...Student’s name Professor’s name Class May 2, 2009 Introduction Battle of Shiloh is among the significant ones that occurred during the Civil War, but even despite this fact it is relatively poorly studied. It was one of the first massive field battles fought in the Western Campaign and largely predetermined the progress of the further actions. When discussing this battle, several important features have to be named: • Soldiers on both sides were rather inexperienced • Commanders of Federate and Confederate armies made a number of serious mistakes • The entire battle was very poorly controlled on both sides and virtually turned into a massacre • Commanders of the separate brigades had real influence over the battle, and not the commanders of the Armies Due to the features stated above, this battle is rather hard to analyze from the tactical point of view, as little tactic decisions were actually present. The battle just progressed “as it is”, which led to relatively unpredicted results and numerous losses. Importance of the battle In February 1862 the Confederates experienced two serious losses: at Fort Henry and Fort Donelson. Under these conditions the further progress of the Union forces towards the Tennessee River was inevitable. General Grant, the commander of the Union armies was ordered to meet with the army of Ohio and start moving in the southern direction. United armies of Tennessee and Ohio would reach 75000, which would significantly...
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...Boom! Boom! Bdddd! Do you hear that? All i hear is soldiers marching to a steady beat. The drummer boy of shiloh makes the beat that you hear. He marches the army into battle in April 6, 1862. “The Drummer Boy of Shiloh” a short story by Ray Bradbury. Ray emphasizes the importance of having courage to represent what you want to represent. For example Joby represents the heart of the army. Not just because he’s there. He represents the heart of the army because he is the one that leads them into battle. He makes them feel confident by the beat he plays whether it’s upbeat or downbeat. The drum is what gives the army courage to keep going. It symbolizes the General’s courage when or if the general isn’t there.The drum symbolizes things in my...
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...CHAPTER 21: THE FURNACE OF WAR Bull Run Ends the "Ninety Day War” Know: Bull Run, Stonewall Jackson 14. What effect did the Battle of Bull Run have on North and South? North (and South) expected a quick war – Union believed a quick move South to Richmond would end the war – South’s victory increased overconfidence • Soldiers deserted with trophies, many believed war was over • Enlistment rates decreased; preparations for long-term war slowed – North’s defeat was better (long-term) for the Union • Ended belief that war would be over quickly • Caused Northerners to prepare for long war "Tardy George" McClellan and the Peninsula Campaign Know: George McClellan, Peninsula Campaign, Robert E. Lee, "Jeb" Stuart, Seven Days' Battles, Anaconda Plan 15. Describe the grand strategy of the North for winning the war. Union turned to 6-part strategy of total war – Suffocate South by blockading its ports – Free the slave to undermine economy of South – Cut Confederacy in 1/2 by taking control of Mississippi River – Cut Confederacy into pieces by sending troops into Georgia and Carolinas – Take Confederate capital at Richmond, Virginia – Engage the enemy everywhere and grind them into submission The War at Sea Know: Blockade, Continuous Voyage, Merrimac, Monitor 16. What was questionable about the blockade practices of the North? Why did Britain honor the blockade anyway? Blockade began with leaks and was strengthened was war went on ...
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...There were 22 million people in the North compared with only about 9 million in the South, which of those only a little over half were white. The North had a much greater industrial capacity with most of the factories being there. The Confederacy hoped to make up for its lack of materials by trading with Europe, but the Union used its naval strength to impose an increasingly tight blockade. The Union was aided even more by the fact that four slave states, Delaware, Missouri, Maryland and Kentucky, remained loyal to the Union. Nor were all the people within the 11 Confederate states committed to the Confederate cause. Slaves were also a potential fifth column. Throughout the war there was a steady flow of blacks fleeing to Union armies. The North converted first their labor and eventually their military manpower into a Union asset. The Confederacy did have important advantages though. Southerners were defending their own land and homes, which may have encouraged them to fight that much harder than Northerners, who were fighting more for the preservation of the Union. In 1861 most Southerners were confident that, man for man, they were better soldiers than Northerners. The South placed more emphasis on martial virtues than the North. In 1860 most of the military colleges in the USA were in slave states. The elite of the nation’s generals had all been Southerners. Most military experts thought that farmers, who knew how to ride and shoot, made better soldiers than industrial workers...
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...The American Civil War was one of the bloodiest wars in American History, it marked one of the most permanent changes in US history. The war began on April 12, 1861 and ended on April 18, 1865, lasting a little over four years. It was fought between the Northern states, Union states, and the Southern states, Confederate states. It all started because of some differences between the states, such as; the idea of slavery, state rights, tariffs, and trade. The war began when Confederate forces bombarded Fort Sumter in Charleston Bay, South Carolina, which was being controlled by the Union. There were approximately six thousand battles and engagements fought during the war. The bloodiest battle during the Civil War was Gettysburg, with 51,000 casualties. There were not even half as many casualties in Shiloh, which had almost twenty-four thousand casualties. Vicksburg had the least amount of casualties, with almost twenty thousand casualties. Southern states started to secede from the Union even before the war. There were a total of eleven states that seceded, those states were; South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, Texas, Virginia, Arkansas, North Carolina, and lastly Tennessee. Though these states didn’t secede at the same time, it was still a big deal because at the time secession wasn’t legal, but it also hadn’t been ruled illegal yet. It was ruled illegal after the war. Many families and their...
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...bloodiest battle on North American soil to that point, the Battle of Shiloh brought out the best of Ulysses S. Grant. At first, Johnston’s forces surprised Grant, and drove Union back to Tennessee River. When soldiers suggested a retreat, Grant fiercely responded, “No, I propose to attack at daylight and whip them” (qtd. in Cayton 386). The next day, Grant launched a successful counterattack, and defeated Johnston’s army. Among the dead was General Johnston himself. After this battle, Grant was noted as the first general to put the South in a defensive position during the Civil War. Like during the Mexican War, Grant astounded others who witnessed his calmness during battle. He puffed cigars while issuing clear and concise orders. To add-on, in Vicksburg, Mississippi, Grant showed his determination. Grant’s first attempt to capture Vicksburg failed. After several attempts, in the spring of 1863, his persistence led him to renew his efforts. Shrewdly, Grant cut his own supply lines, and used enemy resources to feed his own troops. Grant marched his army down the west bank of river opposite of Vicksburg, then crossed back into Mississippi and drove towards Jackson. After defeating Confederate force near Jackson, Grant then turned back around into Vicksburg. As a result, Grant defeated General John C. Pemberton on May 16. When General Pemberton retreated back to Vicksburg, Grant sealed the city by end of May. In the span of 3 weeks, “Grant’s men marched 180 miles, won five battles and...
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...The Ulysses Roller Coaster By Chris Webber (4034141) American Public University System July 10, 2015 HIST101: American History to 1877 Professor Gerlach What do George Washington, Dwight Eisenhower and Andrew Jackson all have in common? They were all war proven generals that later became president. Another name that can go on this list is General Ulysses Simpson Grant. Grant is considered one of the most important men for the Union during the Civil War and he rode that fame into the White House. His roller coaster life had many lows that would have crushed the average man, which made is highs even grander. This is story of Ulysses S. Grant, his early life, early military career, Mexican War, Civil War and finally his presidency. Ulysses S. Grant was born on April 27th 1822 to the name of Hiram Ulysses Grant1. His father, Jesse Grant, was a tanner and mildly successful business man. Ulysses did not have the same knack for business or tanning as his father. As a matter of fact, he did not really have a knack for much of anything, other than horses. His small stature, poor family and lack of good business knowledge quickly made him the laughing stock of his community. He was known to have tried to haggle a deal to buy a colt. Instead of offering low, he offered his low price, middle price and high price all in the same offer. Needless to say the horses’ owner sold the colt for the highest price2. This lack of common business sense and the fact that Ulysses did not want...
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...Before the outbreak of war in April 1861, the American republic had survived diplomatic and military crises and internal stresses. It weathered tensions with France in the late 1790s, a second war with Britain in 1812–1815, and disputes regarding international boundaries. Political wrangling over economic issues such as the tariff, a national bank, and government-supported public works (called internal improvements in the nineteenth century) proved divisive but posed no serious threat to the integrity of the Union. Despite fissures along ethnic and class lines, the majority of Americans had much in common. They were white, Christian, spoke English, and shared a heritage forged in the crucible of the Revolutionary War. Questions relating to the institution of slavery set the stage for secession and war. Most men and women at the time would have agreed with Abraham Lincoln’s assertion in his Second Inaugural Address that slavery “was, somehow, the cause of the war.” Alexander H. Stephens, the Confederacy’s vice president, minced no words when he proclaimed in March 1861 that slavery “was the immediate cause of the late rupture and the present revolution” to establish southern independence.[1] The framers of the United States Constitution had compromised regarding slavery, creating a democratic republic that sought to ensure its citizenry’s freedoms while also reassuring the South that individual states would have the power to maintain and regulate slavery within their boundaries...
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...arrived at Union headquarters. He had injured his leg and had to be helped off his horse. Once again, he was dogged by rumors that he'd been drinking. He listened silently as his 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...
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...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 Atlanta to Savannah has taken on a life of its own for historians today. The campaign’s impact has been over-emphasized by his contemporaries on both sides of the war creating a war hero or war tyrant depending on which side was describing his march. One of the reasons Sherman decided to avoid frontal confrontation with the...
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...The Eighteenth U.S. Infantry During the Civil War Kentucky Military History Institute By direction of the President of the United States, of date May 4, 1861, subsequently confirmed by Act of Congress, July 29,1861, the infantry arm of the Regular Army was increased nine regiments, numbering from the eleventh to the nineteenth, inclusive; the new regiments to be organized into three battalions each, each battalion to consist of eight companies, the companies of each battalion to be lettered from A to H inclusive. The organization of the 18th Infantry was begun in compliance with G.O. 16, A. G. O., May 4, 1861, and G. O. 48, A. G. O., July 21, 1861. Henry B. Carrington, a native of Connecticut, and at this time (1861) a citizen of Ohio, was appointed colonel of the regiment; Captain Oliver L. Shepherd, 3d U. S. Infantry, a graduate of the Military Academy of 1840, and a veteran of the Mexican War, was appointed lieutenant-colonel; Capt. Edmund Underwood, 4th U. S. Infantry, a native of Pennsylvania, whose original date of entry into service was March 3, 1848, was appointed major; and Frederick Townsend, a citizen of New York, was appointed major. All of these field officers dated from May 14, 1861. The headquarters of the regiment were stationed in Columbus, Ohio, and recruiting commenced on the 1st day of July, 1861. A camp was established, August 10, 1861, about four miles north of Columbus, called, in honor of the Adjutant-General of the Army, Camp Thomas. The organization...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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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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...[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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..."CHII"IURENGA II 1896 - 1897: A REVISIONIST STUDY THESIS Submitted in Fulfilment of the Requirements for the Degree of MASTER OF ARTS of Rhodes University I by MARK PHILLIP MALCOLM HORN January 1986 The following typog~aphical co~~ections attention since submission of this thesis. have come to my p.i line 8, "Phillip" should ~ead Philip. p.vi, li.ne 11, "Risings" should ~ead Rising. p.Vll, line 12, "~esponce" should ~ead ~esponse. p.3, line 17, "wa~f-io~" should read warriors. p.5, line 4, "96" should read 1896. p .. 8, line 3, IILomangLlndi should read LomagLlndi. p.9, line 2, " (inve~ted comma) missing after "role". p.19, line 9, "triatises" should read treatises. p.28, line 18, "analysis" should ~ead analyses. p.30, line 10, "the and" should ~ead "and the". p.42, line 28, "Histo~ians" should ~ead Histo~ian's. p.47, line 13, "Lomangundi" should ~ead Lomagundi. p.48, line 12, ~ sign missing befo~e the figu~e of 121 000. p.52, line 5, 1. ~5ign missing before the figure of 3. p.55, line 1, ~ sign missing befo~e the figu~es 10 to 60. p.55, line 3, -£ sign missing befo~e the figu~e of 100. p.56, lines 7 - 10, quote to be indented. p.b2, li.ne 1tJ, "dela" should be separated out to read "de la". p.tI4, line 4, "assisthim" should be sepa~ated out to ~ead "assist him"~· p.b"?, line 11, "inte~nicine" should t-ead intet-necine. p.83, line 17, "Ma~ch 1895" should ~ead Ma~ch 1894. p.89, line 5, "faction" should ~ead fl~action. p.95, line 29, fn. 12, "lNA" should ~ead NAZ...
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