...“Instead of being on the defensive, I would be on the offensive”: 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...
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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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...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 Civil War marked a major turning point in economic, political, and social status’ of Northern and Southern populations during the 1860’s due to differing levels of resources and support for the opposing sides. It was a central event in history that truly sparked consciousness in America. While the Revolution of 1776 created the United States, the Civil War of 1861-1865 determined what kind of nation it would be. The war resolved two fundamental questions left unresolved by the revolution: whether the United States was to be a dissolvable union of independent states or an indivisible nation with a dominant national government; and whether this nation, born on a declaration that all men were created with an equal right to liberty, would continue to exist as the largest slaveholding country in the world. During the war, the Southern and Northern economic statuses were exponentially different. The North was experiencing a time of great economic growth as industries began to grow and newer, more modern technology became available. By 1860, about 90 percent of the nation’s manufacturing came from the northern states which proved to have an immense impact on its war-winning ability. For every 100 firearms produced by the South, the North had made 3,200. The South on the other hand remained predominantly based in agriculture and the dwindling slave market. Even in the agricultural sector, Northern farmers were out-producing their southern counterparts in several important areas,...
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...officers described a bleak situation. The Union Army was surrounded. Men and horses faced starvation. A Confederate victory seemed inevitable. Grant thanked his men, and began to write his orders. Max Byrd, Novelist: You see a lot of 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...
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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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...November 2010 Abstract: The National Banking Acts and their supporting legislation led to 303 state bank closures and 879 charter conversions between 1863 and 1869. This paper analyzes the sudden reorganization using the period’s first complete bank-level census. The data suggest that the national capital requirements prevented many existing banks from converting to a national charter, whereas a tax on state bank notes was responsible for the large number of closures. Moreover, the requirements prevented new national banks from replacing closed state banks. The legislation thus redistributed capital to developed cities along the “Manufacturing Belt”, potentially fueling the growth of factories and the populist movement after the Civil War. JEL: (E22, G21, N21) Keywords: Free Banking, National Banking, U.S. Economic History, Bank Regulation. † Dept. of Economics, Vanderbilt University, VU Station B #351819, 2301 Vanderbilt Place, Nashville, TN 37235-1819. Tel.: 214-284-9558 E-mail: matthew.s.jaremski@vanderbilt.edu 1. Introduction Bank regulators walk a delicate tightrope. On one hand, they must stabilize the financial system to prevent future crises. On the other, they must allow bank expansion to facilitate future economic growth. Attempting to reform the free banking system, the National Banking Acts of 1863 and 1864 has been criticized for its failure to achieve either of these goals. Cagan (1963), West (1974), and Livingston (1986) argue that it created an...
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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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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N 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 . . . . . . . . . . . . . ....
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...States by Random House, an imprint of The Random House Publishing Group, a division of Random House, Inc., New York. Random House and colophon are registered trademarks of Random House, Inc. Library of Congress Cataloging-in-Publication Data Heath, Chip. Made to stick : why some ideas survive and others die / Chip Heath & Dan Heath p. cm. Includes index. eISBN: 978-1-58836-596-5 1. Social psychology. 2. Contagion (Social psychology). 3. Context effects (Psychology). I. Heath, Dan. II. Title. HM1033.H43 2007 302'.13—dc22 2006046467 www.atrandom.com Designed by Stephanie Huntwork v1.0 To Dad, for driving an old tan Chevette while putting us through college. To Mom, for making us breakfast every day for eighteen years. Each. C O N T E N T S INTRODUCTION WHAT STICKS? 3 Kidney heist. Movie popcorn. Sticky = understandable, memorable, and effective in changing thought or behavior. Halloween candy. Six principles: SUCCESs. The villain: Curse of Knowledge. It’s hard to be a tapper. Creativity starts with templates. CHAPTER 1 SIMPLE 25 Commander’s Intent. THE low-fare airline. Burying the lead and the inverted pyramid. It’s the economy, stupid. Decision paralysis. Clinic: Sun exposure. Names, names, and names. Simple = core + compact. Proverbs. The Palm Pilot wood block. Using what’s there. The pomelo schema. High concept: Jaws on a spaceship. Generative analogies: Disney’s “cast members.” CHAPTER 2 UNEXPECTED 63 The successful flight safety announcement...
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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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...ORGANIZATIONAL BEHAVIOR CONCEPTS CONTROVERSIES APPLICATIONS Seventh Edition Stephen P. Robbins 1996 Contents Part One • Introduction Chapter 1 What Is Organizational Behavior? 2 Chapter 2 Responding to Global and Cultural Diversity 42 Part Two • The Individual Chapter 3 Foundations of Individual Behavior 80 Chapter 4 Perception and Individual Decision Making 130 Chapter 5 Values, Attitudes, and Job Satisfaction 172 Chapter 6 Basic Motivation Concepts 210 Chapter 7 Motivation: From Concepts to Applications 250 Part Three • The Group Chapter 8 Foundations of Group Behavior 292 Chapter 9 Understanding Work Teams 344 Chapter 10 Communication 374 Chapter 11 Leadership 410 Chapter 12 Power and Politics 460 Chapter 13 Conflict, Negotiation, and Intergroup Behavior 502 Part Four - The Organization System Chapter 14 Foundations of Organization Structure 548 Chapter 15 Technology, Work Design, and Stress 588 Chapter 16 Human Resource Policies and Practices 634 Chapter 17 Organizational Culture 678 Part Five - Organizational Dynamics Chapter 18 Organizational Change and Development 714 CHAPTER I • WHAT IS ORGANIZATIONAL BEHAVIOR? What Managers Do Let’s begin by briefly defining the terms manager and the place where managers work—the organization. Then let’s look at the manager’s job; specifically, what do managers do? Managers get things done through other people. They make decisions, allocate resources, and direct the activities of others to attain goals. Managers do...
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...1 The Innovator’s Dilemma When New Technologies Cause Great Firms to Fail CLAYTON M. CHRISTENSEN Harvard Business School Press Boston, Massachusetts 2 Copyright © 1997 by the President and Fellows of Harvard College All rights reserved The Library of Congress has catalogued the hardcover edition of this title as follows: Christensen, Clayton M. The innovator’s dilemma : when new technologies cause great firms to fail / Clayton M. Christensen. p. cm. — (The management of innovation and change series) Includes index. ISBN 0-87584-585-1 (alk. paper) 1. Creative ability in business. 2. Industrial management. 3. Customer services. 4. Success in business. I. Title. II. Series. HD53.C49 1997 658—DC20 96-10894 CIP ISBN 0-87584-585-1 (Microsoft Reader edition) 3 Contents In Gratitude Introduction PART ONE: WHY GREAT COMPANIES CAN FAIL 1 How Can Great Firms Fail? Insights from the Hard Disk Drive Industry 2 Value Networks and the Impetus to Innovate 3 Disruptive Technological Change in the Mechanical Excavator Industry 4 What Goes Up, Can’t Go Down PART TWO: MANAGING DISRUPTIVE TECHNOLOGICAL CHANGE 5 Give Responsibility for Disruptive Technologies to Organizations Whose Customers Need Them 6 Match the Size of the Organization to the Size of the Market 7 Discovering New and Emerging Markets 8 How to Appraise Your Organization’s Capabilities and Disabilities 9 Performance Provided, Market Demand, and the Product Life Cycle ...
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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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