CENTER FOR TEACHING AND LEARNING EXCELLENCECommon Curriculum Development Division

Captain Career Course Common Core

O100: Operations (O)

Lesson Plan for Lesson 701T-CCO120Capabilities and Limitations of Brigade Combat Teams

Module Author: Mr Samuel Lex, samuel.j.lex.civ@mail.milLesson Author: MAJ James Bloom, james.a.bloom8.mil@mail.milDate Prepared: 02 August 2016Date Revised: 15 August 2019

1. SCOPE

This two-hour lesson serves as a transition lesson to the Unified Land Operations block. The lesson serves as an introduction to the capabilities and limitations of the three types of brigade combat teams (BCTs). Students should gain an appreciation for the complexity of directing and leading these forces on the modern battlefield. In addition to understanding the role of the BCTs, students will analyze how their different task organizations lend themselves to certain types of battlefields. This lesson supports MLC 2016 Common Core Course TLO 701T-CC-5000, Analyze the Fundamentals of Army Operations.

2. LEARNING OBJECTIVE

ELO 701T-CC--5000.01Action: Identify key elements of Brigade Combat Teams (BCT) Condition: In a staff group classroom environment, given readings, references, and classroom discussions on doctrinal concepts and tactical operations.Standard: Identify key elements of Brigade Combat Teams (BCT) on a written exam. Must achieve a score of 80 percent or higher. Subjects included are:

In order to achieve this standard, this class will cover the following subjects. 1. Describe the role of BCTs.

2. Understand the task organization of the three types of BCTs. 3. Analyze the strengths and weaknesses of the three types of BCTs.

Learning Domain: CognitiveLevel of Learning: Understanding

3. ASSIGNED STUDENT READINGS

Prior to class read: FM 3-96, Brigade Combat Team, 8 October 2015, Chapter 1 [35 minutes] ATP 4-90 Brigade Support Battalion, C1, 29 April 2016, pages 1-8 thru 1-12 [8 minutes] ATP 3-09.23 Field Artillery Cannon Battalion, 24 September 2015, pages 1-2 thru 1-5 [5

minutes] CALL 15-12 The Brigade Engineer Battalion: A Leaders Handbook, June 2015, pages 1-8

[10 minutes] ATP 3-90.5, Combined Arms Battalion, 5 February 2016, pages 1-9 thru 1-17 [10 minutes] Scan ADP 1-02, Terms and Military Symbols, 7 December 2015, Chapter 3 and 4 [10

minutes]

O120Capabilities and Limitations of Brigade Combat Teams

“Army to transition two brigades to add heavy firepower as it prepares for near-peer conflict”, Corey Dickstein, Stars and Stripes, September 20, 2018, https://www.stripes.com/news/army- to-transition-two-brigades-to-add-heavy-firepower-as-it-prepares-for-near-peer-conflict-1.548522 [2 minutes]

David Tier (2016) What mix of brigade combat teams should the US Army Field?, Small Wars & Insurgencies, 27:3, 538-549, DOI: 10.1080/09592318.2016.1151661 https://doi.org/10.1080/09592318.2016.1151661 [15 minutes]

4. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL Scan: ATP 3-20.96, Cavalry Squadron, May 2016, Chapter 1, Role in the Brigade Combat TeamScan: FM 3-21.20, The Infantry Battalion, 13 December 2006, Chapter 1Scan: ATP 3-21.21, SBCT Infantry Battalion, 18 March 2016

5. TRAINING AIDS, REFERENCES, AND RESOURCES

a. O130: Appendix A, Slides (separate file)b. O130 Advance Sheetc. Assessment: There is not a direct assessment tied to this lesson, other than the students’

contribution to group learning through discussion. However, the material addressed during this lesson is integrated with future assessments.

d. Videos: N/Ae. Maps: N/Af. Computer and projection systems for presenting PowerPoint slides, and playing videog. White Board with dry erase markers and eraser, and/or butcher block paper and markers

6. CONDUCT OF LESSON

Lesson Timeline:

First Hour:5 minutes Concrete Experience: “What mix of brigade combat teams should the US Army Field?” “Army to transition two brigades to add heavy firepower as it prepares for near-peer conflict”

05 minutes Publish and Process 15 minutes GNI: Role of Brigade Combat Teams 30 minutes GNI: BCT Task Organization10 minutes Break

Second Hour:40 minutes GNI: the strengths and weaknesses of the three types of BCTs05 minutes Develop 05 minutes Apply

Lesson Plan:

CONCRETE EXPERIENCE: 5 minutes (David Tier’s article, Corey Dickstein’s article):

O120Capabilities and Limitations of Brigade Combat Teams

As we work through the next few hours to understand the capabilities and limitations of BCTs, lets look at the total Army BCT strength and what it may mean for future conflicts. Two of your assigned readings from last night was David Tier’s article titled “What mix of brigade combat teams should the US Army Field” and Corey Dickstein’s article, “Army to transition two brigades to add heavy firepower as it prepares for near-peer conflict”. Take a second to recover the articles and then answer these questions. (Ask P&P question #1 below.)

PUBLISH AND PROCESS: 5 minutes

Instructor Note: Ask the following questions to the class, making sure to call on numerous students. There is no need to record their answers on the board.

What is Mr. Tier’s thesis statement? Do you agree with him? Disagree? Why?

What evidence does he use to support this position?

What, if any, biases do you see in his argument?

What would some limiting factors be when implementing the types of changes he calls for?

Based on the Stars and Stripes article by Corey Dickstein also assigned, is the Army moving toward this way of thinking?

Based on current events and your own reflection what will the next conflict look like? What does it mean when we label an adversary a “near peer”?

Instructor Note: The purpose of these questions is to promote discussion and debate within the classroom about what the modern force should look like and prepare for. Many students will agree with his premise that the Army must prepare based on environment, power projection ability, and type of conflict. Some may point out that the Army could be caught off guard in a pure near peer conflict. There are no right or wrong answers – just allow the students to express their opinions. However, make sure to ask students to support their opinions with some factual information.

CE Slide: Brigade Combat Team MixUse these questions to create discussion on the assigned articles.

O120Capabilities and Limitations of Brigade Combat Teams

Display Slide 1: IntroductionSo far in this course, we discussed the doctrinal foundations of Army operatrions and began to define the operational environment. This lesson was developed as a means to introduce the Army’s smallest combined arms units (Brigade Combat Teams) that operate in these environments and employ this doctrine.

Display Slide 2: AgendaBriefly cover the agenda for O120

Display Slide 3: Learning ObjectiveBriefly cover the learning objective for O120

GENERALIZE NEW INFORMATION:

Instructor Note: as a transition to discussion on Brigade Combat Teams, guide students to begin talking about the employment of Combined Arms Units and their usefulness in both the current and conventional operating environments.

What are the Army’s smallest combined arms units?

O120Capabilities and Limitations of Brigade Combat Teams

Display Slide 4: Brigade Combat TeamsInstructor Note: reference FM 3-96 Chapter 1 for additional information on the Brigade Combat Teams.

According to doctrine, what is the role of the Brigade Combat Team? (see answer below)

What are the three types of Brigade Combat teams? (see answer below)

Why do we have three different types of BCTs? (see answer below)

BCT Role: FM 3-96, chapter 1, page 1-1: Brigade combat teams (BCTs) organize to conduct decisive action, which is the continuous, simultaneous combinations of offensive, defensive, and stability or defense support of civil authorities tasks (ADP 3-0). The BCT is the Army’s primary combined arms, close combat force. BCTs often operate as part of a division or joint task force. The division or joint task force acts as a tactical headquarters that can control up to six BCTs in high- or mid-intensity combat operations. The tactical headquarters assigns the BCT its mission, area of operations, and supporting elements. The headquarters coordinates the BCT’s actions with other BCTs in the formation. The BCT might be required to detach subordinate elements to other brigades attached or assigned to the division or task force. Usually, this tactical headquarters assigns augmentation elements to the BCT. Field artillery, maneuver enhancement, sustainment, and combat aviation brigades can all support BCT operations.

What are the three types of Brigade Combat Teams?

Display Slide 5: Brigade Combat TeamsInstructor Note: reference FM 3-96 Chapter 1 for additional information on the Brigade Combat Teams.

According to doctrine, what is the role of the Brigade Combat Team? (see answer below)

What are the three types of Brigade Combat teams? (see answer below)

Why do we have three different types of BCTs? (see answer below)

Types of BCTs: FM 3-96, chapter 1, page 1-1: The three types of BCTs are the infantry brigade combat team (IBCT), the Stryker brigade combat team (SBCT), and the armored brigade combatteam (ABCT).

Why three different types of BCTs?: Instructor Note: This is a relatively simple question, and students should quickly point out that certain BCTs are better at certain types of missions and operational

O120Capabilities and Limitations of Brigade Combat Teams

environments. This gives you a natural transition into the next part of the class, in which you will lead a discussion about the capabilities and limitations of the various BCTs.

Instructor Note: Poll the class to see which students have served in which type of BCTs. Hopefully this can/will split the class into thirds. Have the class form into three groups in accordance with their respective BCTs. If one BCT is under-represented then ask for volunteers from a larger BCT group to supplement the smaller group. The three groups should be nearly evenly matched.

Next, send the groups to the white boards and have the them layout the task org for their BCT. In small groups, have the students discuss symbols that they may be unfamiliar with and if/how the task org for their units may have differed and why. Also have the students discuss the different types of vehicles that are in the various units. This information comes from ADRP 1-02, Chapter 3 and 4 and FM 3-96 under the task organization for each BCT. While the students are completing this task walk around and listen in on group discussion to make sure that they understand all of the symbols, and are on the right track.

Lastly, have each group indentify and discuss at least three capabilities and three limitations of their respective BCT. Make sure that students are aware that they will be briefing and defending the answers to the class, that they come up with in their small groups.

Instructor Note: Once the small groups have had approximately 15 minutes to complete their task, begin with the the briefings.

Instructor Note: The lesson slide deck includes back-up slides that provides descriptions and graphics of each BCT’s subordinate battalions. Instructors should use these slides as a starting point for the discussion on BCT organization, roles and capabilities.

Instructor Note: Have the class reconviene around the white board that has the ABCT info on it. Have the group brief the class. Allow students from other groups to ask questions, and share insight and experiences during the brief. Encorage the class to challenge briefing groups’ assertations concerning the task org layout, capabilities, and limitations. Additionally you may use the following questions to support the group discussion. Try to limit the class discussion of the ABCT to 5 minutes.

Display Slide 6: ABCT Task OrgInstructor Note: Have the group assigned to the ABCT provide answers to the following questions. Facilitate discussion between groups to allow additional input. Allow students to reference ATP 4-90 and FM 3-96 to answer questions.

What is the task organization of an ABCT?

What is the primary function of the ABCT?

What type of vehicles are organic to the ABCT?

What are three capabilities and three limitations of the ABCT?

Detailed information for the ABCT can be found in FM 3-96 para 1-43 thru 1-57. Slides 7-11 of the MC111 slide deck provide further descriptions and graphics of each of the ABCT’s subordinate Battalions.

O120Capabilities and Limitations of Brigade Combat Teams

Okay, there’s a lot of firepower in an ABCT. So why hasn’t the Army deployed them with their organic vehicles, meaning tracked, more so than the IBCT’s or SBCT’s?

To begin with, the mountainous terrain dominates much of the fighting, and is simply No-Go terrain for tracked (and wheeled) vehicles. Additionally, deploying heavy vehicles into Afghanistan would prove difficult (i.e. either completely by air or via the Khyber pass from the Pakistani port of Karachi), making the Stryker (sans add-on armor) more strategically deployable into the country. Also, as some ABCT advocates have suggested, the U.S. Army favored giving the Stryker an opportunity to demonstrate its effectiveness as a way to secure the future of Stryker formations. The absence of heavy U.S. military land units in Afghanistan stands out though as some allies, most notably the Canadians, have for years deployed heavy tracked land forces (i.e. with both tanks and APCs) as their contribution to NATO forces in country. The US does not want to look anything like the Russian occupying force that the Afghans fought in the 80’s. The strategy in Afghanistan has been to utilize IBCTs with air support. Additionally, the heavy tracked vehicles do not provide a tactical advantage in stability operations. Centrally located Combat Air Support (CAS) and restrictions of travel that mandate travel within fire support rings from artillery or mortar pieces allow units to have the required fire superiority to effectively engage enemy attacks. One final note is the additional expenses involved with deploying ABCTs: fuel and repair parts.

Despite those concerns, are there any reasons why it might make sense to deploy tanks to Afghanistan?

They offer greater off-road mobility (on non-mountainous terrain), and provide greater protection from IEDs and RPGs. Students might also mention a greater stand-off range…but the terrain would probably negate that in most instances.

So, if you were the Secretary of Defense – would you send tanks to Afghanistan?

No right or wrong answer here.

One final question about ABCTs – are they ready for our future wars?

Also no right or wrong answers here, but students will probably propose the argument that the armor corps hasn’t had sufficient usage for conventional warfare since 9/11. Another good discussion point that some students may have some insight on is the level of maintenance (or lack thereof) that tanks have been receiving while sitting back home in the motor pools.

Instructor Note: Next, move the class to the white board that has the IBCT info on it. Have the group brief the class. Allow students from other groups to ask questions, and share insight and experiences during the brief. Encourage the class to challenge briefing groups assertations concerning the task org layout, capabilities, and limitations. Additionally you may use the following questions to support the group discussion. Try to limit the class discussion of IBCT to 5 minutes.

O120Capabilities and Limitations of Brigade Combat Teams

Display Slide 7: IBCT Task OrgInstructor Note: Have the group assigned to the IBCT provide answers to the following questions. Facilitate discussion between groups to allow additional input.

What is the task organization of an IBCT?

What is the primary function of the IBCT?

What type of vehicles are organic to the IBCT?

What are three capabilities and three limitations of the IBCT?

Detailed information for the IBCT can be found in FM 3-96 para 1-1 thru 1-25. Slides 13-17 of the MC111 slide deck provide further descriptions and graphics of each of the IBCT’s subordinate Battalions.

IBCTs have, of course, been primarily used in Afghanistan. Why? What advantages do they offer in that kind of operational environment?

Possible answers include easier resupply, greater mobility/maneuverability, and greater operational reach. Compared to ABCTs and SBCTs, the IBCTs require far less logistical support; they may not have to rely on the Air Force for infill, since they have less equipment and can be transported by Army aviation brigades. Operational reach is the distance and duration across which a unit can successfully employ military capabilities. Unlike ABCTs and SBCTs, IBCTs have the ability to reach any objective on the battlefield, regardless of terrain or other tactical obstacles. IBCTs are also the only ones with airborne capabilities.

What are their disadvantages?

Less firepower, less protection, and a reduced footprint. Obviously, an IBCT is not going to be able to cover as much terrain as an ABCT or SBCT, due to their reduced number of armored combat vehicles and decreased weapons range.

While the IBCT has a 105mm howitzer battalion instead of a 155mm battalion, the towed artillery battalion still only has 16 guns – the same number as the heavy, self-propelled battalion. What are your thoughts on this? Should an IBCT have more artillery?

No right or wrong answers.

Instructor Note: Move the class to the white board that has the SBCT info on it. Have the group brief the class. Allow students from other groups to ask questions, and share insight and experiences during the brief. Encourage the class to challenge briefing groups assertations concerning the task org layout, capabilities, and limitations. Additionally you may use the following questions to support the group discussion. Try to limit the class discussion of SBCT to 5 minutes.

O120Capabilities and Limitations of Brigade Combat Teams

Display Slide 8: SBCT Task OrgInstructor Note: Have the group assigned to the SBCT provide answers to the following questions. Facilitate discussion between groups to allow additional input.

What is the task organization of a SBCT?

What is the primary function of the SBCT?

What type of vehicles are organic to the SBCT?

What are three capabilities and three limitations of the SBCT?

Graphic taken from ATP 4-90, para 1-56, figure 1-3 (change 1, 2016)

Detailed information for the SBCT can be found in FM 3-96 para 1-26 thru 1-42. Slides 19-23 of the MC111 slide deck provide further descriptions and graphics of each of the SBCT’s subordinate Battalions.

So, this is probably intuitive by now…but why did the Army create SBCTs?

SBCTs were formed to to bridge the gaps between the IBCT and ABCT. They combine the strengths of the two brigades, while minimizing their weaknesses. The SBCT has greater survivability and firepower than an IBCT, and greater mobility than a ABCT.

What kind of battlefield do SBCTs excel on?

Afghanistan type terrain, against an unarmored enemy. They have dismount infantry capability, but obviously lack survivability against armor forces (such as the Iranians or North Koreans).

Instructor Note: At this point, go ahead and send the class on a 10 minute break.

-----------BREAK------------

Instructor Note: You want to make sure to have a general discussion on enabler units here as part of the groundwork for their Crucible of Command simulation. In that sim, how well or poorly they utilize these assets will probably determine their battle’s outcome. As enabler task organization does not differ you can use the ABCT slides or pick one of the other BCT types to illustrate.

O120Capabilities and Limitations of Brigade Combat Teams

Display Slide 9: ABCT Field Artillery BattalionInstructor Note: We are discussing what types of sustainment and enabler capabilities the brigades have. Does the task organization of a FA battalion differ among the 3 types of BCTs?

How much terrain can a BDE FA Battalion effect??

What type of vehicles differ between FA BNs?

Detailed information for the FA BN can be found in ATP 3-09.23 Field Artillery Cannon Battalion.

Display Slide 10: ABCT Brigade Support BattalionInstructor Note: We are discussing what types of sustainment and enabler capabilities the brigades have. Does the task organization of a BSB differ among the 3 types of BCTs?

How long is a BCT designed to sustain itself without outside sustainment?

What type of vehicles differ between BSBs?

Detailed information for the BSB can be found in ATP 4-90 Brigade Support Battalion.

Display Slide 11: ABCT Brigade Engineer Battalion

O120Capabilities and Limitations of Brigade Combat Teams

Instructor Note: We are discussing what types of sustainment and enabler capabilities the brigades have. Does the task organization of a BEB differ among the 3 types of BCTs?

What are the different engineer capabilities in the BEB?

What type of vehicles differ between BEBs?

Detailed information for the BEB can be found in CALL 15-12 The Brigade Engineer Battalion: A Leaders Handbook.

Display Slide 12: BCT Space and Cyber CapabilitiesInstructor Note: We are discussing what types of sustainment and enabler capabilities the brigades have. What CEMA assets does a BCT organic?

Does the BCT have offensive cyber or space capabilities?

What is the best way to mitigate enemy space and cyber threats?

Detailed information for operating in space and cyberspace can be found in FM 3-12 Cyberspace and Electronic Warfare Operations, 11 April 2017.

We are discussing what types of sustainment and enabler units the brigades have. How important are these types of capabilities?

Very important. The enablers set the conditions for the brigade’s maneuver forces to be successful. ISR assets, such as scouts, UAVs, ground radars, etc provide the necessary intelligence for situational awareness. EN assets obviously are critical for breaching obstacles and building fortifications. The artillery battalion and unit mortars provide indirect fires for suppressing, neutralizing, or destroying the enemy. External assets, such as army and air force aviation, provide close air support and troop transport capabilities.

Where can a BCT begin to integrate cyber and space capabilities and defense into planning future operations? The military Decision Making Process allows the BCT to integrate these aspects of war fighting inot planning. This is through the CEMA cell located in the S3 section.

O120Capabilities and Limitations of Brigade Combat Teams

An example of BCT reliance on these systems which must be planned for is the positioning and timing signal provided by the global positioning systems (GPS), which is broadcast continually by a group of GPS satellites operating at an altitude of 12,500 miles. These satellites provide position and timing data, and are easy to access by any terrestrial user that has either a military or commercial GPS receiver. However, in Large Scale Combat Operations (LSCO), the GPS ground user equipment is very vulnerable to enemy EW attack, electromagnetic interference from adjacent/allied formations, and manipulation (spoofing). The GPS signal is about as strong as a 60 watt light bulb, and after traveling 12,500 miles thru space (distance from satellite to receiver) is very weak by the time it reaches the recipient on the ground.

What other enabler units can plug into a BCT? It is important to draw on the experience of the class members here. Some suggestions are Civil Affairs Teams, PSYOPS, Military Police, Mobile CEMA Team.

Display Slide 13: Practical ExerciseInstructor Note: Walk through the groups and pose questions as necessary to facilitate discussion among small groups.

Which type of BCT would you assign to the four missions? Why?

What challenges/limitations might each BCT have?

What external capabilities might be required?

What role would units and/or personnel from your specific branch of assignment play in this particular operation?

Split the class into small groups, not the same as the first PE. Have them develop a plan to complete the mission with the assigned units. They must answer the questions posed and be prepared to defend their answers. While the students are completing this task walk around and listen in on group discussion to make sure that they are on the right track.

Instructor Note: Once the small groups have had approximately 15 minutes to complete their task, have each group brief. Allow students from other groups to ask questions, and share insight and experiences during the brief. Encorage the class to challenge briefing groups’ assumptions they made about and usage of the assets. Additionally you may use the following questions to support the group discussion.

Why did you mission the units in this way?

What are some important characteristics of the reserve force to this problem set?

What information about the enemy, if provided would have changed your plan?

What other enabler units would you request to be provided for this mission?

DEVELOP:

O120Capabilities and Limitations of Brigade Combat Teams

Instructor Note: Review the questions below and choose one that best supports your branch

How does [your branch] interact as a member of a Stryker Brigade Combat Team Staff? How would it be different in a Armored Brigade Combat Team? Infantry Brigade Combat Team? What doesn’t change?

Students should describe some of the known or possible nuances of supporting each type of brigade combat team. Answers could include differences in logistical support/footprint, modes of transportation etc. For the Combat Arms officers, answers could different planning factors for maneuver, weapons effects, terrain, different training strategies etc.

Let’s say you are assigned to an infantry brigade combat team and you have a mechanized infantry/armor team assigned to your battalion for a field exercise. How does that change how you do business as a [branch] officer? What about the other way around (Infantry Company assigned to an Combined Arms Battalion)?

Again, there are no right or wrong answers here. Here students should highlight the importance of how changes to task-organization may affect the ability to support/utilize our three brigade combat teams. Some students may catch the term “assigned” if you ask the question above “as is”and might bring up a discussion about the difference between “Attached, Tactical Control (TACON), Operational Control (OPCON), etc”from a support stand point. This is OK, as long as the discussion is focused on how the school branch(s) interact with the three Brigade Combat Teams in different situations.

Branch Question: For those branches that have their own branch-specific formations (example Combat Aviation Brigade, Fires Brigade, Signal Battalion, Sustainment Brigade, etc), how do you as a [branch] officer in a [choose a branch-specific formation] support a Brigade Combat Team (Armored, Stryker, Infantry)?

Answers should be very branch-specific and open up a discussion of how the branch supports the different Brigade Combat Teams internally and externally.

APPLY:

Instructor Note:It is your option to select questions from the list below, or develop questions that better match or relate to the (branch) discussion that occurred in the classroom.

Instructor Note: The apply phase for this class simply consists of a brief series of questions to ensure that all students understand the basic differences between the types of brigades. Instructors should ask questions about the material they covered in class as a check on learning. These questions can cover anything from task organization to weapon system capabilities to advantages/disadvantages of each of the BCTs. Here are some recommended sample questions:

How many combined arms battalions are in a ABCT? How are they configured?

Three battalions: two battalions with two tank companies and one mechanized infantry company and one battalion with two mechanized rifle companies and one armor company.

What are the other battalions in a ABCT or IBCT?

Field Artillery, Reconnaissance, BSB, and BEB

What’s the primary anti-armor force in a SBCT?

O120Capabilities and Limitations of Brigade Combat Teams

The Weapons Troop of the Cavalry Squadron.

If the US needs a brigade capable of maneuvering quickly against an armored force to liberate the people of Libya, what type of BCT would you send?

ABCT (or SBCT if the enemy armored force has been mostly destroyed by CAS)

If the US needs a brigade capable of maneuvering across mountain ranges to secure villages in Pakistan, what type of BCT would you send?

IBCT

Which of the three brigades takes the most time and money to deploy? ABCT

O120Capabilities and Limitations of Brigade Combat Teams

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O100: Operations (O)

Lesson Plan for Lesson O130Capabilities and Limitations of Brigade Combat Teams (AC)

Appendix B: Slides

List of Slides Description/TitleSlide 1 Brigade Combat TeamsSlide 2 AgendaSlide 3 Learning ObjectiveSlide 4 Brigade Combat TeamsSlide 5 Types of BCTsSlide 6 ABCT Task OrgSlide 7 IBCT Task OrgSlide 8 SBCT Task OrgSlide 9 ABCT Field Artillery BattalionSlide 10 ABCT Brigade Support BattalionSlide 11 ABCT Brigade Engineer BattalionSlide 12 Practical ExerciseSlide 13 Title Back Up Slide Slide 14 The Combined Arms BattalionSlide 15 ABCT Cavalry SquadronSlide 16 Infantry BattalionSlide 17 IBCT Cavalry SquadronSlide 18 IBCT Field Artillery BattalionSlide 19 IBCT Brigade Support BattalionSlide 20 IBCT Engineer BattalionSlide 21 SBCT Infantry BattalionSlide 22 SBCT Cavalry SquadronSlide 23 SBCT Field Artillery BattalionSlide 24 SBCT Brigade Support BattalionSlide 25 SBCT Engineer Battalion

O120Capabilities and Limitations of Brigade Combat Teams