optional: H101ORA Scales, Robert. “Too Busy to Learn.” Proceedings 136 (February 2010): 30–35. [5 pages] H101ORB Lacey, Jim. “Old Ideas Needed for a New War.” Proceedings 136 (February 2010): 54–57. [4 pages] H101ORC Echevarria, Antulio. “The Trouble with History.” Parameters 35 (Summer 2005): 78–89. [8 pages] H101ORD Clausewitz, Carl von. “On Historical Examples.” In On War , edited and translated by Michael Howard and Peter Paret, 170–74. Princeton, NJ: Princeton University Press, 1976. [5 pages] [CARL] Further Professional Development: Black, Jeremy. War and the World: Military Power and the Fate of Continents, 1450-2000. New Haven, CT: Yale University Press, 2000. Collins, Jeffrey and Andrew Futter, eds. Reassessing the Revolution in Military Affairs: Transformation, Evolution and Lessons Learnt . London: Palgrave Macmillan, 2015. H101 Advance Sheet H101AS-25 March 2023

Lee, Wayne E. Waging War: Conflict, Culture and Innovation in World History. New York, NY: Oxford University Press, 2016. Lynn, John A. Battle: A History of Combat and Culture from Ancient Greece to Modern America . Cambridge, MA: Westview Press, 2003. Parker, Geoffrey. The Military Revolution: Military Innovation and the Rise of the West, 1500–1800. 2d ed. Cambridge, UK: Cambridge University Press, 1988. Rogers, Clifford J., ed. The Military Revolution Debate . Boulder, CO: Westview Press, 1979. Sharman, J.C. Empires of the Weak: the Real Story of European Expansion and the Creation of the New World Order. Princeton, NJ: Princeton University Press, 2019. Resident Course Elective Alignment: A698: Great Campaigns of Modern Warfare; A699: Evolution of Military Thought (2) Second Requirement : Be prepared to discuss the following questions in class: 1. According to Jay Luvaas, how can the study of military history contribute to the development of military professionals? Lessons in tactics and strategy that can be applied to current situation 2. What does Luvaas say are the pitfalls or fallacies of studying military history? 1. The assumption that someone who remembers a lecture will have somehow learned history. 2. Taking historical examples out of context ( If one starts with what is perceived as truth and searches history for confirmation or illustrations, there can be no “lessons learned.” How can there be?) 3. What is the conceptual difference between a military revolution (MR) and a revolution in military affairs (RMA )? Why is the difference important? MR = These rare but sweeping events bring about systemic change in society, recast the character of war, and change the ability of states to project power. In effect, military revolutions are a periodic redefining of what is possible in war and what is not, and those military organizations that first grasp their potential have an advantage over their less adept rivals.” RMA = are much less influential than the societal-military earthquake-inducing Military Revolutions (MR). The confusion is not simply semantic, but rather crucial as RMAs have little to no influence beyond the tactical and operational levels of war.” Historians may disagree on the validity of the concepts, but it is appropriate to note that RMA’s change battlefields and MRs change society. 4. What is the purported Western Way of War? What are its key elements and how are they different from warfare practiced by the rest of the world? How much of the contemporary operational environment is a response to that way of war? Western way focused on technology and discipline. 5. What role does finance play in the purported Western Way of War? High initial costs and the cost of each war cost more then the last. Higher taxes b. Bring to Class (or have electronic access to): H100 Syllabus and Book of Readings The Dynamics of Military Revolution, 1300–2050 The Cambridge History of Warfare OR The Cambridge Illustrated History of Warfare On War H101 Advance Sheet H101AS-26 March 2023

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