...The Leadership of Abraham Lincoln Phillip Bullington High Performance Leadership Term Paper 2/12/15 Table of Contents Table of Contents 2 Introduction 3 Leader 4 Power & Influence 4 Ethics & Values 6 Attributes 6 Behavior 8 Followers 9 Motivation 9 Satisfaction & Performance 9 Groups 10 The Rocket Model 10 Situation 11 Situational Levels 11 Emancipation Proclamation 12 Death 13 Conclusion 13 References 14 Introduction Abraham Lincoln was the 16th President of the United States of America. Abraham was born on February 12, 1809 to Thomas Lincoln and Nancy Hanks. He grew up in both Kentucky and Indiana as the son of a farmer who preferred him to work on the farm rather than read books. Lincoln had an intellectual ambition however and was in constant pursuit of knowledge through his readings. Abraham set out for Illinois in 1831 and studied to become a lawyer which he eventually did in 1836 after passing the bar examination. He was then elected to the Illinois State Legislature in 1836, 1838, and 1840. After his retirement from legislature in 1841, Lincoln went on to marry Mary Todd Lincoln in 1842. He then began devoting the majority of his time to law practice until 1847 when he was elected and served in Congress (McPherson, 2000). Lincoln would continue to move in and out of politics for the next 14 years as was continually defeated in bids and elections for office. It wasn’t until 1861, after losing...
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...The American Civil War, which lasted from April of 1861 to May of 1865, is among the bloodiest (and most decisive) wars in American history. Proposed by Stephen A. Douglass, the Kansas-Nebraska Act of 1854 was introduced to not only pave way for a northern transcontinental railroad and bring Nebraska into the Union, but also to solve the problem of slavery in new territories and, ultimately, reduce sectional conflicts. However, the Act failed; Northerners became angry at the contradiction of the Missouri Compromise, and sectional conflicts between the North and the South heightened to extremes. The relations between the North and the South worsened over time. At one point, there came a period of violence and bloodshed known as “Bleeding Kansas”...
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...Oppressed There has never been a day in American history that someone has not been oppressed. During the colonization of America all of the colonies were under Britain’s thumb, then only African-Americans and women were under the rule of white men, and even when African-Americans and women were granted rights, there still hasn’t been true equality. America was founded on the idea that everyone should be free and have inalienable rights, so what went wrong? Two hundred and forty one years ago, Patrick Henry was getting the fight for independence and freedom started. He was strong in believing that people’s rights should be protected and that people should not be oppressed. Henry was able to recognize that Britain was an oppressing force....
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...bloody wars. One of the founders of what makes up our country today was Abraham Lincoln. He was born on February, 12, 1809 in Hardin County, Kentucky. About 20 years later, Lincoln moved and settled in the town of New Salem, Illinois. He was a self-taught lawyer and legislator. Soon he became engaged in local politics. He worked as a supporter of the “Whig Party” and won the election to the Illinois State legislator in 1834. Lincoln was a staunch advocate of internal improvements, a national banking system, and frontier settlement. During his presidency, he continued to support these causes, and implemented policies to further them. He opposed to the idea of spreading slavery to the territories. His vision was to expand the united states with a focus on commerce and cities; rather than agriculture. An unsuccessful bill to abolish slavery in the District of Columbia later became law during his first term as president. So, generally, with reguard to domestic policy, Lincoln's presidency was of a piece with his previous political activity. The main difference between Lincoln the legislator and Lincoln the president lies in his attitude toward the balance of power between the executive and legislative branches of the federal government. As a Member of Congress, Lincoln had been extremely critical of President Polk's sweeping executive privileges during the Mexican War, arguing that only the legislature had the power to declare and direct the course of war; But during the Civil War...
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... AP United States History DBQ Essay #3: “American period between 1860-1880” The historic period prior to the 1860s was the most underlying era in American society as it led to the bloodiest war in the American history, the Civil war. Prior to the Civil war, the American politics were sectionally divided between the Northern Republicans and the Southern Democrats. The political culture was almost saturated as both sections had realized that the numerous compromises would only provoke questions and dissimilarities between them, with the largely interfered question of slavery and suffrage. The Missouri Compromise of 1820 had been implemented as a nationwide direction towards admitting states with reference the 36° 30´ latitude line, either as a free-state (above line) or as a slave state (below the line). Despite of the temporary success of the compromise of 1820, it was repealed by the Stephen A. Douglas in 1854 in his Kansas-Nebraska Act. Likewise, the Compromise of 1850, created by the Great Compromiser, Henry Clay, was an effort to preserve the Union by settling the issue of slavery in the newly acquired territories from the Mexican-American War. Although it assured a temporary peaceful settlement between the sections, it failed to give birth to the Civil war and the rise in sectionalism. Although all these compromises had served their desired intents, politically as well as socially, in turn, they only played a catalyst role in increasing the tensions between...
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... | | |College of Humanities | | |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning...
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...The Union War “Without an appreciation of why loyal citizens believed a Union that guaranteed democratic self-government was worth great sacrifice, no accurate understanding of the Civil War era was possible” (Gallagher). I agree with this statement by Gallagher because if it wasn’t for the decisions and executions of the Union I am not sure if I would be living in a democratic, free society today. In The Union War, Gallagher “offers a companion volume that extends his manifesto against hindsight, what Gallagher calls the ‘Appomattox syndrome,’ to histories of the Union” (Gallagher, 79). According to Gallagher, researchers who work backward from emancipation and Reconstruction have expanded northern devotion to race, slavery, and abolition while complicating loyal Americans’ major war aim, the Union. The above quote stated by Gary Gallagher is one of the main causes as to why the North won the Civil War because with the joining of citizens who wanted to fight for their democratic government, it gave the Union more soldiers that wanted to fight than the Confederates. They won the Civil War simply because they had more people. The North won the Civil War they were on the right side of human ethical issues. They had their best interest in helping the morals of humans and this alone helps citizens be able to trust the Union’s tendencies and this can also make a citizen loyal. The North clearly had more men to fight for them and there were more people that wanted to end slavery,...
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...The Miscegenation Hoax Though the Civil War was ravaging the countryside, and union soldiers were fighting and falling in what would become the bloodiest of all American wars, the political rivalry between democrats and republicans was not curtailed. In fact, the impending election in 1864 would heighten tensions, and the methods that would be utilize to besmirch and defame the opposing party, in some respects, were unorthodox. President Lincoln was campaigning for his second term and his democratic opposition were seeking to discredit him by any means possible. One of the primary methods utilized was to attack his supposed love for the recently freed African-Americans. The “great emancipator” was condemned and criticized by many for emancipating the slaves, and not supporting a regime that promoted a racial hierarchy and white supremacy. The war that had begun in order to save the Union had been transformed into a war for African American liberty, and to many, that was unacceptable. The democratic opposition worried that this new caste of Freedmen would become a powerful force, one that could potentially alter the entire social structure of American society. Moreover, the opponents to emancipation and black equality were also concerned with the sanctity and purity of white blood and many feared that another term under Lincoln would mean that “compulsory marriage of white and black had finally become the main plan in the republican platform.” To that end, two New York...
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...Grant in just that act of writing. The concentration and the determination. He never looked up. He never hesitated. He never seemed to search for a word. Geoffrey Perr et, Biographer: By the time he'd finished, he was surrounded by pieces of, of paper that he'd covered with his, his very even hand writing. In effect, he had fought the battle already in his o wn mind. Narrator: Before the war, Grant had been a nobody, a failure as a farmer and a businessman. As Commanding General, he was called an incompetent, a butcher. But he would win every campaign he ever fought. His plain, Midwestern w ays would captivate the American people. David W. Blight, Historian: There was something about that element of the American dream of that rags to riches story. He had experienced humiliation and he had understood failure. And I suspect a lot of Americans could see themselves in him. Donald Miller, Historian: Grant, not Lincoln was the most popular man in the nineteenth century. No question about it. Even in death Lincoln wasn't as popular as Ulysses Grant. Narrator: Twice a grateful nation elected the Civil War's greatest hero, President. But his years in the White House, marked by racial violence and scandal, would threaten to destroy all he had accomplished. Brooks D. Simpson, Historian: How could...
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...about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was famous as a bookie. He claims expert knowledge about odds and point spreads, not about history, biology or human genetics. But those claiming to be educated—and employed on that basis—have proved to be just as superstitious as Jimmy the Greek...
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...------------------------------------------------- Lincoln 2. Production year: 2012 3. Countries: India, Rest of the world, USA 4. Cert (UK): 12A 5. Runtime: 150 mins 6. Directors: Steven Spielberg 7. Cast: Daniel Day-Lewis, David Strathairn, Hal Holbrook, James Spader, John Hawkes, Joseph Gordon-Levitt, Lee Pace, Sally Field, Tommy Lee Jones 8. More on this film Mississippi's tardiness has been put down to an oversight that was only corrected after two academics embarked on research prompted by watching Lincoln, Steven Spielberg's Oscar-nominated film about president Abraham Lincoln's efforts to secure the amendment. Dr Ranjan Batra, a professor in the department of neurobiology and anatomical sciences at the University of Mississippi Medical Center, saw Spielberg's film and wondered about the implementation of the 13th amendment after the Civil War. He discussed the issue with Ken Sullivan, an anatomical material specialist at UMC, who began to research the matter. Sullivan, a longtime resident of the Mississippi, remembered that a 1995 move to ratify the 13th amendment had passed the state Senate and House. He tracked down a copy of the bill and learned that its last paragraph required the secretary of state to send a copy to the office of the...
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... T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Transforming a Nation . . . . . . . . . . . . . . . . . . ....
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...Contents Title Page Dedication Prologue CHAPTER ONE: Republicans and Democrats CHAPTER TWO: Values CHAPTER THREE: Our Constitution CHAPTER FOUR: Politics CHAPTER FIVE: Opportunity CHAPTER SIX: Faith CHAPTER SEVEN: Race CHAPTER EIGHT: The World Beyond Our Borders CHAPTER NINE: Family Epilogue Acknowledgments About the Author Also by Barack Obama Copyright Prologue IT’S BEEN ALMOST ten years since I first ran for political office. I was thirty-five at the time, four years out of law school, recently married, and generally impatient with life. A seat in the Illinois legislature had opened up, and several friends suggested that I run, thinking that my work as a civil rights lawyer, and contacts from my days as a community organizer, would make me a viable candidate. After discussing it with my wife, I entered the race and proceeded to do what every first-time candidate does: I talked to anyone who would listen. I went to block club meetings and church socials, beauty shops and barbershops. If two guys were standing on a corner, I would cross the street to hand them campaign literature. And everywhere I went, I’d get some version of the same two questions. “Where’d you get that funny name?” And then: “You seem like a nice enough guy. Why do you want to go into something dirty and nasty like politics?” I was familiar with the question, a variant on the questions asked of me years earlier, when I’d first arrived in Chicago to work in low-income neighborhoods. It signaled a cynicism...
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...Chap1 Comparing Apples and Oranges The concept of “apples and oranges” relates to the consistency of anything that is compared with something else. Whenever you make a comparison in sentence, you have to make sure the things you compare are , in fact, comparable. Than ①主语比较 1. Because the Earth’s crust is more solid there and thus better able to transmit shock waves, an earthquake in the eastern United States will typically devastate an area 100 times greater than will a quake of comparable magnitude occurring in the West.(D-P35-9) 2.Local residents claim that San Antonio, Texas, has more good Mexican American restaurants than does any other city in the United States. (D-p78-14) 3.The guiding principles of the tax plan released by the Treasury Department could have even greater significance for the economy than do the particulars of the plan. (C-p8-6) 4. Because natural gas is composed mostly of methane, a simple hydrocarbon, vehicles powered by natural gas emit less of certain pollutants than those burning gasoline or diesel fuel. (C-p8-16) 5. The United States government employs a much larger proportion of women in trade negotiations than does any other government. (C-p22-8) 6. The pay of senior executives increased in 1990 by a larger percentage than did the wages of other salaried workers. (C-p67-5) 7. A newly developed jumbo rocket, which is expected to carry the United States into its next phase of space exploration, will be able to deliver a heavier load...
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