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| Commanded Army of Northeastern Virginia in First Battle of Bull Run; Replaced by McClellan |
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| Held brigade against Union soldiers at First Bull Run |
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| Resounding Confederate victory in which the Confederates outflanked the Union troops, broke their line, and routed them; Seized Union weapons and artillery, but unable to pursue troops |
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| Captured Ft Donelson, Ft Henry,and Vicksburg in Western Front; Made commander of the Army of the Potomac; Launched Wilderness Campaign and captured Richmond; Forced Lee's surrender at Appomattox Courthouse |
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| Volunteered resources and services to Grant in Western Theater; Led Atlanta Campaign and March to the Sea with Armies of Tennessee and Georgia; After the Civil War, he was instrumental in establishing schools (Ft. Monroe Artillery School, Infantry and Cavalry School) |
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| Fort captured by Grant; Grant broke Confederate line and captured around 14000 troops |
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| Battle site where Confederates launched attack on Grant; Fight made harder because Grant's men didn't dig in |
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| Campaign launched by Jackson; He launched attacks, marched out of the valley, moved up, reentered to chase troops over the Potomac, and marched out again while evading capture |
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| Lee's successful defense of Richmond against Army of the Potomac; He left 25,000 troops to defend Richmond against McClellan's 100,000 and flanked with 65,000; The Union fell back the James river and were blocked from Richmond |
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| Emancipation Proclamation |
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| Issued by Lincoln to free slaves in rebellious states; Allowed African-Americans in armed forces |
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| Militia Act of July 17, 1862 |
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| Act allowing Lincoln to use blacks in any military fashion he wished |
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| Replaced McClellan as Commander of Army of the Potomac; Launched campaign to take Fredericksburg, which was a disaster |
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| Replaced Burnside as Commander of Army of the Potomac; Commanded at Battle of Chancellorsville |
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| Lee fought with a partial army against a larger force, but managed a victory regardless; He utilized a flanking march, sending Jackson with the main force to swing around while he held ground, and they surrounded the Union troops |
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| Commanded some troops in Western Theater; Joined forces with Sherman in December 1862 and convinced Lincoln they could open the Mississippi at Vicksburg |
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| Naval officer in Western Theater, utilizing mortar boats in joint operations to capture New Orleans and Vicksburg; Later promoted to Rear Admiral and captured Fort Fisher |
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| Replaced Hooker as Commander of Army of the Potomac; Ommanded forces at Gettysburg |
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| Standard ammo utilized during Civil War; Fairly substantial upgrade from Minie ball |
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| Confederate officer at Gettysberg; Told by Lee to "attack if at all practicable", but he hesitated to attack |
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| Battle headed by Rosecrans where Confederate forces under Longstreet engaged him; He misread Confederate advancements and was routed; Union soldiers fled to Chattanooga |
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| Grant's strategy to make Richmond untenable; Consisted of setting up defenses for Washington and taking a force to destroy railroads and capture resources in NC; Lincoln, Stanton and Halleck couldn't see the brilliance of the strategy; Later implemented to demoralize South through destruction of infrastructure and resources |
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| Wilderness (Overland) Campaign |
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| Strategy endorsed by Lincoln, Stanton and Halleck for newly promoted Lt. General Grant; Proposed direct assault against Richmond |
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| Commander in Georgia; Contended with Sherman in Atlanta Campaign |
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| Replaced Johnston in Georgia; Launched multiple unsuccessful attacks on Sherman; Forced to withdraw when Sherman captured last railroad into Atlanta |
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| Appointed by Grant to oversee defense of Washington in the wake of Jubal Early's attack on the capital |
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| Parade held in capital at end of the war; Emotionally moving for the soldiers as people cheered them |
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| One of the major chores for government in the wake of the Civil War; Characterized by major conflicts over rights of newly freed slaves |
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| Advocated for African-American civil rights; Established education, reviewed labor contracts, taught about financial matters |
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| General in numerous major battles and Sherman's Army during Atlanta Campaign and the March to the Sea; Committed abolitionist who headed the Freeman's Bureau |
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| President during Reconstruction era; Had major conflicts with Radical Republicans over blacks and the south; Impeached through the provisions of the Tenure of Office Act after firing Secretary of War Stanton |
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| Republicans in Congress during Reconstruction who advocated for black civil liberties and wanted to take revenge on the southern states |
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| Reconstruction Act of 1867 |
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| Act passed over Johnson veto; Divided South into 5 military districts which oversaw re-admittance to the Union |
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| Limited Johnson's power by declaring appointees requiring Senate approval must also have Senatorial approval to be dismissed; Act under which Johnson was impeached |
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| Act requiring Johnson to issue all military orders through the General of the Army (Grant) |
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| Branch of the Department of the Interior created to manage Indian affairs; Led to civil-military conflicts, as the army were much more respectful and sympathetic towards the Indians than civilians and didn't like acquiescing to the Interior Department |
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| Major tactic implemented during Indian Wars; Indian ponies live on grass, and when snow falls in the winter, their food source is compromised, while the U.S. Army can transport supplies long distances |
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| Major tactic implemented during Indian Wars; The Army didn't want to destroy the Indians, but relocate them; Multiple converging columns allowed for Indians to be trapped without fighting |
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| Fought at Little Big Horn; Was supposed to be part of a multi-faceted assault, but he attacked alone to bring himself glory; Wholly underestimated strength of Indian force, and was flanked by Crazy Horse during encounter |
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| Brigadier General who was supposed to participate in Little Big Horn; Fought Indians at the Battle of Rosebud; Well respected officer by the Indians for his military abilities and campaigning skills |
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| Sioux Indian who became a great warrior; Led the charge against Custer and his forces at Little Big Horn |
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| Group of Indians in Pacific Northwest; Very proud of the fact that they had never killed a white man; Began to be abused by whites around 1877 |
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| Took command to retaliate against white abuses; Led his people on trek to Canada, making brilliant military moves along the way; Stopped less than a day from Canadian border to rest and were captured by U.S. Army |
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| Idea seized upon in late 19th century across numerous fields, including the Army; Transformed the military and cemented the notion that a peacetime army's objective is to prepare for war |
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| Infantry and Cavalry School |
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| School established by Sherman in 1881; Allowed officers to actually act as commanders with real troops |
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| First commandant of the Infantry and Cavalry School; Was highly selective regarding instructors |
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| Innovative and excellent teacher at the Infantry and Cavalry School |
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| Instructor at Infantry and Cavalry School who adopted German military ideas to implement the five paragraph order for the U.S. Army |
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| A protégé of Sherman who used novel ideas to carry the Battle of Spotsylvania in the Civil War; Developed arguments regarding the role of peacetime armies and the way it should be supported by civilians |
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| The Military Policy of the United States |
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| Upton's unpublished book in which he argues that the civilian government should commit more resources to the army in peacetime to prevent loss of life in wartime. |
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| Term adopted by New York militia unit; Quickly adopted by the rest of the country; Mainly involved in boosterism and maintenance of the status quo in society in early days |
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| Morrill Land Grant College Act |
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| Act passed in 1862 stpulating that each state could sell frontier land to fund the establishment of state colleges; These colleges were required to teach agriculture, mechanics and military training |
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| Army officer who was sent on an exploratory mission of Northern Greenland where his command was rumored to have resorted to cannibalism to survive; Took a lieutenancy in a black army regiment; Became head of the Signal Corps; Helped found National Geographic Society |
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| Benjamin Franklin Isherwood |
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| Chief engineer of the Navy; One of the world's foremost experts on steam and steam engines during and after the Civil War; Oversaw construction of over 600 steam ships during Civil War |
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| Ship designed by Isherwood to compete with the CSS Alabama; It was vastly superior to contemporaneous ships, but was so revolutionary that a naval board condemned it without it ever setting sail |
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| Fleet of vessels authorized by Congress to help gain control of oceanic shipping lanes; The ships had steel hulls, steam engines and large guns |
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| Term collectively given to the navy in the late 19th century when ships were being industrialized for in order to control trade routes |
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| Outstanding naval officer in devising strategy and advocating education; Established the Naval War College and was its first president; Commanded a monitor at the siege of Charleston in the Civil War |
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| School established by Luce to teach naval tactics and strategy; First of its kind and still operates today |
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| Lecturer in naval history and tactics at the Naval War College; Outlined arguments in The Influence of Sea Power Upon History which greatly influenced ideas about the navy; Later argued that naval power is instrumental in imperial goals |
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| The Influence of Sea Power Upon History |
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| Book published by Alfred Thayer Mahan; Establishes arguments including the importance of both a strong navy and a commercial fleet in sea dominance, the factors that build a strong navy, and the impacts of technology upon naval matters |
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| Effort to build an American empire; Fueled by industrialization and an attempt to sell surplus goods in a global market; Also influenced by economic factors regarding resources and by humanitarian ideas of "bettering" other cultures; Naval power plays a large role in these ideas |
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| Helped to rile up the American public and played a role in inciting the Spanish-American War |
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| Naval battleship sent to Havan harbor to protect American interests during the Cuban revolt against Spain; In February 1898, it exploded in the harbor, playing a large part in the subsequent Spanish-American War |
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| President during the Spanish-American war; Attempted to avoid war by pushing for armistice and arbitration; When Spain didn't fully acquiesce to his final ultimatum in time, he was forced to ask Congress for a declaration of war |
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| Assistant Secretary of the Navy on the eve of the Spanish-American war, but had a large amount of control due to Secretary Long being ineffectual; Played a large role in precipitating was by calling naval forces to arms and beginning preparations; He resigned his post to join the army, forming the Rough Riders (First US Volunteer Cavalry Regiment); Led charge up Kettle Hill at Battle of San Juan Hill |
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| Commander of naval operations in the Philippines during the Spanish-American War |
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| Decisive American naval victory at Manila Bay under Dewey in which the entire Spanish fleet was destroyed while the US had 8 casualties |
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| Secretary of War during Spanish-American war; Largely regarded as incompetent due to his appointment of Shafter to head the Cuban invasion and the Embalmed Beef Scandal |
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| Commanding General of the Army during the Spanish-American War; Commanded the invasion of Puerto Rico and acted as military governor on the island |
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| The 1st US Volunteer Cavalry regiment in the Spanish-American war; Formed by Colonel Leonard Wood and Lieutenant Colonel Theodore Roosevelt; Instrumental at Kettle Hill and San Juan Hill |
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| Formed the Rough Riders with Roosevelt; Commanded them at the Battle of Las Guasimas; Led the 2nd cavalry brigade of the 5th Corps to victory at Kettle hill and San Juan Heights |
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| In command of the cavalry in the 5th corps (including the Rough Riders); Led attack at the Battle of Las Guasimas despite conflicting scout reports |
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| Attack led by Joseph Wheeler on a Spanish position outside Santiago; First major skirmish of the war; Almost ended in defeat, but the Spanish commander resumed his retreat to Santiago after two hours of volleys |
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| Battle in which around 600 Spanish soldiers held the northwest flank of Santiago against US soldiers; Spanish bogged down US troops for entire day; US casualties were around 450 |
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| Letter signed by numerous ranking officers sent to President McKinley; Stated many soldiers were contracting yellow fever and should be rotated for fresh soldiers |
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| Nicknamed ascribed to black units sent to Cuba during the Spanish-American War; Based on a mistaken belief that they would be immune to tropical diseases such as yellow fever |
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| Filipino rebel against Spain in 1890s; Extorted money from Spain and used it to buy weapons in the hope of one day overthrowing them; Became leader in guerrilla war against US, but was captured and surrendered |
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| Officer who had fought with Cuban insurrectionists before the Spanish-American War; Captured Aguinaldo by having loyal Filipino scouts pretend to imprison Funston, who then seized Aguinaldo |
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| Treaty ending the Spanish-American War; Under its provision, Spain received $20 million and ceded Guam, Puerto Rico, Cuba, and the Philippines to the US |
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| Bill passed by Congress before the Spanish-American War; It dictated that the US would not hold Cuba as a territory and would make provisions for its independence |
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| Organization that sprang up in the wake of the Spanish cessions; Decried the idea of America as an imperial power and defied the holding of colonies |
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| Largest of Southern Philippine islands; Home to the Moros |
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| Warlike Muslim sect living on Mindanao; US attempts at intervening in the society led to brutal battles with the Moros; Numerous exceptional generals fought them, including Pershing |
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| American officer who was spectacular at fighting the Moros; His efforts there got him promoted from Captain to Brigadier General |
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| Scandal that arose under Secretary Russell Alger; Alger purchased extremely low quality meat at low prices and much of it was toxic by the time it reached soldiers; Nelson Miles attacked him for this |
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| Created and headed the Dodge Commission following the Spanish-American War |
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| Formed to investigate misconduct during the Spanish-American War; Led to undeniable evidence of Alger's incompetence, which forced his resignation |
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| Extremely important Secretary of War who revolutionized the makeup of the Army; Addressed problems with command/control, education, and the civilian component |
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| Established Chief of Staff and the General Staff; The General Staff's purpose is to coordinate activities between the Bureaus and Staffs and the line; General Staff also formulates plans |
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| School established by Root to teach strategy and planning; Meant to work with the General Staff to test plans |
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| Command and General Staff School |
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| Replaced the Infantry and Cavalry School; Teaches subordinate officers tactics and abilities needed to function in command positions |
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| Act which revolutionized the National Guard, including allowing them to be certified as certain ranks, making them the first reserve for the US, and allowing joint maneuvers between the National Guard and Army |
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| Important Army physician who developed a cure for yellow fever while in Cuba |
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| Disease which severely impacted the soldiers in the Spanish-American War; Disease, especially yellow fever, was responsible for 3 times as many deaths as battle |
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| Act passed to allow US intervention in Cuban affairs as well as barring Cuban annexation and securing US rights to purchase naval bases |
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| Policy conceived by McKinley's Secretary of State John Hay; This idea stated that access to China would not be monopolized by any one country, but China would be left as an Open Door for free trade with all countries |
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| Rebellion that came about as a reaction to foreign economic oppression |
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