Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

24
Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War

Transcript of Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Page 1: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Teaching Warfare in the Classroom

The DIME Approach to Analyzing the Civil War

Page 2: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

What is DIME?

• DIME is an acronym- Diplomacy- Information- Military- Economics

• Advantage- Allows for comparisons and systematic analysis

• Disadvantage- Does not allow for detailed analysis of events

Page 3: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Diplomacy

• Potential Allies – external - Great Britain

- France- A divided America or anti-slavery?

• Key States: - Maryland, Kentucky, Missouri, West Virginia, Delaware

• Potential Allies – internal- Confederacy – “Copperheads” or “Peace Democrats”- Union – Unionists and Blacks

Page 4: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

• Intelligence

• Communication (Command and Control)

• Media (public perception)

• Ideology

Information

Page 5: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Information - Intelligence

• The Bureau of Military Information• Confederate Secret Service Bureau• Spies• Code Breaking• Deception• Covert Surveillance• Black Dispatches• Intelligence Overseas

http://www.fas.org/irp/cia/product/civilwar.pdf

Page 6: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Information – Command and Control

• Civilian Authority

• Communications: Telegraph System

Page 8: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

• The Constitution

• Abolitionism

• The Gettysburg Address- Equality of the individual at the

expense of the rule of law

- Majority Rule at the expense of

individual liberty

Information - Ideology

Page 10: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

• American Tradition- Revolutionary War (guerrilla)

- Engineering / new technology

• Mexican-American War- Training Ground for commanders

• Napoleonic Wars- Climactic Battles

- Wars of maneuver

Military – Strategy

Page 12: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

• The Art of War1. Achieving the Objective without Destroying It2. Avoid Strength, Attack Weakness: Striking Where the Enemy is Most Vulnerable3. Deception and Foreknowledge: Winning the Information War4. Speed and Preparation: Moving Swiftly to Overcome Resistance5. Shaping the Enemy: Preparing the Battlefield6. Character-Based Leadership: Leading by Example

To what extent were these principles practiced?

Military – Sun Tzu

Page 13: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

• Treaties on Grand Military Operations

1. Strategic initiative

2. Concentration of effort against a portion of the enemy

3. Pursuit of a beaten foe

4. Surprise

5. Line of Operations

Military – Jomini

Page 14: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

• On War1. Limited War: Specific Objectives 2. Unlimited War: Overthrow the enemy3. Wars tend to escalate4. Importance of Friction5. Politics should determine the objective (The holy triad)

Military – Clausewitz

“War is nothing but the continuation of policy by other means”

Reason (Government)

Chance (Military)

Primoridal Violence (The People)

Page 17: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Military – Logistics

• Food, clothing, shelter• Bullets and guns• Transportation - Trains• Medicine

- Anesthetics / medicine

- Field Hospitals

- Surgeons

- Nurses

Page 18: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Military - Army Organization

Regiments =400-1000 men, made up of 10 companies; Company = 100 men

Brigade1000-2500 men3-5 Regiments

Brigade1000-2500 men3-5 Regiments

Brigade1000-2500 men3-5 Regiments

Division3000-8000 men

3-5 Brigades

Division3000-8000 men

3-5 Brigades

Division3000-8000 men

3-5 Brigades

Corp8000-20,000 men

3-5 Division

Corp8000-20,000 men

3-5 Division

Corp8000-20,000 men

3-5 Division

Army40,000-80,000 men

2-6 Corps

Regiment

Union level ofOrganization at Bull Run

Confederate level ofOrganization at Bull Run

Page 19: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

• Habeas Corpus – Union and Confederacy• 1862 - Militia Act, authorizing black enlistment• Elections in 1864 (majority rule established)• Conscription and Desertions• Emancipation Proclamation• Riots – “a rich man’s war, but a poor man’s fight”

- Bread (South)

- Draft (North)

• Total War – increase in governmental power

Military - Impact

Page 20: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Railroad mileage is from: Chauncey Depew (ed.), One Hundred Years of American Commerce 1795-1895 p 111; For other info see: 1860 US census and Carter, Susan B., ed. The Historical Statistics of the United States: Millennial Edition (5 vols), 2006.

Comparison of North and South North South

Total population 22,000,000 9,000,000

White population 22,000,000 5,500,000

Slave population N/A 3,500,000

Soldiers 2,200,000 1,064,000

Railroad miles 21,788 (71%) 8,838 (29%)

Manufactured items 90 percent 10 percent

Firearm production 97 percent 3 percent

Bales of cotton in 1860 Negligible 4.5 million

Bales of cotton in 1864 Negligible 300,000

Pre-war U.S. exports 30 percent 70 percent

Economics - Overview

Page 21: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Economics - Population

Page 22: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Economics - Trade

Page 23: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Economics – Government Revenue

Page 24: Teaching Warfare in the Classroom The DIME Approach to Analyzing the Civil War.

Questions?