Attachment 0007 Curriculum 2025-2026.pdf

Saudi Arabian Ministry of the National Guard King Abdullah Bin Abdulaziz Command and Staff College

Advanced Military Studies Program

(AMSP)

Curriculum Top-Level Design

NOT TO BE DISCLOSED

Information contained herein is competitively sensitive and proprietary to Vinnell Arabia, is submitted in confidence, and is privileged and exempt from disclosure by the U.S. Government under paragraph (b) of the Freedom of Information Act (5 USC Section 552) and is subject to 18 USC Section 1905. Information contained herein shall not be disclosed to any third-party without prior written consent from Vinnell Arabia.

• Vision & Mission

• Hierarchy of Learning Objectives

• AMS Program Outline

• TLOs and supporting ELO Worksheets

• AMS Assessment Scale

• Guidance

Agenda

Vision

The Ministry of National Guard’s premier post-CSC graduate program recognized throughout the region for producing graduates who are joint and multinational experts in operational, tactical, and internal security planning as well as critical and creative thinkers possessing a sophisticated understanding of operational art, theory and doctrine.

Mission

The Advanced Military Studies Program analyzes, designs, develops, implements, and evaluates an advanced academic curriculum for a select body of Command and Staff College graduates in order to produce a cadre of highly capable operational, tactical and internal security planners who will exemplify military professionalism within the Ministry of the National Guard, The Kingdom of Saudi Arabia, and the Gulf Cooperation Council.

Advanced Military Studies Program Mission and Vision

U.S. Army SAMS Program Year 2016 - 2017

42 weeks total

AMS Program Learning Outcome: Produce agile, adaptive and superior officers who are fully trained in the production of creative and feasible options to solve tactical and operational problems in support of the Ministry of the National Guard and the Kingdom of Saudi Arabia.

AMS graduates are highly skilled leaders who demonstrate thorough expertise in the theory and practice of operational art.Operational Art

SAMS 100

AMS graduates excel in their ability to design a Joint/Combined Task Force Campaign Plan based on National Level Planning Guidance.

AMS graduates excel in their ability to plan tactical operations at the Brigade, Division and Corps Levels.

Advanced Military Studies Department Curriculum Configuration

Campaign Planning

SAMS 300

Tactical Operations

SAMS 400

Internal Security Operations

SAMS 200

AMS graduates are highly skilled leaders who demonstrate thorough expertise in the theory and practice of Internal Security Operations

MODULES LP SN 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37

1 SAMS110 Theory of Modern Warfare 3 44 20 16 8

2 SAMS120 Classic Strategy 3 40 12 16 12

3 SAMS130 Modern Maneuver Warfare 3 40 8 16 16

4 SAMS140 Combat Multipliers 5 40 4 16 20

5 SAMS210 History and Theory of ISO 2 20 16 4

6 SAMS220 Traditional ISO 4 56 16 16 20 4

7 SAMS230 Non-Tradtitional ISO 4 56 12 20 16 8

SAMS310 Advanced Application of Unified Campaing Planning Doctrine 5 56 12 20 16 8

SAMS320 ISO in support of the Unified Campaign Plan 2 24 8 16

SAMS330 Creative Campaign Course of Action Development 6 52 4 16 20 12

SAMS340 Campaign Course of Action Analysis and Wargaming 3 24 4 20

SAMS350 Campaign Course of Action Comparison and Selection 2 12 12

13 SAMS360 Orders Production 2 28 4 20 4

14 SAMS410 Art of Corps Planning 2 48 12 20 16

15 SAMS420 Creative Division Planning 2 40 20 16 4

SAMS430 Innovative Conventionial Brigade Planning 2 28 16 12

SAMS440 Innovative Security Brigade Planning 2 28 8 20

SAMS500 18 SAMS510 Research Colloquium 1 68 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

SAMS600 19 SAMS610 Final Oral Examination 1 4 4

54 708 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 8 708

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Advanced Military Studies Department - Proposed Academic Year Outline

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AMSD Proposed Academic Year

• 38 Week curriculum, mirrors CSC, but requires some adjustment each year

• 6 Modules containing 19 x Courses; 54 lesson plans; 708 academic sessions:

• 4 Sessions of daily classroom time. Remainder for reading, research, and homework

• One monograph day about every other week (16 days total)

• Monograph sessions counted towards a 68 session SAMS510 Research Colloquium Course

• Final Oral Examination added as a four session course (SAMS610)

Terminal Learning Objectives of Courses

* Red indicates ISO specific TLOs

AMSD COURSES AMSD COURSES ACTION

1 SAMS110 Theory of Modern Warfare AN SAMS110 Analyze and contrast Military Theorists and their particular approaches to war

2 SAMS120 Classic Strategy AN SAMS120 Examine and identify key components to the practice of Classic Strategy

3 SAMS130 Modern Maneuver Warfare AN SAMS130 Analyze and explain key components to the practice of Modern Maneuver Warfare

4 SAMS140 Combat Multipliers, Traditional, Non-Traditional, and Emerging AN SAMS140 Analyze and explain key components to Traditional, Non-

Traditional and Emerging Combat Multipliers

5 SAMS210 History and Theory of Internal Security Operations AN SAMS210 Examine the history and theory of Internal Security

Operations

6 SAMS220 Traditional Internal Security Operations SY SAMS220 Examine and explain the application of Traditional Internal Security Operations

7 SAMS230 Non-Traditional Internal Security Operations SY SAMS230 Examine and explain the application of Non-Traditional Internal Security Operations

8 SAMS310 Advanced Application of Unified Campaign Planning Doctrine SY SAMS310 Evaluate Unified Campaign Planning Doctrine and design a conceptual framework for a Unified Campaign Plan

9 SAMS320 Internal Security Operations in Support of the Unified Campaign Plan SY SAMS320 Evaluate and integrate Internal Security Operations into the

Unified Campaign

10 SAMS330 Creative Campaign Course of Action Development EV SAMS330 Evaluate the creative use of planning doctrine for a unified campaign.

11 SAMS340 Campaign Course of Action Analysis and Wargaming EV SAMS340 Evaluate Courses of Action

12 SAMS350 Campaign Course of Action Comparison and Selection EV SAMS350 Evaluate and Recommend Course of Action

13 SAMS360 Orders Production EV SAMS360 Produce a written campaign plan with selected annexes

14 SAMS410 Art of Corps Planning EV SAMS410 Develop Creative Solutions for Corps Land Component Operations

15 SAMS420 Creative Division Planning EV SAMS420 Develop Creative Solutions for Division Operations

16 SAMS430 Innovative Conventional Brigade Planning EV SAMS430 Develop Creative Solutions for Conventional Brigade Operations

17 SAMS440 Innovative Security Brigade Planning EV SAMS440 Develop Creative Solutions for Security Brigade Operations problems in support of the Ministry of the National Guard and the Kingdom of Saudi Arabia.

AMS graduates are highly skilled leaders who demonstrate thorough expertise in the theory and practice of operational art.

Operational Art

SAMS100

SAMS100 Module – Operational Art

SAMS110

Theory of Modern Warfare

Terminal Learning Objective (TLO): SAMS110-1 (Allocated time – 44 sessions) Action: Analyze and contrast military theorists and their particular approaches to war.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Analysis includes:

₋ Foundations of Military Thought, (SAMS111-1) ₋ Theory of Classic Military Strategy (SAMS112-1) ₋ Modern Military Theorists, (SAMS113-1)

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Course Design and Development: This 48-session course, taught in 3 lessons, will enable the students to compare military operations based on study of theorists from the classical to the modern era. Students learn different theories of military art by examining the writings of Sun Tzu, Clausewitz, Jomini, Boyd, and other theorists whose impact resonates throughout the evolution of warfare. The first lesson, “Foundations of Military Thought,” explores the nature of war and evaluates the development of military thought and practice in the classical and middle ages. The second lesson, “Theorists of Classic Military Strategy,” enables the students to examine warfare as practiced by Napoleon Bonaparte and explained by Bourcet, Guibert, Clausewitz, and Jomini. In the third lesson, “Modern Military Theorists,” students examine military theories of post-World War I thinkers to gain an appreciation for operations in modern maneuver warfare and the complex current environment.

Support and Reinforcement of the CSC Curriculum: Even though the CSC instruction introduces the topic of military theory, it does not give the students the opportunity to deliberately study and analyze the ideas of specific military theorists. In subsequent courses, AMS students will be learning the creative use of doctrine; this theoretical study is essential to accomplish this objective.

Sample Readings:

• “The Art of War” – Sun Tzu

• “The Art of War” – Baron De Jomini

• “On War” – Carl von Clausewitz

• “Patterns of Conflict” – John Boyd 9

SAMS111

Foundations of Military Thought

Enabling Learning Objective (ELO): SAMS111-1 (Allocated time – 16 sessions) Description: Instruction associated with this objective will enable students to begin to explore the nature of war through the theoretical writings of Sun Tzu, Carl Von Clausewitz, Antoine Henri Jomini, and John Boyd. Subsequently students will evaluate the methods of conducting military operations during the classical and middle ages based on study of practitioners from Classical Greece and Rome, Genghis Khan and the Mongols, and Arab Mameluke campaigns. Students learn to be receptive to the different theories of warfare and their implications for the development of modern operational art.

Action: Explore nature of war theorists and evaluate the development of military thought and practice in the classical and middle ages.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Exploration and Evaluation includes:

- The Nature of Warfare

- Classical Greek Military Thought and Warfare

- Roman Military Thought and Warfare

- Mongolian and Mameluke Warfare of the Middle Ages

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “The Art of War” – Sun Tzu

• “The Art of War” – Baron De Jomini

• “On War” – Carl von Clausewitz

• “Patterns of Conflict” – John Boyd

• “The Wars of the Ancient Greeks” – Victor Davis Hanson

• “The History of the Peloponnesian War” – Thucydides

• “The Grand Strategy of the Roman Empire” – Edward Luttwak

• “The Military Institutions of the Romans (De Re Militari)” – Flavius Vegetius Renatus

• “The Mongols: Early Practitioners of Maneuver Warfare” – Darrel Benfield

• “Ayn Jālūt: Mamlūk Sucess or Mongol Failure?” – John M. Smith

• “Thirteenth Century Mongol Warfare: Classical Military Strategy or Operational Art?” – Dana Pittard 10

SAMS112

Theorists of Classic Military Strategy

Enabling Learning Objective (ELO): SAMS112-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective will enable the students to examine the development of classic strategy through the lens of theorists, Bourcet, Guibert, Jomini, and Clausewitz and through practitioners such as Gustavus Adolfus, Frederick the Great, and Napoleon Bonaparte. Students will subsequently examine the legacy of classic strategy through the industrial revolution, World War I, and the writings of J.F.C. Fuller.

Action: Examine the key components of Classic Strategy.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Examination includes:

₋ Pre-Napoleonic war and maneuver ₋ The Apex of Classic Strategy as practiced by Napoleon ₋ The Legacy of Classic Strategy

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “The Revolution in Military Affairs: Myth or reality?” – Bjorn Moller

• “Innovator or Imitator: Napoleon’s Operational Concepts and the Legacies of Bourcet and Guibert” – James Wasson

• “The Art of War” – Baron De Jomini

• “On War” – Carl von Clausewitz

• “The Oxford History of Modern War” – Charles Townshend

• “The Campaigns of Napoleon Bonaparte of 1796-1797” – G. J. Fiebeger

• “The Foundations of the Science of War” – J.F.C. Fuller

SAMS113

Modern Military Theorists

Enabling Learning Objective (ELO): SAMS113-1 (Allocated time – 16 sessions) Description: Instruction associated with this objective will enable the students to examine military thought through the lens of post-World War I theorists and practitioners Liddell Hart, John Boyd, Alexander Svechin, Mikhail Tukhachevsky, Erich von Manstein, and James Schneider. The students will examine the failure of classic strategy and the theoretical underpinnings of modern maneuver warfare. Additionally, students will explore complex-adaptive systems theory as applied to the globalized operational environment and irregular forms of warfare.

Action: Examine the key components of Modern Military Theory.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Examination includes:

- The indirect approach and the OODA loop

- Deep maneuver to gain and maintain freedom of action

- Coordinating multiple lines of operation on a center of gravity to achieve a common campaign objective

- Complex-adaptive systems and irregular warfare theory

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “Patterns of Conflict” – John Boyd

• “On War” – Carl von Clausewitz

• “A Survey of Strategic Thought, US Army War College Guide to National Security” – J. Boone Bartholomees

• “The Principles of War Reconsidered” – Volodymyr Orativskyi

• “Lost Victories” – Erich von Manstein

• “Historical Perspectives of the Operational Art” – Michael D. Krause and R. Cody Phillips

• “Vulcans Anvil: The American Civil War and the Foundations of Operational Art” – James Schneider

• “A Complex Adaptive Systems Approach to the Future Operational Environment” – Nathan Colvin

• “Fourth Generation War and Other Myths” – Antulio Echevarria

• “Global Trends: The Paradox of Progress” – National Intelligence Council

SAMS120

Classic Strategy

Terminal Learning Objective (TLO): SAMS-120-1 (Allocated time – 40 sessions) Action: Examine and identify key principles of Classic Strategy.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Examination includes:

₋ Principles of Classic Strategy, (SAMS121-1) ₋ Historical Case Studies – Successes, (SAMS122-1) ₋ Historical Case Studies – Failures, (SAMS123-1)

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Course Design and Development: This 44 session course, taught in 3 lessons enables the students to examine military operations based on theories of classic strategy. Students develop a deeper appreciation for the theory and practice of classic strategy by analyzing more of the writings of Sun Tzu, Bourcet, Guibert, Jomini, and Clausewitz and conduct battlefield case studies. The first lesson, “Principles of Classic Strategy,” synthesizes and evaluates the principles of classic strategy as developed and practiced during the 18th and 19th centuries. The second lesson, “Historical Case Studies - Successes,” assesses Napoleon’s campaigns and synthesizes the factors that made them successful. The third lesson, “Historical Case Studies - Failures,” appraises the decline of classic strategy during the rise of the nation state and industrialization, which created unexpected and rapid pressures for new theory and a different approach to war.

Support and Reinforcement of the CSC Curriculum: CSC curriculum introduces historical case studies, however, these case studies are unique in that they will provide specific vehicles for the students to analyze the veracity of classic strategy in different settings and operational circumstances. The W110 course of CSC introduces this topic with the analysis of Hannibal's Italian campaign. However, SAMS120 is designed to allow the students to tie the theory and practice of the Strategy of a Single Point together in the study of operational art and campaign planning.

SAMS121

Principles of Classic Strategy

Enabling Learning Objective (ELO): SAMS121-1 (Allocated time – 16 sessions) Description: Instruction associated with this objective enables the students to synthesize and evaluate Napoleonic classic strategy in comparison to Pre-Napoleonic military strategies. The lesson explores how the rise of the nation state, enlightenment, and industrialization impacted classic strategy. Students identify the factors and conditions making classic strategy a viable method of campaign planning and break down the factors required for the successful prosecution of a campaign based on this strategy. These factors and conditions include force structure, operational maneuver, the battle of annihilation, lines of communication, and logistics support.

Action: Examine the key principles of classic strategy.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Examination includes:

₋ Development of Classic Strategy ₋ Maneuver and Force Structure of the Battle of Annihilation ₋ Lines of Communication and Logistics in Support of Classic Strategy ₋ Decline of Classic Strategy

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “The Art of War” – Baron De Jomini

• “On War” – Carl von Clausewitz

• “The Campaigns of Napoleon: The Mind and Method of History’s Greatest Soldier” – David Chandler

• “The Campaigns of Napoleon Bonaparte of 1796-1797” – G. J. Fiebeger

• “Art of War and Military Thought” – Martin van Creveld

SAMS122 Classic Strategy Historical Case Studies – Successes

Enabling Learning Objective (ELO): SAMS122-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective enables the students, by use of historical case studies, to synthesize and assess the successful campaigns of the Napoleonic era and identify the factors which made the campaigns successful.

Principles assessed include pre-battle maneuver of forces, center of gravity, lines of operation, maneuver on the battlefield, execution on the battlefield, the corps structure, and follow on operations. Case studies are presented in groups and discussed in seminar. Students prepare short essays with their own assessment of the campaigns.

Action: Examine and illustrate key elements of successful campaigning based on historical case studies employing classic strategy.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Examination includes the following Historical Case Studies:

- Napoleon’s Ulm Campaign (French Victory)

- Napoleon’s Austerlitz Campaign (French Victory)

- Wellington’s Waterloo Campaign (Anglo-Allied Army Victory)

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “The Campaigns of Napoleon: The Mind and Method of History’s Greatest Soldier” – David Chandler

• “On War” – Carl von Clausewitz

• “The Command and Control of the Grand Armee: Napoleon as Organizational Designer” – Norman Durham

• “The Causes of Napoleon Bonaparte’s Loss at Waterloo” – Eric Huh

• “Waterloo in Myth and Memory: The Battles of Waterloo” – Timothy Fitzpatrick

SAMS123 Classic Strategy Historical Case Studies – Failures

Enabling Learning Objective (ELO): SAMS123-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective enables the students to appraise, by use of historical case studies, the decline of classic strategy during the years of the industrial revolution. Principles appraised include pre-battle maneuver of forces, lines of operation, maneuver and execution on the battlefield, internal security, and follow on operations. Case studies are presented in groups and discussed in seminar. Students also prepare short essays with their own appraisal of the campaigns.

Action: Examine and illustrate key elements of unsuccessful campaign execution based on historical case studies employing classic strategy.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Examination includes:

- Antietam, American Civil War

- Gettysburg, American Civil War

- The Battle of Alma, Crimean War

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “Historical Perspectives of the Operational Art” – Michael D. Krause and R. Cody Phillips

• Lost Order and Lost Opportunity - Antietam in Retrospect – Charles Phillips

• Lee’s Maryland Campaign: Opportunity Lost – Jack Cuddy

• The Gettysburg Campaign, June-July 1863 – Carol Reardon and Tom Vossler

• The Great War that Almost Was: The Crimea – James Agnew

SAMS130

Modern Maneuver Warfare

Terminal Learning Objective (TLO): SAMS130-1 (Allocated time – 40 sessions) Action: Analyze and explain key components to the practice of modern maneuver warfare.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Analysis includes:

- Modern Maneuver Warfare - Theory and Practitioners (SAMS131-1)

- Historical Case Studies - Successes (SAMS132-1)

- Historical Case Studies - Failures (SAMS133-1)

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Course Design and Development: This course enables students to define the characteristics of modern maneuver warfare military operations versus the characteristics and practice of classic strategy. The course begins with a study of the last campaigns of the American Civil War which demonstrated a radical shift in strategy from the failure of either belligerent to achieve the battle of annihilation demanded by the practice of classic strategy. Study then moves to the serious thought and development of modern maneuver warfare during the decades between the stalemate and attrition of World War I and the beginning of World War II. The theory and practice of Modern Maneuver Warfare is re-examined. In addition, in depth historical case studies of modern maneuver warfare campaigns are analyzed.

Support and Reinforcement of the CSC Curriculum: CSC curriculum teaches modern campaign planning. However SAMS130 teaches the theoretical underpinnings for the execution of modern maneuver warfare, which emphasizes the retention of freedom of action rather than movement to a positional advantage.

SAMS131

Modern Maneuver Warfare – Theory and Practitioners

Enabling Learning Objective (ELO): SAMS131-1 (Allocated time – 16 sessions) Description: Instruction associated with this objective will enable students to examine the theories and practice of modern maneuver warfare that were developed during the last campaigns of the American Civil War and given serious thought and development during the decades between the stalemate and attrition of World War I and the beginning of World War II.

Instruction then moves to U.S. study of maneuver warfare, the development of AirLand Battle, Unified Land Operations, and the current Field Manual (FM) 3-0.

Action: Examine and illustrate the key components of modern maneuver warfare.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes:

- The Failure of Classic Strategy and the Advent of Maneuver Warfare, American Civil War, 1861-1865

- Russian Theorists and the Development of a New Theory of Operational Art

- The 8 Essential Elements of Maneuver Warfare

- AirLand Battle to Unified Land Operations Doctrine and Beyond

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “Vulcan’s Anvil” – James Schneider

• “Makers of Modern Strategy from Machiavelli to the Nuclear Age” – Peter Paret

• “Grant’s Final Campaign: A Study of Operational Art” – James Dubik

• “Soviet Operational Art and Tactics in the 1930s” – David Glantz

• “The Russo-Japanese War, Lessons Not Learned” – James Sisemore

• “Operational Art and the 1813 Campaign in Germany” – John Kuehn

• “The Operational Leadership of Helmuth von Moltke” – Gary Ohls

• “AirLand Battle Doctrine” – Douglas Skinner

• “Unified Land Operations. The Evolution of Army Doctrine for Success in the 21st Century” – Bill Benson

SAMS132

Historical Case Studies – Successes

Enabling Learning Objective (ELO): SAMS132-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective will enable students to examine and illustrate, by use of historical case studies, the development of modern maneuver warfare in response to the breakdown of classic strategy that began in the American Civil War and was exacerbated during World War I. Case studies will be presented using groups and discussed in class. Group discussion will be based on analysis methods appropriate for each case study. Students will prepare short essays with their own analysis of the campaigns they are assigned to present.

Action: Examine and illustrate key elements of successful execution of Modern Maneuver Warfare.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes: the following Historical Case Studies:

₋ Blitzkrieg, German Campaigns in Poland, Belgium and France, 1939-1940 ₋ Operation Bagration, 1944, the destruction of Germany’s Army Group Center ₋ Arab-Israeli War, Egypt and the Sinai Peninsula, 1973

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “The German Campaign in Poland (1939)” – Robert Kennedy

• “The Cut of the Scythe” – Florian Rothbrust

• “Operational Art in Theory and War: A Comparison of Soviet Theory and the Red Army’s Conduct in Operation

BAGRATION 1944” – Terje Bruoygard

• “A Clausewitzian Victory…The 1973 Ramadan War” – Alvin Washington

• “Arabs at War: Military Effectiveness, 1948-1991” – Kenneth Pollack

SAMS133

Historical Case Studies – Failures

Enabling Learning Objective (ELO): SAMS133-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective will enable students to examine and illustrate, by use of historical case studies, the misuse of modern maneuver warfare leading to operational failure. Case studies will be presented as groups and discussed in class. Discussion will include internal security in support of modern maneuver warfare. Students will prepare short essays with their own analysis of the campaigns.

Action: Examine and illustrate key elements of unsuccessful execution of modern maneuver warfare.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes the following Historical Case Studies.

₋ “The Von Schleifen Plan”, German operations in 1914 ₋ The German Offensive of 1918 ₋ Operational Victory and Strategic Defeat, Vietnam 1968-1975

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “Mission Command During the War of Movement in World War I – Initiative and Synchronization of the German Right

Wing in august and Early September 1914” – Martin Sonnenberger

• “Technology and Friction in the Schlieffen Plan” – Philip Exner

• “Makers of Modern Strategy from Machiavelli to the Nuclear Age” – Peter Paret

• “German Tactics in the “Michael” Offensive, March 1918” – Patrick Stackpole

• “General Creighton Abrams and the Operational Approach of Attrition in the Vietnam War” – Thom Frohnhoefer

• “Vietnam: A Failure of Strategy and Leadership” – D. M. Crousore

SAMS140

Combat Multipliers

Terminal Learning Objective (TLO): SAMS140-1 (Allocated time – 40 sessions) Action: Analyze and explain key components to Traditional, Non-Traditional and Emerging Combat Multipliers on Military Operations, to include Internal Security.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Analysis includes:

₋ Traditional Deception Operations (SAMS141-1) ₋ Information Operations (SAMS142-1) ₋ Cyber Warfare and Operations (SAMS143-1) ₋ Space Operations (SAMS144-1) ₋ Emerging Combat Multipliers (SAMS145-1)

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Intent for Course Design: The objective of this course is to enable the students to analyze the characteristics of combat multipliers, to include traditional deception operations, information operations, cyberwarfare, space operations, and emerging technology. Study begins with an in-depth analysis of traditional deception operations and progresses through a series of short lessons designed to introduce specific topics that currently affect military operations or may have an impact over the next few decades.

Support and Reinforcement of the CSC Curriculum: CSC curriculum introduces the tactical use of Deception, IO, Cyber and Space Operations. SAMS140 analyses these capabilities as an integral part of operational art and campaign planning.

SAMS141

Traditional Deception Operations

Enabling Learning Objective (ELO): SAMS141-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective will enable students to examine, by use of historical case studies, traditional methods of operational deception. Case studies will outline two unique deception plans that were both highly successful. Analysis will include why the deception was successful, what would have happened had the deception failed, and how best to use this knowledge in the development of campaign plans. Students will include the role of internal security operations as a topic of discussion within each case study. Students will prepare short essays with their own analysis of an assigned case study.

Action: Examine key elements of successful execution of traditional operational deception.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes

– Principles of Operational Deception ₋ Viscount General Slim’s crossing of the Irrawaddy River, 1945 ₋ Operation Fortitude, the Allied Deception operation in support of Operation Overlord, 1944

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “How Effective was Field Marshal William Slim as an Operational Artist?” – James Greaves

• “Defeat into Victory” – Viscount General William Slim

• “Strategic Deception: Operation Fortitude” – Michael Donovan

• Joint Publication 3-13.4 – Military Deception

SAMS142

Information Operations

Enabling Learning Objective (ELO): SAMS142-1 (Allocated time – 8 sessions) Description: Instruction associated with this objective will enable students to examine modern theory of IO and how they are used as a combat multiplier in developing Campaign Plans. Students will explore historical case studies of Russian IO in Crimea and Ukraine and UN Information Operations in Ethiopia, Liberia, and Kosovo. Analysis will include why the IO campaigns were or were not successful. Four sessions of this lesson are reserved for individual student monograph preparation outside of class.

Action: Examine the theory and history of information operations in the current operational environment.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes doctrinal overview and a Historical Case Study:

– Theory and Characteristics of Information Operations

– Russian Operations in Crimea and Eastern Ukraine, 2014

– UN Information Operations in Ethiopia, Liberia, and Kosovo

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• Joint Publication 3-13 – Information Operations

• “Twenty-First Century Information Warfare and the Third Offset Strategy” – James McGrath

• “Beyond Cyber War: Russia’s Use of Strategic Cyber Espionage and Information Operations in Ukraine” – Jen Weedon

• “Information Operations in Operations Enduring Freedom and Iraqi Freedom – What Went Wrong?” – Joseph Cox

• “Russia’s Information Operations Themes: NATO under Attack” – Geoffrey Wright

• “Case Studies on UN Information Operations: Ethiopia, Liberia, and Kosovo”, Osman Mentes and Cheree Browne

SAMS143

Cyber Warfare and Operations

Enabling Learning Objective (ELO): SAMS143-1 (Allocated time – 8 sessions) Description: Instruction associated with this objective enables students to examine joint doctrine for cyberspace operations. Students examine how to incorporate cyber warfare as a combat multiplier into campaign plans. A short case study, The Kingdom of Saudi Arabia National Information Security Strategy and the United States Cyber Strategy examines cyber warfare as an instrument of national power with planning implications for joint and unified operational planners.

Students will include the role of Internal Security operations as a topic of discussion. Students will prepare short essays with their own analysis of the uses of Cyber Warfare.

Action: Examine key elements of the use of cyber warfare in an operational environment.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes doctrinal overview and a Case Study:

– Joint Cyberspace Operations Doctrine

– The Kingdom of Saudi Arabia National Information Security Strategy and the United States Cyber Strategy

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• Joint Publication 3-12 – Cyberspace Operations

• “The Stuxnet Computer Worm: Harbinger of an Emerging Warfare Capability” – Kerr, Rollins, & Theohary

• “National Cyber Strategy of the United States” – 2018

• “U.S. Department of Defense Cyber Strategy” – 2015

• “National Cybersecurity Controls” – KSA, 2018

• “National Information Security Strategy” – KSA Ministry of Communications, 2011

• “Justified Physical Response to Cyber Attacks” – Joseph Smotherman

SAMS144

Space Operations

Enabling Learning Objective (ELO): SAMS144-1 (Allocated time – 4 sessions) Description: Instruction associated with this objective will enable students to examine the Army and joint doctrine of space operations and how it is best used as a combat multiplier in developing campaign plans. Students will prepare short essays with their own analysis of the uses of space operations.

Action: Examine key elements of space operations in an operational environment.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes doctrinal overview and Operational Discussions based on Scholarly Articles:

– Army and Joint Space Doctrine

– Space Operations Practical Exercise

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• Joint Publication 3-14 – Space Operations, 29 May 2013

• Field Manual 3-14 – Space Support to Army Operations., 2005

• “Evolving Army Needs for Space-Based Support” – Jeffrey Caton

SAMS145

Emerging Combat Multipliers

Enabling Learning Objective (ELO): SAMS145-1 (Allocated time – 8 sessions) Description: Instruction associated with this objective will enable students to examine emerging capabilities and trends in the evolution of warfare that may, or may not, constitute the next revolution in military affairs. Students will also consider the impact of these developing assets in support of Internal Security operations.

Action: Examine key future trends in military capabilities and doctrine.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes doctrinal overview and Operational Discussions based on Scholarly Articles:

- Evolution of Warfare: Emerging Technologies

- Emerging Technologies: Anticipating the Future

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• “21st Century Information Warfare and the Third Offset Strategy” – James McGrath

• “Information and Warfare: New Opportunities for U.S. Military Forces” – Edward Harshberger & David Ochmanek

• “Will War’s Nature Change in the Seventh Military Revolution?” – Frank Hoffman

• “Strategic Robotpower: Artificial Intelligence and National Security” – Patrick Sullivan

• “Strategic Implications of Emerging Technologies” – Antulio Echevarria II problems in support of the Ministry of the National Guard and the Kingdom of Saudi Arabia.

SAMS200 Module – Internal Security Operations

Internal Security Operations

SAMS200

AMS graduates are highly skilled leaders who demonstrate thorough expertise in the theory and practice of Internal Security Operations

SAMS210

History and Theory of Internal Security Operations and the Link to Operational Art Terminal Learning Objective (TLO): SAMS210-1 (Allocated time – 20 sessions) Action: Examine the history and theory of Internal Security Operations and how it links to Operational Art.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, historical case studies and individual learning while faced with ambiguous, ill structured problems characteristics of the operational environment.

Standard: Examination includes:

₋ Internal Security and the link to Operational Art (SAMS211-1) ₋ Whole of Government Approach in support of Internal Security Operations (SAMS212-1)

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Intent for Course Design: The objective of this 20-session course, taught in 2 lessons, is to enable the students to define the characteristics of Internal Security Operations as they relate to Operational Art and a Whole of Government approach to problem solving. Study begins with an in-depth examination of the theory, doctrine, and practice of Internal Security Operations in general terms, and then moves to a series of short lessons designed to introduce Whole of Government Planning.

Support and Reinforcement of the CGSC Curriculum: CSC curriculum covers Internal Security Operations well. AMS will build on this learning to achieve the melding of Internal Security and Operational Art.

Sample Readings:

• Internal Security and Statebuilding: Aligning agencies and functions – Greener, B. & Fish, W.

• The Importance of Internal Pacification in the Development of Nation States: How the Internal Pacification Was Achieved and What Were its Limitations? – Khan, R.

• Guiding Principles for Stabilization and Reconstruction: Strategic Framework for Stabilization and Reconstruction –

United States Institute of Peace

• Yemeni-Saudi Experience of Joint Border Management – Al-Rammah, K., & Awass, A.

SAMS211

Internal Security and the Link to Operational Art

Enabling Learning Objective (ELO): SAMS211-1 (Allocated time – 8 sessions) Description: Instruction associated with this objective will enable students to examine the history, theory, and doctrine of Internal Security and to discover the linkages between Internal Security and Operational Art. Mission sets of Internal Security will be explored and discussed at length, setting the stage for a detailed study of each mission set by means of a practical exercise in SAMS212.

Action: Examine Internal Security Operations and the Linkage to Operational Art Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, historical case studies and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes:

₋ History and Theory of Internal Security Operations ₋ Internal Security as a critical task in Operational Art

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• Internal Security and Statebuilding: Aligning agencies and functions – Greener, B. & Fish, W.

• The Importance of Internal Pacification in the Development of Nation States: How the Internal Pacification Was Achieved and What Were its Limitations? – Khan, R.

• Yemeni-Saudi Experience of Joint Border Management – Al-Rammah, K., & Awass, A.

SAMS212

Whole of Government Approach in Support of

Internal Security Operations Enabling Learning Objective (ELO): SAMS212-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective will enable students, by use of readings, lecture, discussion and practical exercises, to summarize the key components of Whole of Government Planning based on the instruments of national power. Students will study tools to facilitate planning, describe the functions of the institutions that support the instruments of national power, discuss methods of coordination between the institutions, and, as small groups, conduct a practical exercise and brief their analysis. If there are allied students in the class, discussion will include the inter-agency process of their respective country.

Action: Examine and explain the functioning of a Whole of Government approach to problem solving Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, historical case studies, guest speaker program, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Examination includes:

₋ The Instruments of National Power ₋ Agencies that support the Instruments of National Power ₋ Tasking and coordination between the National Agencies - PE

Learning Domain: Cognitive Level of Learning: Analysis Supports or Reinforces: All courses of the SAMS Curriculum

Sample Readings:

• Joint Publication 3-07 (JP 3-07): Stability, 2016

• Guiding Principles for Stabilization and Reconstruction: Strategic Framework for Stabilization and Reconstruction – United

States Institute of Peace

• A New Approach to Whole of Government Operational Planning and Execution – Flavin, B

• Unity of Effort Framework Solution Guide: Improving Unity of Effort – Future Joint Force Development

SAMS220

Traditional Internal Security Operations

Terminal Learning Objective (TLO): SAMS220-1 (Allocated time – 56 sessions) Action: Develop staff products associated with traditional Internal Security Operations.

Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, historical case studies, and individual learning while faced with ambiguous, ill structured problems characteristic of the operational environment.

Standard: Development includes:

₋ Counterterrorism (SAMS221-1) ₋ Counterinsurgency (SAMS222-1) ₋ Critical Infrastructure Security and Resilience (SAMS223-1) ₋ Border Security (SAMS224-1)

Learning Domain: Cognitive Level of Learning: Synthesis Supports or Reinforces: All courses of the SAMS Curriculum

Intent for Course Design: This 52 session course, taught in 4 lessons, will enable students to define the doctrine, characteristics, and development of traditional Internal Security Operations (ISO) of Counterterrorism (CT), Counterinsurgency (COIN), Critical Infrastructure Security and Resilience (CISR), and Border Security as they relate to Operational Art and campaign planning.

Support and Reinforcement of the CGSC Curriculum: CSC curriculum covers Internal Security Operations well. AMS will build on this learning to achieve the melding of Internal Security, Operational Art and tactical operations.

Sample Readings:

• The Role of the Kingdom of Saudi Arabia in Combating Terrorism – Al-Mufarih, A.

• Counterinsurgency Warfare – David Galula

• Protecting Europe: The EU’s Response to Hybrid Threats – Fiott, D. & Parkes, R.

• Critical Infrastructure: Homeland Security and Emergency Preparedness – Radvanovsky, R. & McDougall, A.

• Operations at the Border: Efforts to Disrupt Insurgent Safe-Havens – Eric Hass

SAMS221

Counterterrorism

Enabling Learning Objective (ELO): SAMS221-1 (Allocated time – 12 sessions) Description: Instruction associated with this objective will enable students to integrate the theories and doctrine of counterterrorism and its linkage to the Operational Art. Students will critique counterterrorism theory and doctrine, including case studies. This will allow them to identify key considerations to successfully integrate counterterrorism into a campaign.

Action: Develop staff products associated with counterterrorism Condition: Acting as an individual or on a problem-solving team, drawing on references, writing assignments, e-learning means, small group discussions, practical exercises, personal experience, historical case studies and individual learning while faced with…