Confederate Ironclads and Steam Engineering in the American Civil War
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
“What Are Marines For?” the United States Marine Corps
“WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2011 Major Subject: History “What Are Marines For?” The United States Marine Corps in the Civil War Era Copyright 2011 Michael Edward Krivdo “WHAT ARE MARINES FOR?” THE UNITED STATES MARINE CORPS IN THE CIVIL WAR ERA A Dissertation by MICHAEL EDWARD KRIVDO Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Joseph G. Dawson, III Committee Members, R. J. Q. Adams James C. Bradford Peter J. Hugill David Vaught Head of Department, Walter L. Buenger May 2011 Major Subject: History iii ABSTRACT “What Are Marines For?” The United States Marine Corps in the Civil War Era. (May 2011) Michael E. Krivdo, B.A., Texas A&M University; M.A., Texas A&M University Chair of Advisory Committee: Dr. Joseph G. Dawson, III This dissertation provides analysis on several areas of study related to the history of the United States Marine Corps in the Civil War Era. One element scrutinizes the efforts of Commandant Archibald Henderson to transform the Corps into a more nimble and professional organization. Henderson's initiatives are placed within the framework of the several fundamental changes that the U.S. Navy was undergoing as it worked to experiment with, acquire, and incorporate new naval technologies into its own operational concept. -
The Constitutional Right to "Conservative" Revolution
Maurer School of Law: Indiana University Digital Repository @ Maurer Law Articles by Maurer Faculty Faculty Scholarship 1997 The Constitutional Right to "Conservative" Revolution David C. Williams Indiana University Maurer School of Law, [email protected] Follow this and additional works at: https://www.repository.law.indiana.edu/facpub Part of the Constitutional Law Commons, and the Political Theory Commons Recommended Citation Williams, David C., "The Constitutional Right to "Conservative" Revolution" (1997). Articles by Maurer Faculty. 674. https://www.repository.law.indiana.edu/facpub/674 This Article is brought to you for free and open access by the Faculty Scholarship at Digital Repository @ Maurer Law. It has been accepted for inclusion in Articles by Maurer Faculty by an authorized administrator of Digital Repository @ Maurer Law. For more information, please contact [email protected]. THE CONSTITUTIONAL RIGHT TO "CONSERVATIVE" REVOLUTION David C. Williams* Introduction The American political tradition has generally recognized that the people have a moral right to revolution: when a government becomes tyrannical, the citizenry may, by force of arms, overthrow it and institute a new, more acceptable one. The constitutional status of this right is, however, the subject of considerable doubt. It is commonly argued that the moral rigfit to revolution cannot be a constitutionalright because the concepts of revolution and constitution are, at a deep level, in conflict.1 A revolution, by definition, attempts to change the fundamental politico- legal order. A constitution, by definition, attempts to entrench that order. In other words, the purposes of a constitution and a revolution are deeply different: a constitution seeks to create order, a revolution to undo order. -
Points of Rebellion by William O. Douglas James G
Kentucky Law Journal Volume 59 | Issue 2 Article 16 1970 Points of Rebellion by William O. Douglas James G. Apple Stites and McElwain Follow this and additional works at: https://uknowledge.uky.edu/klj Right click to open a feedback form in a new tab to let us know how this document benefits you. Recommended Citation Apple, James G. (1970) "Points of Rebellion by William O. Douglas," Kentucky Law Journal: Vol. 59 : Iss. 2 , Article 16. Available at: https://uknowledge.uky.edu/klj/vol59/iss2/16 This Book Review is brought to you for free and open access by the Law Journals at UKnowledge. It has been accepted for inclusion in Kentucky Law Journal by an authorized editor of UKnowledge. For more information, please contact [email protected]. Book Reviews POINTS OF REBELLON. By William 0. Douglas. New York: Random House, 1969. Pp. 97. $4.95. It seems time for Supreme Court Justice William 0. Douglas to retire. This conclusion, reached by many after the recent publicity attendant to some of his activities-the Parvin Foundation affair and publication of a lead article in a magazine very close to being pornographic, if not actually so-is not discouraged by a reading of his latest literary effort, Points of Rebellion. Just as the cited activities reveal loss of a sense of propriety, the book reveals a loss of a sense of perspective. A Supreme Court Justice who has neither a sense of propriety nor perspective should cease attending court. It is remarkable that this work was written by a lawyer and Supreme Court Justice, considering its defects in structure, form and content. -
Blair Family Papers
Blair Family Papers A Finding Aid to the Collection in the Library of Congress Prepared by Paul Ledvina and Margaret McAleer Revised and expanded by Michael Spangler Manuscript Division, Library of Congress Washington, D.C. 2003 Contact information: http://hdl.loc.gov/loc.mss/mss.contact Finding aid encoded by Library of Congress Manuscript Division, 1998 Finding aid URL: http://hdl.loc.gov/loc.mss/eadmss.ms998026 Latest revision: 2010 March Collection Summary Title: Blair Family Papers Span Dates: 1755-1968 Bulk Dates: (bulk 1829-1892) ID No.: MSS12930 Creator: Blair family Extent: 19,050 items; 73 containers plus 1 oversize; 29.5 linear feet; 49 microfilm reels Language: Collection material in English Repository: Manuscript Division, Library of Congress, Washington, D.C. Abstract: Prominent family in nineteenth century national politics. Correspondence, speeches and writings, legal files, financial records, historical research files, printed matter, and estate records documenting principally the careers of Francis Preston Blair, journalist and presidential advisor, Frank P. Blair, soldier and politician, and Montgomery Blair, lawyer and cabinet officer. Selected Search Terms The following terms have been used to index the description of this collection in the Library's online catalog. They are grouped by name of person or organization, by subject or location, and by occupation and listed alphabetically therein. People Andrew, John A. (John Albion), 1818-1867--Correspondence. Barnard, J. G. (John Gross), 1815-1882--Correspondence. Benton, Thomas Hart, 1782-1858--Correspondence. Bernays, Charles S.--Correspondence. Blair family--Correspondence. Blair family. Blair, Francis Preston, 1791-1876. Francis Preston Blair papers. Blair, Frank P. (Frank Preston), 1821-1875. -
Civil War and Revolution
SungraphoThema VELS levels 1-3 Civil War and Revolution What can the study of civil war bring to our understanding of revolutions? Professor David Armitage, Harvard University The study of civil war has recently become academic Civil war has gradually become the most widespread, big business, especially among political scientists the most destructive, and now the most characteristic and economists. A surge of intellectual interest in form of organised human violence. Since 1820, an a major problem like this often has two sources: average of two to four per cent of all countries have the internal dynamics of academic disciplines experienced civil war at any given moment. This themselves, and external currents in the wider world striking average disguises the fact that some periods that scholars hope their findings might shape. The were even more acutely afflicted by internal warfare: ongoing ‘boom in the study of civil war,’ as it has for example, the middle decades of the nineteenth been called, has both these motives. Economists who century, the period of the US Civil War, the Taiping study underdevelopment, especially in Africa, have Rebellion and the Indian Mutiny, among other internal isolated civil war as one of its main causes. Students conflicts.2 The decades since 1975 have seen a similar of international relations who focused their attention spike in the incidence of internal warfare. Indeed, in on wars between states have turned to the study of the last thirty years, an average of at least ten per cent civil wars as they found their traditional subject of all countries at any one time have been suffering disappearing before their very eyes: since World War civil war: in 2006 (the last year for which complete II, the developed world has enjoyed a ‘Long Peace’ data are available), there were thirty-two civil wars in without interstate war, while between 1989 and 2006, progress around the world. -
Shays' Rebellion
Educational materials developed through the Howard County History Labs Program, a partnership between the Howard County Public School System and the UMBC Center for History Education. Shays’ Rebellion Historical Thinking Skills Assessed: Close Reading, Corroboration Author/School/System: Megan Brown and Ronald Bianchi, Howard County Public School System, Maryland Course: United States History Level: Upper Elementary/Middle Task Question: How did the leaders of the American Revolution view Shays’ Rebellion? Learning Outcome: Students will be able to read closely and corroborate multiple primary sources to draw conclusions about the founding fathers’ views of Shays’ Rebellion. Standards Alignment: Common Core Standards for English Language Arts and Literacy RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RI.5.2 Determine two or more ideas of a text and explain how they are supported by key details; summarize the text. RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W.5.1.a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. National History Standards Era 3: Revolution and the New Nation Standard 3: The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. -
The Iranian Revolution of 1979: Confronting Theories of Revolution and Charisma
International Journal of Academic Research in Business and Social Sciences Vol. 10, No. 4, April, 2020, E-ISSN: 2222-6990 © 2020 HRMARS The Iranian Revolution of 1979: Confronting Theories of Revolution and Charisma Hamoon Khelghat-Doost To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v10-i4/7153 DOI:10.6007/IJARBSS/v10-i4/7153 Received: 26 February 2020, Revised: 28 March 2020, Accepted: 10 April 2020 Published Online: 29 April 2020 In-Text Citation: (Khelghat-Doost, 2020) To Cite this Article: Khelghat-Doost, H. (2020). The Iranian Revolution of 1979: Confronting Theories of Revolution and Charisma. International Journal of Academic Research in Business and Social Sciences, 10(4), 527–538. Copyright: © 2020 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 10, No. 4, 2020, Pg. 527 - 538 http://hrmars.com/index.php/pages/detail/IJARBSS JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics 527 International Journal of Academic Research in Business and Social Sciences Vol. 10, No. 4, April, 2020, E-ISSN: 2222-6990 © 2020 HRMARS The Iranian Revolution of 1979: Confronting Theories of Revolution and Charisma Hamoon Khelghat-Doost Centre for Global Sustainability Studies Universiti Sains Malaysia Email: [email protected] Abstract Contrary to the economic, political or cultural elements necessary for a revolution as described in conventional theories of revolution by scholars such as Skocpol and Marx, the Iranian Revolution occurred in 1979. -
Tuareg Nationalism and Cyclical Pattern of Rebellions
Tuareg Nationalism and Cyclical Pattern of Rebellions: How the past and present explain each other Oumar Ba Working Paper No. 007 Sahel Research Group Working Paper No. 007 Tuareg Nationalism and Cyclical Pattern of Rebellions: How the past and present explain each other Oumar Ba March 2014 The Sahel Research Group, of the University of Florida’s Center for African Studies, is a collaborative effort to understand the political, social, economic, and cultural dynamics of the countries which comprise the West African Sahel. It focuses primarily on the six Francophone countries of the region—Senegal, Mauritania, Mali, Burkina Faso, Niger, and Chad—but also on in developments in neighboring countries, to the north and south, whose dy- namics frequently intersect with those of the Sahel. The Sahel Research Group brings together faculty and gradu- ate students from various disciplines at the University of Florida, in collaboration with colleagues from the region. Abstract: This article stresses the importance of history in understanding the cyclical pattern of Tuareg rebellions in Mali. I argue that history and narratives of bravery, resistance, and struggle are important in the discursive practice of Tuareg nationalism. This discourse materializes in the episodic rebellions against the Malian state. The cyclical pattern of the Tuareg rebellions is caused by institutional shortcomings such as the failure of the Malian state to follow through with the clauses that ended the previous rebellions. But, more importantly, the previous rebellions serve as historical and cultural markers for subsequent rebellions, which creates a cycle of mutually retrospective reinforcement mechanisms. About the Author: Oumar Ba is a Ph. -
The Hungarian Revolutions of 1848 and 1989: a Comparative Study
DOCUMENT RESUME ED 473 219 SO 034 475 AUTHOR Augsburger, Irene TITLE The Hungarian Revolutions of 1848 and 1989: A Comparative Study. Fulbright-Hayes Summer Seminars Abroad Program, 2002 (Hungary and Poland). SPONS AGENCY Center for International Education (ED), Washington, DC. PUB DATE 2002-00-00 NOTE 6p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS Comparative Analysis; *Curriculum Development; *European History; Foreign Countries; Grade 10; High Schools; Political Science; *Revolution; Social Studies; *World History IDENTIFIERS Fulbright Hays Seminars Abroad Program; *Hungary ABSTRACT This study unit for grade 10 world history classes helps students understand the economic, social, and political causes and effects of revolution, using the Hungarian Revolutions of 1848 and 1989 as examples. The unit cites an educational goal; lists objectives; provides a detailed procedure for classroom implementation; describes standards; notes materials needed; addresses assessment; and suggests a follow-up activity. Contains five references; a summary of the relevant historical background of Hungary; and a grid representing the causes, demands, and results of the 1848 and the 1989 revolutions. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. The Hungarian Revolutions of 1848 and 1989 A Comparative Study By Irene Augsburger Description: This study unit will help students understand the economic, social and political causes and effects of revolution. 2. Grade Level: 10th grade world history 3.Goal: Students will recognize patterns that lead to revolution in general. They will also analyze cause and effect relationships. 4.Objective: a.) Compare different revolutions b.) Explain similarities and differences c.) Hypothesize the outcome in a specific country d.) Generalize the information 5. -
By Eleanor Lee Templeman Reprinted from the Booklet Prepared for the Visit of the Virginia State Legislators to Northern Virginia, January 1981
THE HERITAGE OF NORTHERN VIRGINIA By Eleanor Lee Templeman Reprinted from the booklet prepared for the visit of the Virginia State Legislators to Northern Virginia, January 1981. The documented history of Northern Virginia goes back to John Smith's written description of his exploration of the Potomac in 1608 that took him to Little Falls, the head of Tidewater at the upper boundary of Arlington Coun ty. Successive charters issued to the Virginia Company in 1609 and 1612 granted jurisdiction over all territory lying 200 miles north and south of Point Comfort, "all that space and circuit of land lying from the seacoast of the precinct aforesaid, up into the land throughout from sea to sea, west and northwest." The third charter of 1612 included Bermuda. The first limitations upon the extent of the "Kingdom of Virginia," as it was referred to by King Charles I, came in 1632 when he granted Lord Baltimore a proprietorship over the part that became Maryland. The northeastern portion of Virginia included one of America's greatest land grants, the Northern Neck Proprietary of approximately six million acres. In 1649, King Charles II, a refugee in France because of the English Civil War, granted to seven loyal followers all the land between the Potomac and Rap pahannock Rivers. (Although the term, "Northern Neck" is usually applied to . that portion south of Fredericksburg, the largest portion is in Northern Virginia.) Charles II, then in command of the British Navy, was about to launch an attack to recover the English throne. His power, however, was nullified by Cromwell's decisive victory at Worcester in 1650. -
Washington's Second Blair House
Washington’s WA 1607 NEW HAMPSHIRE AVE NW WASHINGTON DC 20009 USA SHING WWW.GHI-DC.ORG Second Blair House [email protected] TO N’S SE 1607 New Hampshire Ave NW CO ND BLAIR HOUSE An Illustrated History 2nd Rev ised Ed ition For editorial comments or inquiries on this anniversary publication, please contact the editor Patricia C. Sutcliffe at [email protected] or at the address below. For further information about the GHI, please visit our website: www.ghi-dc.org. For general inquiries, please send an e-mail to [email protected]. German Historical Institute 1607 New Hampshire Ave NW Washington DC 20009-2562 Phone: (202) 387-3355 Fax: (202) 483-3430 © German Historical Institute 2017 All rights reserved Cover: The Second Blair House, c. 1923. Architectural Catalog of J.H. de Sibour (Washington, 1923). Division of Prints and Photographs, Library of Congress, blended with a modern-day photograph by Tom Koltermann. Design by Bryan Hart. Washington’s Second BLAIR HOUSE 1607 New Hampshire Avenue NW An Illustrated History Malve Slocum Burns 2nd revised edition Atiba Pertilla with the assistance of Patricia C. Sutcliffe and photographs by Tom Koltermann TABLE OF CONTENTS PREFACE v INTRODUCTION TO WASHINGTON’S SECOND BLAIR HOUSE 1 WOODBURY BLAIR, SCION OF A POLITICAL CLAN 5 WOODBURY BLAIR IN HIS LETTERS 19 WOODBURY AND EMILY BLAIR AT THE SECOND BLAIR HOUSE 45 JULES HENRI DE SIBOUR, THE BLAIRS’ ARCHITECT 63 A TOUR OF THE SECOND BLAIR HOUSE 69 ENDNOTES 85 SELECTED SECONDARY SOURCES/RECOMMENDED READING 97 ACKNOWLEDGMENTS FOR THE NEW EDITION 99 IMAGES AND CREDITS 99 PREFACE Shortly after it was founded in 1987, the German Historical Institute of Washington, DC, needed larger quarters for its growing staff and li- brary. -
Popular Resistance to the British Rule MODULE - 1 India and the World Through Ages
Popular Resistance to the British Rule MODULE - 1 India and the World through Ages 7 POPULAR RESISTANCE TO THE Notes BRITISH RULE British colonial rule had a tremendous impact on all sections of Indian society. Can you imagine being ruled by some strangers year after year? No, we cannot. Most of us were born after 1947 when India had already become independent. Do you know when the British conquered India and colonised its economy they faced stiff resistance from the people. There were a series of civil rebellions. These rebellions were led by rulers who were deposed by the Britishers, ex-officials of the conquered Indian states, impoverished zamindars and poligars. It brought together people having different ethnic, religious and class background against the British rule. In this lesson, we will read about some important popular uprisings, their nature and significance. We will also read about the uprising of 1857 which had a major impact on our National Movement. OBJECTIVES After studying this lesson you will be able to: l discuss the causes of the popular resistance movements against the colonial rule before 1857; l explain the nature and significance of the peasant and tribal revolts; l identify the issues that led to the Revolt of 1857; and l analyse the importance and significance of the Revolt of 1857. 7.1 THE EARLY POPULAR RESISTANCE MOVEMENTS AGAINST COLONIAL RULE (1750-1857) Can you think of a reason why these resistance movements are called popular? Was it because of the large number of people who participated in them? Or was it because of the success they met with? After reading this section you will be able to arrive at a conclusion.