North Plainfield School District The Study of War and the U.S Military
Course Name: The Study of War and the U.S Military Course NCES Code: Grade Level(s): 9-12 Date of Adoption by NPBOE: September 20, 2017
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North Plainfield School District The Study of War and the U.S Military Table of Contents: Unit 1:
Power, Conflict and International Relations
Page 3
Unit 2:
Religion, Moral Philosophy and Military Ethics
Page 9
Unit 3:
Military Organization and Constitutional Authority
Page 15
Unit 4:
Military Operational Design and the Theater of War
Page 21
Unit 5:
Military Justice and International Law
Page 26
Unit 6:
Contemporary Military Conflict
Page 30
Course Description: This half-year course examines the way in which the United States military operates, and has operated historically, in times of peace and in times of international crisis from the dawn of the 20th Century to present-day. Philosophical questions of religious doctrine, ethics, and morality are juxtaposed with the realities of survival within a volatile international system. An emphasis is placed on military strategic design, joint force and multinational operations, the constitutionality of war, interpretation and application of military law, cyberwarfare, gender equality in the military, and an analysis of military ethical schools of thought to assess the ways in which U.S military leaders and government officials make informed, lawful and ethical wartime decisions. Students will examine historical case studies and assess a variety of primary source documents to reinforce theory and abstract concepts.
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North Plainfield School District The Study of War and the U.S Military Unit 1: Power, Conflict and International Relations NJSLS (Standards): 6.1.12.D.6.b, 6.1.12.A.7.c, 6.1.12.B.7.a, 6.1.12.D.7.c, 6.1.12.A.11.b, 6.1.12.D.11.a, 6.1.12.D.11.e, 6.1.12.A.12.a, 6.1.12.A.12.c, 6.1.12.A.15.a, 6.1.12.A.15.c, 6.1.12.A.15.e, 6.1.12.B.15.a, 6.1.12.D.15.b, 6.1.12.B.16.a, 6.2.12.A.5.b Essential Questions: 1. Why do countries go to war? 2. How can international relations theory (IR Theory) aid in the study of war? 3. How do the following international relations theories set the international stage for conflict: balance of power, idealism, realism, hegemonic stability, and democratic peace theory? 4. How does human agency and a leader’s worldview shape a country’s behavior within the international system? 5. How dynamic is power within the international system? 6. How does the employment of “soft” and “hard” power by one country influence the power dynamic within the global system? 7. How has the creation of international organization (United Nations and NATO) influenced the way in which states interact within the international system? Enduring Understanding (please number each): 1. International relations (IR) theories attempt to codify and rationalize state behavior by examining the power dynamics of the international system. 2. War is a clash of opposing wills. 3. War is a complex and chaotic human endeavor. Pacing/Timeline for Unit: 14 Days (one day for summative assessment) Interdisciplinary Connections: Political Science, Sociology Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) Unit I Exam Unit I - Study Guide Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) Soft Power, Joseph S. Nye, Jr (1990) Office of the Historian International Relations Theory Defining Foreign Policy North Atlantic Treaty Organization NATO Operations United Nations U.N Peacekeeping Operations U.N Security Council Voting Procedures United Nations Resolutions
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North Plainfield School District The Study of War and the U.S Military UN Charter UN Official Website Responsibility to Protect (R2P): 2005 World Summit Soft v. Hard Power Soft Power, Joseph S. Nye, Jr (1990) IR Theory Terms: Part I IR Theory Terms: Part II International System International Political Theory International Relations and US Hist NATO NATO Official Website UN Security Council Resolution 1244 UN Security Council Resolution 814 UN Security Council Resolution 660 Learning Activities/Instructional Strategies EU #
1.
Timeline
6 Days
General Objectives
Instructional Activities (should be digital links to activities)
Examine the root cause of conflict and different ways to resolve conflict.
Conflict Resolution Simulation: -Why does conflict exist? -How do we resolve conflict? Conflict Simulation Conflict Debrief
Define and explain a variety of international relations theories. Apply international relations theories to American history. Examine how state behavior shifts the power dynamic of the international system.
Pursuit of Power: -What is power? -To what extent is power dynamic or static? -To what extent is power relative? -How does soft power (attraction) compare with hard power (coercion)? Power Simulation Power Analysis Self-Interest: What is self-interest? How does self-interest inform decision making? Self-Interest Simulation
Key Content/ Terms
Suggested Benchmark/ Formative Assessments
Conflict Power International Relations Hard Power Soft Power Balance of Power Parallelism Realism Idealism Hegemonic Stability Democratic Peace Theory
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Case Study Analysis, Conflict Resolution Simulation, Perspective on the International System, International Relations Carousel
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North Plainfield School District The Study of War and the U.S Military Mini-Quiz: How does conflict, self-interest and the pursuit of power cause war? Rubric Perspective on the International System: -What is the “international system”? -What is international relations? -How does international relations theory help us understand war within the international system? International Relations Analysis
Identify the roles the United Nations and the North Atlantic Treaty Organization play within the international system. 2.
5 Days
Assess the methods in which the United Nations checks the power of states. Examine a variety of case studies that illustrate the power of the United Nations as an instrument of conflict-resolution among states. Differentiate between hard and soft power.
3
2 Days
Assess the ways in which the use of hard or soft power influences the power
International Relations Theory - Applied: IR Theory, Applied Realism V. Idealism Activity International Organizations: -How do international organizations influence the interactions between and among states within the international system? United Nations Inquiry Peacekeeping Operations NATO Inquiry Guest Speaker: Mr. Neil Thompson, NATO’s Operation in Bosnia International Organizations Simulation: UN Simulation International Relations Simulation: -How do world leaders respond to the actions of other leaders? -Why do world leaders make treaties and alliances? -How do world leaders conduct a cost-benefit analysis? -How do world leaders navigate the international system?
United Nations Security Council General Assembly Peacekeeping Operations North Atlantic Treaty Organization Gulf War Rwanda Genocide Kosovo War Somalia Peacekeeping
Power Dynamics Cost-Benefit Analysis Human Agency Alliance
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Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Case Study Analysis, United Nations Inquiry, Responsibility to Protect Inquiry, United Nations Simulation
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Simulation, International Relations Simulation
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North Plainfield School District The Study of War and the U.S Military dynamic of the international system. Assess the extent to which resource scarcity acts as a motive for war. Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding) Suggested Technological Innovations Suggested Service Learning Activities:
-How does human agency impact the international system? Simulation
Provide: oral instructions, copies of class-notes (Google Classroom), test and assignment modifications based on IEPs and 504s, preferential seating, “orbital study” assignments (individualized student-driven, teacher facilitated inquiries of content based on student interest and course curriculum), one-on-one instruction. Utilize: visual aids such as YouTube clips, word walls, Google-Forms as a means of requesting feedback from students. 8.1.12.A.3, 8.1.12.C.1, 8.1.12.E.1
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. X
X Global Awareness
Media Literacy
X Civic Literacy
21st Century Themes:
21st Century Skills X Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy
Creativity and Innovation
X
Critical Thinking and Problem Solving
X
Life and Career Skills
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
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North Plainfield School District The Study of War and the U.S Military Unit 2: Religion, Moral Philosophy and Military Ethics NJSLS (Standards): 6.1.12.A.15.b, 6.1.12.A.11.d, 6.1.12.B.11.a, 6.1.12.B.15.a, 6.1.12.D.15.c, 6.1.12.D.15.d, 6.1.12.D.14.e, 6.2.12.A.4.d, 6.2.12.D.4.a, 6.2.12.D.4.i, 6.2.12.A.5.d, 6.2.12.A.5.e, 6.2.12.A.6.c, 6.2.12.A.6.d, 6.3.4.A.1 Essential Questions: 1. What constitutes right and wrong? 2. How absolute is right and wrong? 3. How do law, culture, tradition, religion and environment shape ethics and morality? 4. In what circumstances do the ends justify the means? 5. How does moral philosophy inform military decision-making in times of war? 6. How does a leader make ethical decisions in terms of Just War Theory (JWT): jus ad bellum (right to go to war), jus in bello (right conduct in war), and jus post bellum (right conduct after war)? 7. To what extent do preemptive and preventive wars align with JWT? 8. To what extent is providing combatant immunity to U.S military members moral? 9. To what extent does “moral equality of combatants” align with JWT? 10. Why does non-combatant immunity exist? 11. How do military leaders effectively balance morality, collateral damage and “command responsibility” in their risk assessment on the battlefield? 12. What is the solution to the moral dilemma (mixed agency) faced by physician-soldiers? 13. How can moral and ethical schools of thought be applied to 21st century global conflict? 14. Why does religion exist? 15. To what extent is ISIL waging a morally asymmetric war against the “West”? 16. How has “jihad” affected the international system? 17. How has “jihad” resulted in terrorism and altered the conventional war-waging paradigm? Enduring Understanding (please number each): 1. Morality and ethics inform all human interaction and are shaped by a variety of factors, including law, culture, religion, tradition and environment.. 2. Just War Tradition provides guidelines that stipulate the circumstances under which entry into war, conduct in war and conduct post-war is morally justified. 3 Religion and culture influence ethics and morality. religion affords man an opportunity to understand the world in which he lives; however, it can be used, by man, as a justification for war. Culture is one of many variables that shape the lens through which one understands ethics and morality; ethnocentrism and the irreconcilable moral composition of societies often result in a “clash of civilizations.” Pacing/Timeline for Unit: 17 Days (one day for summative assessment) Interdisciplinary Connections: Philosophy, Political Science
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North Plainfield School District The Study of War and the U.S Military Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) In-Class Essay: How do leaders make moral and ethical decisions in times of war? (Students will be required to examine four scenarios and utilize the principles of Just War Tradition and moral philosophy to evaluate a leader’s decision and recommend a moral solution to a conflict.) Unit Exam Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) The Ethics of War and Peace: An Introduction, Hellen Frowe (p 75-83) Military Ethics: What Everyone Needs to Know, George Lucas Ethics, Law and Military Operations, David Whetham (p 123) Just War and Extraterritoriality: The Popular Geopolitics of the United States' War on Iraq as Reflected in Newspapers of the Arab World, Ghazi-Walid Falah, Colin Flint and Virginie Mamadouh The Morality of War and the Law of War, Jeff McMahan The Moral Equality of Combatants, Carl Ceulemans The Doctrine of Jihad: An Introduction, Noor Mohammad A Socio-Legal Analysis of the Concept of Jihad, Onder Bakircioglu Ethics, Morals and Law Physician Soldier, Ch 10 Physician Soldier, Ch 11 Medical Ethics Ethics and Morality Glossary Learning Activities/Instructional Strategies EU #
Timeline
General Objectives
Differentiate between morality and ethics. 4 Days 1.
Analyze the principles of moral philosophy. Evaluate cultural norms from an indigenous perspective as a means of mitigating ethnocentric thought.
Instructional Activities (should be digital links to activities) Morality and Ethics Survey: Google-Forms Survey Class discussion based on survey results Introduction to Moral Philosophy: Ethics Unwrapped Morality/Ethics Military Case Studies: Applied Military Ethics
Key Content/ Terms Moral Philosophy Meta-Ethics Normative Ethics Applied Ethics Deontology Consequentialism Morality Ethics Moral Relativism Moral Absolutism Ethnocentrism Indigenous Cultural norms
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Suggested Benchmark/ Formative Assessments
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Morality and Ethics Survey, Round Table Discussion, Case Study Analysis
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North Plainfield School District The Study of War and the U.S Military Compare and contrast “realism” with “pacifism.”
2.
6 Days
Examine Just War Tradition and evaluate the extent to which Just War Tradition acts as a “compromise” between realism and pacifism.
Just War Tradition (JWT): Just War Analysis Medical Officer’s Moral Dilemma: Physician Soldier Analysis
Apply Just War Tradition to historical case studies. Assess the extent to which religion and culture impact ethics and morality. Define the concept “ethnocentrism” and utilize the concept to assess the tenuous historical relationship between Islam and the West. 3.
3 Days
Define Jihad and differentiate between “greater” and “lesser” Jihad.
Religion, Culture and War: Analysis Israeli/Palestinian Conflict:
Just War Tradition Realism Pacifism Collateral Damage Combatant Moral Equality of Combatants Combatant Immunity Non-Combatant Immunity Enemy Combatant Preemptive War Preventive War
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Case Studies, Just War Tradition Analysis (Jus ad Bellum, Jus in Bello, and Jus post Bellum)
Religion Culture Ethnocentrism Civilization Reconcile
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Clash of Civilization Document Analysis, Religion and Culture Inquiry
Assess the ways in which terrorists have utilized and corrupted religion for personal gain. Assess the ways in which religion acts as a catalyst for war. Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding)
Provide: oral instructions, copies of class-notes (Google Classroom), test and assignment modifications based on IEPs and 504s, preferential seating, “orbital study” assignments (individualized student-driven, teacher facilitated inquiries of content based on student interest and course curriculum), one-on-one instruction.
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North Plainfield School District The Study of War and the U.S Military Suggested Technological Innovations/ Use (Standards 8.1 & 8.2):
Utilize: visual aids such as YouTube clips, word walls, Google-Forms as a means of requesting feedback from students. 8.1.12.A.3, 8.1.12.C.1, 8.1.12.E.1
Suggested Service Learning Activities:
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. X
X Global Awareness
Media Literacy
X 21st Century Themes:
Civic Literacy 21st Century Skills Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy
Creativity and Innovation
X
Critical Thinking and Problem Solving
X
Life and Career Skills
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
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North Plainfield School District The Study of War and the U.S Military Unit 3: Military Organization and Constitutional Authority NJSLS (Standards): 6.1.12.A.12.b, 6.1.12.A.14.a Essential Questions: 1. Why is the concept “chain-of-command” so ingrained in military culture? 2. How do Areas of Responsibility and Unified Combatant Commands ensure efficient and effective military operations? 3. What effect has the National Security Act of 1947 had on U.S national defense? 4. How did the Militia Act of 1903 and the National Defense Act of 1917 revolutionize the United States military? 5. How does the Active Duty component compare with the Reserve component (National Guard and Reserve) of the U.S military? 6. How does the dual mission of the National Guard impact operations in the Continental United States (CONUS)? 7. How does a military status (Title 10, Title 32 and SAD) impact a member of the U.S military? 8. How does an officer differ from an enlisted member of the U.S military? 9. How do commissioned officers balance the duty to effectively lead people and the responsibility to efficiently accomplish the mission 10. How do security clearances, document classifications, operations security, information security and communication security influence the ability of military personnel to successfully accomplish a mission? 11. How does the U.S Constitution regulate war-making authority? Enduring Understanding (please number each): 1. Each branch of the United States military adds something unique to the fight. 2. The Reserve Component of the military plays a unique role in the United States military. 3. Military personnel are categorized into two categories: enlisted and officers (commissioned and warrant). 4. Security clearances for personnel, security classifications for documents and adherence to strict security operational protocols ensure military advantage. 5. The chain of command and compartmentalized areas of responsibility are essential for effective and efficient mission accomplishment. 6. The United States Constitution grants the Legislative and Executive Branches certain war-making authorities. 7. The legislative branch can increase or decrease the Executive’s war-making authority. Pacing/Timeline for Unit: 16 Days (one day of summative assessment) Interdisciplinary Connections: Leadership Studies, Political Science, Constitutional Studies Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) Essay Exam Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) Limited War and the Constitution: Iraq and the Crisis of Presidential Legality, Bruce Ackerman and Oona Hathaway United States Constitution
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North Plainfield School District The Study of War and the U.S Military War Powers Resolution War and the Commander in Chief National Guard Status Fact Sheet National Security Act 1947 Executive Order 9877 DoD Overview DoD 101 Unified Combatant Commands Military Departments Officer Ranks Enlisted Ranks Learning Activities/Instructional Strategies EU # Timeline General Objectives
Evaluate the roles each branch of the United States military has within the Department of Defense. 1.
1 Days
Identify how the Coast Guard operates in times of peace. Examine the effect the National Security Act of 1947 has had on U.S National Defense.
2.
3 Days
Assess the impact of the Militia Act of 1903 and the National Defense Act of 1917 on military operations in the 20th century.
Instructional Activities (should be digital links to activities) Department of Defense Webquest: National Defense History (War Department 1789, National Security Act of 1947, DoD Reorganization 1986) DoD Headquarters (Pentagon) Military Departments (Navy, Army and Air Force) Military Branches: Mission and Internal Structure (Coast Guard, Army, Navy, Air Force, Marine Corps) Google-Docs: DoD Webquest U.S Military Reserve: Project and Rubric
Key Content/ Terms
Suggested Benchmark/ Formative Assessments
War Department Department of Defense National Security Act of 1947 Department of Homeland Security Joint Force Operations Military Departments Military Branches Coast Guard Army Navy Marines Air Force
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, DoD Webquest
Militia Act of 1903 National Defense Act of 1917 Active Duty Reserve Component Air National Guard Army National Guard Title 10
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, U.S
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North Plainfield School District The Study of War and the U.S Military Evaluate the ways in which a member’s military status influences military operations. Examine the dual mission of the National Guard and its mandate to support civilian authorities during natural disasters) Examine the United States military from varying perspective (military branch, military rank, and military occupation). Compare and contrast the roles and responsibilities of an enlisted member, a warrant officer and commissioned officer. 3.
3 Days
Examine the responsibility a commissioned officer has in balancing the needs of the organization with the needs of the members of the organization Identify the differences in rank structure within the five branches of the U.S military.
Title 32 State Active Duty Defense in Support of Civilian Authorities Dual Mission of the National Guard
Military Reserve Project
Guest Speakers: Eric Hansen, Lt Col (Pilot, Marine Corps Ret) Maria Patterson, Capt (Special Agent, USAF) Curtis Pinnix, 2d Lt (Intelligence Officer, USAF) Dr. Jerard Stephenson, Sergeant (Army, Ret) Interview Questions: -Why did you join the military? -What branch are you in and what is your rank? -What roles and responsibilities have you had during your military career as an enlisted/commissioned officer? -What have you experienced in your military career as an enlisted/commissioned officer (deployments, special assignments, etc)? -How have you changed because of your experiences? -Have you ever had to work in a Joint Force operation; if so, how was that experience? -What is more important, the mission or people who execute the mission; why?
Commissioned Officer General Officer Field grade Officer Company Grade Officer Warrant Officer Non-Commissioned Officer Junior Enlisted “Mission first, people always”
Quiz, Observation, Guest Speaker Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Guest Speaker Reflection
Question and Answer Session: Student-driven Guest Speaker Reflection Paper: What did you learn?
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North Plainfield School District The Study of War and the U.S Military Assess the extent to which Operations Security, Information Security, and Communication Security affect the ability for military operational success. 4.
4 Days
Examine the importance of reconnaissance, military intelligence, military advantage and clandestine operations to U.S national security. Differentiate between security clearances and security classifications. Differentiate between effectiveness and efficiency with respect to military operational success.
2 Days 5.
Assess the extent to which the “chain of command” is integral in the effectively accomplishment of the mission.
Examine the role a Unified Combatant Command plays in the efficient accomplishment of a mission Outside the
Military Operational Security: Analysis Historical Case Studies: Operation Neptune Spear (Killing of Osama Bin Laden) U2 and the Cuban Missile Crisis Precision Guided Munition and the Gulf War War in Iraq and the Decapitation Strike Reference: Security Term Glossary
Unified Command Plan - Day I: Students will be given a map of the world; they will be tasked with organizing military resources (military troops) to ensure the security and global dominance of the United States.The objective of this activity is to have students demonstrate an ability to efficiently manage resources which leads to effective accomplishment of the mission. -How should the DoD organize military resources around the world: jointness (mix of branches), geographical (based on certain geographical/environmental characteristics) or functional (based on capabilities)? -How should nuclear weapons be handled: centralized command or by branch (Navy and Air Force)? -How do the principles of war inform your decisions?
OPSEC INFOSEC COMMSEC Reconnaissance Clandestine Operations Military Advantage Military Intelligence Security Clearance Top Secret Secret Confidential Document Classifications Compartmented Information
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Case Study Analysis
Effective Efficient Resources Assets Cost-Benefit Analysis Chain of Command Unified Combatant Command CONUS OCONUS Mission
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Unified Command Plan
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North Plainfield School District The Study of War and the U.S Military Continental United States (OCONUS).
6.
2 Days
Analyze the power and authority of the Executive and Legislative branches of government, as enumerated in the U.S Constitution.
Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding) Suggested Technological Innovations/ Use (Standards 8.1 & 8.2): Suggested Service Learning Activities:
Unified Command Plan - Day II: -Compare and contrast your plan with the United States’ Unified Command Plan; how do they differ; how are they similar? -Why is the world divided into Unified Combatant Commands (UCC)? -Why are Unified Combatant Commands necessary for both efficient and effective mission accomplishment? -How would military efficiency and effectiveness be impacted if UCCs did not exist? U.S Unified Combatant Command Structure
Quiz, Observation, Question and Executive Branch of Government Answer, Legislative Branch of Government Discussion, Exit Article II of the U.S Constitution Ticket, Graphic Article I of the U.S Constitution Organizers, Authorization for Use of Military Force Constitution War Powers Resolution Analysis, Case Vietnam War Case Studies: Studies Terrorism War Powers Resolution - Vietnam (Vietnam and Authorization for Use of Military Force - War on Terror the War on Terror) Provide: oral instructions, copies of class-notes (Google Classroom), test and assignment modifications based on IEPs and 504s, preferential seating, “orbital study” assignments (individualized student-driven, teacher facilitated inquiries of content based on student interest and course curriculum), one-on-one instruction. Constitution Analysis: Article I of the U.S Constitution -How is war-making authority enumerated? -How can this be interpreted and applied? Article II of the U.S Constitution -How is war-making authority enumerated? -How can this be interpreted and applied?
Utilize: visual aids such as YouTube clips, word walls, Google-Forms as a means of requesting feedback from students. 8.1.12.A.3
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North Plainfield School District The Study of War and the U.S Military Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. X
X Global Awareness
Media Literacy
X 21st Century Themes:
Civic Literacy 21st Century Skills Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy
Creativity and Innovation
X
Critical Thinking and Problem Solving
X
Life and Career Skills
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
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North Plainfield School District The Study of War and the U.S Military
Unit 4: Military Operational Design and the Theater of War NJSLS (Standards): 6.1.12.D.12.c, 6.1.12.D.12.e, 6.1.12.A.14.f, 6.1.12.A.15.d, 6.2.12.C.5.c, 6.2.12.D.5.c, 6.3.8.A.1 Essential Questions: 1. How do Clausewitz’s enduring truths of war and national interests influence the development of “grand strategy?” 2. How is military strategy developed and effectively executed within the three levels of war (strategic, operational and tactical)? 3. How do leaders effectively utilize the range of military operations to maintain national security and ensure national survival? 4. How does “operational design” effectively utilize the “principles of war” to produce synergy in a Joint Force Operation? 5. How can a lack of cultural competency impede mission accomplishment during a multinational operation? 6. How do Clausewitz’s factors of war influence the execution of commander’s intent and the successful navigation of the tactical level of war? 7. Why are nuclear weapons a central element to the U.S National Security policy? 8. How does the National Command Authority (NCA) influence the deployment of nuclear weapons? 9. How does the United States successfully conduct irregular warfare (IW) operations? 10. How are irregular warfare (IW) operations affected by the “CNN-Effect?” Enduring Understanding (please number each): 1. Grand strategy is informed by national security interests and determines how the United States uses its national power to achieve its national goals; military strategy is the application of Grand Strategy in the military realm. 2. Alignment of the three levels of war (strategic, operational and tactical) is imperative for mission accomplishment; synergy and cultural competency is required for successful Joint Force and multinational operations. 3. The U.S nuclear strategy seeks to maintain a secure and effective nuclear deterrent; the nuclear triad provides the capability to carry out the U.S nuclear strategy. 4. Irregular warfare (IW) augments conventional warfare in the 21st Century; legitimacy, restraint and perseverance form the foundation of successful IW operations. Pacing/Timeline for Unit: 12 Days (two days for summative assessment) Interdisciplinary Connections: Cultural Studies, Political Science Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) Students will be able to use their creativity to develop a presentation that answers the following: How do synergy, cultural competence and the alignment of the three levels or war impact the execution of military strategy? Military Operational Design Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) Making Policy and Strategy, Jeanne M. Holm Center Officer Training School (p. 147-151) War and the U.S Military, Jeanne M. Holm Center Officer Training School (p. 6)
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North Plainfield School District The Study of War and the U.S Military Air Force Basic Doctrine Multinational Operations- Iraqi Freedom Joint Publication 3-0, Joint Operations Nuclear Weapons Policy National Command Authority Nuclear Triad Commander’s Intent Operation Inherent Resolve UW Pocket Guide V1.0, 5 April 2016 Army TC 18-01, Warfare Irregular Warfare Doctrine Regular V Irregular Warfare, stanford.edu Joint Publication, Counterinsurgency Learning Activities/Instructional Strategies EU # Timeline General Objectives
Identify and explain how Clausewitz’s enduring truths of war and national interests influence the development of “grand strategy.” 1.
2 Days
Differentiate among vital national interests, major interests and peripheral interests.
Instructional Activities (should be digital links to activities)
Grand Strategy: Concept Map Students will read and analyze a document on Grand Strategy, national power and strategic design; students will develop a concept map depicting the intricacies of Grand strategy. Grand Strategy
Analyze the ways in which military strategy is developed and executed.
2.
3 Days
Differentiate among strategic, operational and tactical levels of war.
Operational Design - Joint Force Simulation: Students will be given an international crisis they must develop an operational plan which students effectively utilize the principles of war and all branches of the U.S military. Pre-Simulation Information
Key Content/ Terms
Suggested Benchmark/ Formative Assessments
Clausewitz’s Enduring Truths National Interests Vital National Interest Major Interest Peripheral Interest Grand Strategy Military Strategy National Security Strategy National Defense Strategy National Military Strategy
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Grand Strategy Concept Map
Strategic Level of War Operational Level of War Tactical Level of War Operational Design Principles of War Joint Functions Synergy
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Joint Force Simulation, Military Coalition
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North Plainfield School District The Study of War and the U.S Military Examine the way “operational design” utilizes the “principles of war” and “joint functions” to produce synergy in a Joint Force Operation. Analyze the importance of cultural competence in the success of a multinational (coalition) operation. Evaluate the extent to which “commander’s intent” accounts for Clausewitz’s factors of war (fog, friction and chance).
Determine why nuclear weapons are a central element to the U.S National Security policy. Evaluate the extent to which “deterrence” is predicated upon capability, credibility and communication. 3.
2 Days
Assess the “nuclear triad” as it pertains to the legitimacy of the U.S nuclear strategy.
Military Coalition Exercise: Students will be given a write-up of two fictitious cultures; both cultures are at odds with one another, but students are required to form a coalition with the opposite culture to complete the mission. Students will be required to develop a plan that reconciles the differences between three cultures and allows for the development of a partnership that will result in the successful completion of the mission.
Joint Force Operation Cultural Competence Coalition Commander’s intent Fog Friction Chance
Exercise, Military Case Studies
Case Studies: Multi-National Force- Iraq United States Forces- Iraq Operation Inherent Resolve- ISIS
Case Study - North Korea and Iran: Students will examine the current crisis in North Korea and Iran. Additionally, students will examine the United States’ need to prevent nuclear proliferation.
Deterrence U.S Nuclear Strategy National Command Authority Nuclear Triad Strategic Bombers Intercontinental Ballistic Missiles Submarine Launched Missiles Nuclear Proliferation
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, North Korea Case Study, Iran Case Study
Identify and explain how the National Command Authority (NCA) influences the deployment of nuclear weapons.
Unlocking Potential. Creating Impact.
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North Plainfield School District The Study of War and the U.S Military Differentiate between irregular warfare (IW) and conventional warfare. Examine the principles of IW: legitimacy, restraint and perseverance. Analyze how the lack of restraint, in conjunction with the “CNN-Effect,” erodes United States’ legitimacy abroad and impacts IW operations. 4.
3 Days
Assess the ways in which irregular warfare can be used to combat radical-Islamic terror. Assess the extent to which the United States is fighting a morally asymmetrical war against ISIS/ISIL.
Define the concepts moral authority and legitimacy, and determine the strategic imperative for the United States to maintain moral authority and legitimacy in the fight against ISIS/ISIL. Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding)
Suggested Technological Innovations/ Use
Case Study - ISIS/ISIL and the War on Terror: -Why is there a need for irregular warfare (IW) in the 21st Century? -How do we strike a balance between conventional and irregular warfare? -How does adhering to the principles of irregular warfare help ensure the success of our IW efforts? -How do we win the “hearts and minds” of the international world? -What does it mean to win the “hearts and minds” of the people? ISIS/ISIL and Moral Asymmetric Warfare Inquiry: -What is Moral Asymmetric Warfare? -Are the U.S and ISIS/ISIL playing by the same rules? -What is Moral Authority (MA) and Legitimacy (L)? -What impact does (MA) and (L) have on the War on Terror? -How should the U.S respond to the tactics of ISIL/ISIS?
Irregular Warfare (IW) Conventional Warfare Legitimacy Restraint Perseverance CNN-Effect Moral authority Moral Asymmetric Warfare
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, CNN-Effect Case Study, Case Study on Irregular Warfare and ISIS
“CNN-Effect” Case Study: -How does the CNN effect sabotage our irregular warfare operations? Koran Burning Kandahar Massacre Taliban Urination Scandal Provide: oral instructions, copies of class-notes (Google Classroom), test and assignment modifications based on IEPs and 504s, preferential seating, “orbital study” assignments (individualized student-driven, teacher facilitated inquiries of content based on student interest and course curriculum), one-on-one instruction. Utilize: visual aids such as YouTube clips, word walls, Google-Forms as a means of requesting feedback from students. 8.1.12.A.3, 8.1.12.C.1, 8.1.12.E.1
Unlocking Potential. Creating Impact.
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North Plainfield School District The Study of War and the U.S Military (Standards 8.1 & 8.2): Suggested Service Learning Activities:
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. X Global Awareness X 21st Century Themes:
Civic Literacy 21st Century Skills Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy
X
Creativity and Innovation
X
Media Literacy
X
Critical Thinking and Problem Solving
X
Life and Career Skills
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
Unlocking Potential. Creating Impact.
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North Plainfield School District The Study of War and the U.S Military Unit 5: Military Justice and International Law NJSLS (Standards): 6.1.12.A.15.b, 6.1.12.D.15.a, 6.3.4.A.1 Essential Questions: 1. Why is there a separate judicial system for the U.S military? 2. How effective is the military court system? 3. What constitutes a “good” law? 4. What is the importance of “good order and discipline?” 5. How does “good order and discipline” relate to the military Code of Conduct (CoC)? 6. How do violations of articles 18, 89-92, 111-112a, 120, and 134 of the UCMJ constitute actions “prejudicial” to good order and discipline? 7. How has the Uniformed Code of Military Justice been applied historically? 8. How does the Law of Armed Conflict (Hague Convention and the Geneva Convention) regulate warfare? 9. To what extent does “normative force” influence international law? 10. How does the UCMJ and the International Criminal Court re-enforce international law? 11. To what extent should due-process be applied to non-citizens? 12. To what extent are military tribunals, for unlawful combatants (unprivileged enemy belligerents), unconstitutional? 13. To what extent are military tribunals, in the absence of a formal declaration of war, constitutional? 14. To what extent is the Guantanamo Bay detention camp constitutional? 15. How ethical is the Guantanamo Bay detention camp? Enduring Understanding (please number each): 1. Military operations demand a unique justice system separate of the civilian justice system; the Uniformed Code of Military Justice (UCMJ) ensures “good order and discipline” among U.S military personnel. 2. The Law of Armed Conflict (Hague Convention and the Geneva Convention) regulates lawful conduct in war; “normative force” is the backbone of international law and is reinforced by U.S military law (UCMJ) and the International Criminal Court (ICC) . 3. Military tribunals hold enemy combatants accountable for violations of international law (war crimes); ethics and the U.S Constitution play a vital role in the handling of enemies of the United States. Pacing/Timeline for Unit: 11 Days (three days for summative assessment) Interdisciplinary Connections: Ethics, Military Law, International Law, Political Science, Constitutional Studies
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North Plainfield School District The Study of War and the U.S Military Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) Examine an article of the Uniformed Code of Military Justice and develop a presentation of the article. Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) Military Law in a Nutshell, Charles A Shanor and L. Lynn Hogue UCMJ Air Force JAG - Docket Military Code of Conduct International Law and Normative Force International Criminal Court Executive Order- George W. Bush on Military Tribunals Learning Activities/Instructional Strategies EU # Timeline General Objectives
Instructional Activities (should be digital links to activities)
Examine the need for a separate judicial system for the U.S military.
Key Content/ Terms
Suggested Benchmark/ Formative Assessments
Compare and contrast a general, summary and special courts-martial.
1.
3 Days
Determine the importance of “good order and discipline” in the military. Assess the ways in which the Uniformed Code of Military Justice (UCMJ) ensures “good order and discipline” among military personnel.
Introduction to Military Law
Uniformed Code of Military Justice Courts-Martial General Courts-Martial Summary Courts-Martial Special “Good Order and Discipline” “Prejudicial”
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Case Studies (UCMJ, Bradley Manning and Bowe Bergdahl)
Examine how violations of the UCMJ constitute actions “prejudicial” to good order and discipline.
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North Plainfield School District The Study of War and the U.S Military Analyze how the UCMJ has been applied historically. Assess the way in which the Law of Armed Conflict (Hague Convention and the Geneva Convention) regulates warfare. Evaluate how international law is forged by “normative force.” 2.
3 Days
Examine the UCMJ and the International Criminal Court as it pertains to the enforcement of international law. Examine the need for humanitarian intervention and the“R2P” doctrine.
3.
2 Days
Evaluate the ethics and constitutionality of military tribunals and detaining military prisoners at Guantanamo Bay.
Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted Students (or possible areas to anticipate misunderstanding)
Suggested Technological Innovations/ Use (Standards 8.1 & 8.2): Suggested Service Learning Activities:
Normative Force Simulation: -What is normative force? -How does normative force work? -How does normative force create international law? Case Study: Lone Survivor, Lt Murphy Operation Red Wing Case Study - International Criminal Court How does the ICC uphold international law? What role has the ICC played in Rwanda?
Law of Armed Conflict Hague Convention Geneva Convention International Law Normative Force International Criminal Court R2P
International Humanitarian Law: Responsibility to Protect (R2P) -Why do we have this responsibility? -Why should we care about other countries? R2P 2005 World Summit Overview IHL Overview
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Case Study (Lone Survivor, Rwanda and the ICC) Normative Force Simulation
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Military Tribunal Graphic Organizers, Guantanamo Bay Case Study (Guantanamo Bay and Tribunals) Provide: oral instructions, copies of class-notes (Google Classroom), test and assignment modifications based on IEPs and 504s, preferential seating, “orbital study” assignments (individualized student-driven, teacher facilitated inquiries of content based on student interest and course curriculum), one-on-one instruction. Case Study: Ethics and Constitutionality of Guantanamo Bay George W. Bush and Military Tribunals -How does Fox News coverage differ from CNN coverage?
Utilize: visual aids such as YouTube clips, word walls, Google-Forms as a means of requesting feedback from students. 8.1.12.A.3, 8.1.12.C.1, 8.1.12.E.1
Unlocking Potential. Creating Impact.
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North Plainfield School District The Study of War and the U.S Military
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. X Global Awareness X 21st Century Themes:
Civic Literacy 21st Century Skills Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy
X
Creativity and Innovation
X
Media Literacy
X
Critical Thinking and Problem Solving
X
Life and Career Skills
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
Unlocking Potential. Creating Impact.
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North Plainfield School District The Study of War and the U.S Military Unit 6: Contemporary Military Conflict NJSLS (Standards): 6.1.12.A.14.b, 6.1.12.A.14.c, 6.1.12.D.14.d, 6.1.12.C.16.a, 6.3.12.D.2 Essential Questions: 1. How is cyberspace “changing the game” in the 21st Century? 2. How does the internal-external threat dichotomy relate to cyber-threats (cybercrime, cyberterrorism and cyberwar) and social order? 3. How is “Moore’s Law” affecting the ways in which cyber-threats are mitigated? 4. How has cyberspace increased the difficulty in assessing attacker-attribution (who committed attack) and attack-attribution (what type of attack)? 5. How has the Posse Comitatus Act influenced the way in which cyber-threats are appropriately handled? 6. How should internal (legislative branch) and external (International law) constraints regulate executive cyberwar-making? 7. How should equality manifest itself in the U.S military in the 21st Century? 8. How did the “don’t ask don’t tell” policy affect military units in the late 20th century? 9. How does President Trump’s transgender policy affect military units in the 21st century? 10. How does gender discrimination impact both a service member’s identity and the morale of a unit? 11. How does sexual assault in the military undermine “good order and discipline”? 12. To what extent should men and women be required to maintain similar physical fitness standards? 13. How should the military react to the legalization of marijuana? 14. To what extent should the type of order a military member is performing (Title 10 or Title 32) dictate the ability to adhere to state law? 15. How responsible is the federal government for protecting military members from the “gateway effect?” 16. How ought the federal government respond to legalization of marijuana if research indicates it helps veterans with PTSD? 17. What type of impact will the legalization of marijuana in the military have on “good order and discipline?” 18. What should be the U.S disposition in regards to current international conflict? 19. How attainable is world peace? Enduring Understanding (please number each): 1. Cyberspace has re-defined the conventional battlefield; cyber warfare demands a re-examination of the Law of Armed Conflict. 2. The demand for military equality has been met with gradual reform. 3. The domino effect of recreational marijuana legalization produces new concerns for military policies. 4. The current volatile global environment needs American leadership. Pacing/Timeline for Unit: 16 Days (two days of summative assessment) Interdisciplinary Connections: Constitutional Studies, Political Science, Gender Studies
Unlocking Potential. Creating Impact.
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North Plainfield School District The Study of War and the U.S Military Summative Assessment to demonstrate mastery of the Unit (mandatory for each teacher to administer) In-Class Essay: Students will adopt the role of Secretary of Defense and issue directives (with rationale) that address three of the following issues: marijuana usage in the military, gender equality in the military, transgender policy, sexual assault in the military, cyber-security in the military, or other contemporary military conflict. Instructional Support Materials/Resources: (Essential materials, supplementary materials, links, etc.) Movie: The Invisible War (2012) Ethics and Cyber Warfare, George Lucas Just War Theory and the U.S. Counterterror War, Neta C. Crawford "At Light Speed": Attribution and Response to Cybercrime/Terrorism/Warfare, Susan W. Brenner Cyberwar, International Politics, and Institutional Design, Daniel Abebe Tallinn Manual on the International Law Applicable to Cyber Warfare Women’s Armed Services Integration Act of 1948 Combat Exclusion- Women Women in Combat- An Analysis The Effects of Repealing Don’t Ask, Don’t Tell: Is the Combat Exclusion the Next Casualty in the March Toward Integration? Marijuana- The Gateway Drug? Marijuana and PTSD Final Communique of the Action Group for Syria Learning Activities/Instructional Strategies EU # Timeline General Objectives
Instructional Activities (should be digital links to activities)
Define and explain cyberspace.
Cyberspace: -What is cyberspace? -Why is it considered the proverbial “Wild West”? -How do we deal with cyber threats? -How does the Posse Comitatus Act limit our ability to respond to cyber attacks? -How does Moore’s Law influence cyber supremacy?
Examine the the internal-external threat dichotomy. 1.
3 Days
Apply the internal-external threat dichotomy to cyber-threats and social order. Assess the significance of “Moore’s Law.” Identify and explain the difficulty in assessing attacker-attribution
Cyber and Military Operations: -How do we align the Law of Armed Conflict and international law with the technological realities of the 21st century? -To what extent should Cyber Operations be a separate branch of the U.S military?
Unlocking Potential. Creating Impact.
Key Content/ Terms
Cyberspace Cybercrime Cyberterrorism Cyberwar Social Order Moore’s Law Attacker-Attribution Attack-Attribution Posse Comitatus Act Stuxnet
Suggested Benchmark/ Formative Assessments
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, Cyberspace Case Study (Stuxnet)
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North Plainfield School District The Study of War and the U.S Military (who committed attack) and attack-attribution (what type of attack) in cyberspace.
-How challenging is it to recruit and retain cyber warriors? -To what extent should cyber warriors (in the military) be granted separate compensation and fitness waivers?
Assess the way in which the Posse Comitatus Act has influenced the way in which cyber-threats are appropriately handled.
Case Study - Stuxnet: Stuxnet Article Stuxnet Movie: Zero Days
Analyze the ways in which equality ought to manifest itself in the U.S military in the 21st Century. Assess the role the “don’t ask don’t tell” policy had on the morale of military units in the late 20th century.
2.
4 Days
Assess the role President Trump’s transgender policy has had on the morale of military units in the 21st century. Examine the impact of gender discrimination on the identity of a military member. Evaluate the extent to which sexual assault in the military undermines “good order and discipline.”
Article Analysis: Cyber Unified Combatant Command
Case Studies - Equality in the Military: Homosexual Military Personnel Bill Clinton’s “Don’t Ask, Don’t Tell” Unit Morale Unit Morale 2 Transgender Military Personnel Donald Trump’s Transgender Ban Donald Trump's Transgender Ban: Update Gender Vs. Sex Gender and Military Standards The Female Military Experience Female Identity and Military Masculinity Sexual Assault in the Military Current Status on Sexual Assault (2016 Statistics)
Equality “Don’t ask don’t tell” Transgender Policy Transgender Male Transgender Female Homosexuality Gender Vs. Sex Gender Discrimination Sexual Assault Fitness Standards
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, News Article on Transgender
Determine whether or not men and women ought to be required
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North Plainfield School District The Study of War and the U.S Military to maintain similar physical fitness standards. Critique the marijuana policy in the U.S military. Determine whether military status (Title 10/Title 32) ought to inform the military policy on marijuana use.
3.
2 Days
Evaluate the responsibility of the federal government in protecting military members from the “gateway effect.”
Assess the impact the legalization of marijuana will have on “good order and discipline.”
4.
5 Days
Assess the role of the U.S in current international conflicts.
Instructional Adjustments: Modifications for Special Education, English Language Learners, and Gifted
State Legalization and Military Status -Should military status dictate recreational marijuana use for military personnel? Post-Traumatic Stress Disorder(PTSD) and Medicinal Marijuana -How effective is cannabis in treating PTSD?
Analyze the relationship between medicinal marijuana use and Post Traumatic Stress Disorder (PTSD).
Analyze current international conflicts.
Case Study - Marijuana and the Military: State Refusal to Enforce Federal Law New York vs. United States (1992) Printz vs. United States (1997) 10th Amendment of U.S Constitution
Gateway Effect and Federal Responsibility -If the gateway effect is legitimate, to what extent is the federal government responsible for protecting its “assets?” Marijuana Usage and “Good Order and Discipline” -What effect will recreational marijuana use have on the establishment and maintenance of “good order and discipline” within the ranks? Case Studies: North Korea Syria Iraq Afghanistan ISIS/ISIL
Gateway Effect 10th Amendment Supreme Court Rulings Post Traumatic Stress Disorder Recreational Marijuana Medicinal Marijuana
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers
Quiz, Observation, Question and Answer, Discussion, Exit Ticket, Graphic Organizers, International Crisis Case Studies (North Korea, Syria, Iraq, Afghanistan, ISIS) Provide: oral instructions, copies of class-notes (Google Classroom), test and assignment modifications based on IEPs and 504s, preferential seating, “orbital study” assignments (individualized student-driven, teacher facilitated inquiries of content based on student interest and course curriculum), one-on-one instruction.
Unlocking Potential. Creating Impact.
Obama Administration Trump Administration “Red Line” Regime Change Bashar al-Assad Kim Jung-un Saddam Hussein “Caliphate”
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North Plainfield School District The Study of War and the U.S Military Students (or possible areas to anticipate misunderstanding) Suggested Technological Innovations/ Use (Standards 8.1 & 8.2): Suggested Service Learning Activities:
Utilize: visual aids such as YouTube clips, word walls, Google-Forms as a means of requesting feedback from students. 8.1.12.A.3, 8.1.12.C.1, 8.1.12.E.1, 8.1.12.F.1
Cross Curricular/ 21st Century Connections: 9.1 21st Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. X Global Awareness X 21st Century Themes:
Civic Literacy 21st Century Skills Financial, Economic, Business, and Entrepreneurial Literacy Health Literacy
X
Creativity and Innovation
X
Media Literacy
X
Critical Thinking and Problem Solving
X
Life and Career Skills
X
Information and Communication Technologies
X
Literacy Communication and Collaboration
X
Information Literacy
Unlocking Potential. Creating Impact.
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