...Writing Assignment #2: Sherman’s March Potential Biases: A particular bias is that I strongly do not like talking about the South and have an upmost hate with how they treated slaves during this time era. Even though it is a part of history, I do not take joy in discussing this issue because this topic gets me upset with the concept of slavery and how it dehumanizes others. Thesis: Sherman’s “March to the Sea” in 1864 is justifiable to his actions, because he executed his aspirations to shatter the Confederacy’s strategies, financial, and mental capacity for continuing war, thus concluding to an imminent victory for the Union of the Civil War. Introductory Paragraph: Sherman’s “March to Sea” was a pivotal campaign to help conclude the end of the Civil War. Atlanta was taken over from the forces of Sherman’s army in the beginning of 1864; Sherman committed to drive away the Confederate troops over the next couple of weeks in efforts to pursue them through Georgia in a crafty attempt to engage in battle. The Confederate's evaded Sherman from pursuit of combat, but Sherman adjusted and decisively refined to a different strategy by hindering the South’s financial aspect and framework of transportation. General Sherman also used other strategies to terrify civilians and stir more chaos in his march across Confederate territory....
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...General Sherman’s March through Georgia 1 The United States Civil War was the bloodiest and most trying conflict in American history. Hundreds of thousands of American lives were lost on both sides of the war. General William Tecumseh Sherman’s march through Georgia to the sea was a brilliant strategic victory for the North that helped to end the war more quickly, all while preserving the lives of soldiers on both the North and South. All though his march was outside the general practice of warfare it is clear that the General’s movement through Georgia was the best course he could have taken given his circumstances. His capture of Atlanta and his subsequent march to follow is one of the most controversial issues of the war. At the time of the war it was commonplace for the military leaders to embed their troops in entrenchments that were nearly impossible to infiltrate. They would then rush their men towards each other in a bloody battle. General Sherman realized that attacking the entrenchments of the enemy was fruitless and killed too many soldiers. He went on a path of flanking maneuvers that helped get around these entrenched soldiers. He followed up this plan by attacking the economy of the South and breaking their resolve. The importance of his new plan can be seen on how his tactics of attacking the land and economy, instead of other human beings, and avoiding head-on confrontation actually saved lives for both the Union and Confederate armies. The march from...
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...Winning the war was not enough for Sherman, he wanted to end it completely. On November 15, 1864, General William Sherman led an army composed of about 62,000 men on a 285 mile march from Atlanta to Savannah. He wanted no harm to people only to land. Anyone to harm an innocent civilian was to be Sherman’s men destroying property W. T. Sherman prosecuted severely. Sherman’s officers would not tolerate such things. They were there only to scare the people of Georgia, not to harm anyone. Sherman ordered his troops to live off the land. Since Sherman’s troops were so large, they eliminated a majority of the food source that the confederates needed. Sherman’s troops also destroyed property which created a psychological effect on the...
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...From November 15 until December 21, 1864, Union General William T. Sherman led some 60,000 soldiers on a 285-mile march from Atlanta to Savannah, Georgia. The purpose of this “March to the Sea” was to frighten Georgia’s civilian population into abandoning the Confederate cause. Sherman’s soldiers did not destroy any of the towns in their path, but they stole food and livestock and burned the houses and barns of people who tried to fight back. The Yankees were “not only fighting hostile armies, but a hostile people,” Sherman explained; as a result, they needed to “make old and young, rich and poor, feel the hard hand of war.”1 Major General Sherman’s Army consisted of two wings, left and right, and a cavalry division in support of both wings....
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...The Union and Confederates both made crucial decisions during Sherman’s March to the Sea, that greatly changed the course of the war. For example, Sherman’s strategy to reaching Atlanta, was to flank. This strategy is where a smaller portion of the army goes around the opposition, attacking from the side, or south of the army. Flanking also catches the enemy out of position, and makes them fight without warning. This tactic forced the Confederates to retreat and retreat until they were forced to retreat to Atlanta. However, this retreating was the Confederates strategy. Retreating forced the opposition to continuously make the North move forward and forward. This did bring the Union closer to Atlanta, but Johnston was not having many casualties....
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...620,000 people were killed in the Civil War that was supposed to unite the country, only to die for great division and violence amongst races and a disrespect for innocent lives. The Civil War was an unjust war because of the effects it left behind. To start the War, the North was not returning slaves which created unnecessary tension and betrayed the constitution. Furthermore, the war tactics used led to backlash during the Reconstruction period after the war. Firstly, the North was violating the Constitution by not returning renegade slaves. The Fugitive Slave Clause states “No person held to service or labor in one State, escaping into another, shall be discharged from such service or labor, but shall be delivered up.” Rather than returning these slaves, the North was, in some cases, helping them to escape. The Confederate states had no obligation to remain part of a country in which many of its states were going against the Constitution. Therefore, the Civil War from the very start was unjust because it was unnecessary from the start. Had the North followed through with returning slaves, slavery would have eventually died out through modernization, and South Carolina and...
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...1. Describe the impact of the Civil War on the economies of the North and the South. The North is often referred to as being industrialized prior to the start of the Civil War time frame, however the North was really only industrialized when compared to the South. It was during the Civil War that the Norths industrial capabilities grew. When you compare the North to the South pre-war, the North however did hold 90% of the United States manufacturing capabilities, produced significantly more in the areas of: cotton and woolen textiles, leather goods, pig iron and more firearms. “The North produced 3,200 firearms to every 100 produced in the South.” (Arrington, 2016) In the North just under half of the population remained in agriculture while the majority of the South relied upon agriculture. (Arrington, 2016) The South was the top producer of cotton, providing two-thirds of the world’s supply. This however made them reliant on the world market. The South had only a small percent in manufacturing, “about 29 percent of railroad track and 13 percent of the nation’s banks.” (Arrington, 2016) The North however produced more than the south in areas of corn, wheat and oats due to the transition to farming machinery versus labor to tend fields. Due to the Norths movement towards industrialization, a significant portion of their population was urban, as there were jobs in factories making the equipment needed for farming, food-processing and railroads. As an added bonus of...
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...He successfully captured the areas directly south of Vicksburg such as, Grand Gulf and Port Gibson. Just before his siege of Vicksburg he had his subordinates drive away a relief force from Jackson Mississippi led by Joseph Johnston. Now without anyone to interfere with his siege Grant began the attack of Vicksburg. After initial attempts to storm the city failed Grant began the waiting game which would result in Pemberton’s surrender and the capture of Vicksburg. The Vicksburg campaign demonstrated that Grant was a general that didn’t just throw men away on pointless whims. It showed that he was willing to take risks in order to obtain his objectives, and that he used tactics that would keep the men he lost to a...
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...American Civil War History Paper The American Civil War (1861–1865) was a civil war between the United States (the "Union") and the Southern slave states of the newly-formed Confederate States of America under Jefferson Davis. The Union included all of the free states and the five slaveholding border states and was led by Abraham Lincoln and the Republican Party, which opposed the expansion of slavery into territories owned by the United States. Republican victory in the presidential election of 1860 led seven Southern states to declare their secession from the Union even before Lincoln took office.[1] The Union rejected secession, regarding it as rebellion. Hostilities began on April 12, 1861, when Confederate forces attacked a U.S. military installation at Fort Sumter in South Carolina. Lincoln responded by calling for a large volunteer army, then four more Southern states declared their secession. In the war's first year, the Union assumed control of the border states and established a naval blockade as both sides massed armies and resources. In 1862, battles such as Shiloh and Antietam caused massive casualties unprecedented in U.S. military history. In September 1862, Lincoln's Emancipation Proclamation made ending slavery in the South a war goal, which complicated the Confederacy's manpower shortages. In the East, Confederate commander Robert E. Lee won a series of victories over Union armies, but Lee's reverse at Gettysburg in early...
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...Unit IV: Continuing Sectionalism, Civil War, And Reconstruction. 1853 To 1877 1. Kansas-Nebraska Act, 1854 – A Bill introduced by Steven Douglas to organize the Nebraska territory. He hoped to build a transcontinental railroad making Chicago the terminus, but they could not do this until the Indians were cleared away and the land was in control. Nebraska would presumably become a free state due to the Missouri Compromise but to please the South Douglas argued that the territories should be left open to popular sovereignty. Douglas pushed for the bill and won, therefore the Missouri Compromise was repealed and the North was in an uproar. 2. Birth of the Republican Party- Made up of former Free Soilers, Conscience Whigs, and “Anti-Nebraska” Democrats. Presented themselves as the party of freedom though they were not abolitionist, but they believed that slavery be kept out of the territories. The Republican Party appealed too many to voters who not only disagreed with slavery but also wanted to keep slavery out of their states. 3. Stephan A. Douglas- Known as the “Little Giant,” he was the most prominent spokesman of the Young American movement. He held a series of state offices before being elected for the United States Senate at the age of 29. Douglas wanted to get on with the development of the nation; to build railroads, acquire new territory, and expand trade. This made him suggest and push for the Kansas-Nebraska Act. 4. Popular Sovereignty- Also known as...
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...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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...Defeating the Enemy’s Will: The Psychological Foundations of Maneuver Warfare DAVID A. GROSSMAN The will to fight is at the nub of all defeat mechanisms … One should always look for a way to break the enemy’s will and capacity to resist. Brig. Gen. Huba Wass de Czege Defeating the enemy’s will. That is the essence of maneuver warfare, that you defeat the enemy’s will to fight rather than his ability to fight. But how do you defeat a man’s mind? We can measure and precisely quantify the mechanics of defeating the enemy’s ability to fight, and it is this tangible, mathematical quality that makes attacking the enemy’s physical ability to fight so much more attractive than attacking the enemy’s psychological will to fight. At some level none of us can truly be comfortable when we dwell on the fact that our destiny as soldiers and military leaders ultimately depends on something as nebulous and unquantifiable as an enemy’s “will,” and we are tempted to ignore such aspects of warfare. But somewhere in the back of our minds, a still, small voice reminds us that ultimately the paths of victory run not through machinery and material, but through the hearts and minds of human beings. So what is the foundation of the will to fight and kill in combat and what are the vulnerable points in this foundation? In short: what are the psychological underpinnings of maneuver warfare? To answer these questions, students of maneuver warfare must truly understand, as we have never understood before...
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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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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...Learning with Cases INTRODUCTION The case study method of teaching used in management education is quite different from most of the methods of teaching used at the school and undergraduate course levels. Unlike traditional lecture-based teaching where student participation in the classroom is minimal, the case method is an active learning method, which requires participation and involvement from the student in the classroom. For students who have been exposed only to the traditional teaching methods, this calls for a major change in their approach to learning. This introduction is intended to provide students with some basic information about the case method, and guidelines about what they must do to gain the maximum benefit from the method. We begin by taking a brief look at what case studies are, and how they are used in the classroom. Then we discuss what the student needs to do to prepare for a class, and what she can expect during the case discussion. We also explain how student performance is evaluated in a case study based course. Finally, we describe the benefits a student of management can expect to gain through the use of the case method. WHAT IS A CASE STUDY? There is no universally accepted definition for a case study, and the case method means different things to different people. Consequently, all case studies are not structured similarly, and variations abound in terms of style, structure and approach. Case material ranges from small caselets (a few paragraphs...
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