For the Social Studies Essay

Home , Albert I of Belgium, Kamerun campaign, The Guns of August, Zaian War

U.S. Constitutional History; Equality, Freedom, Liberty, and Rights

UIL Social Studies 2016 – 2017

The United States Constitution was not only a historic accomplishment for the 18th Century; it also still stands as an exemplar to fledging democracies in our modern world. Despite being written in relatively sparse and direct language for such a significant and long-ranging document, it is still the subject of contentious debate and even longer-ranging interpretations. Charting the ebb and flow of such debates is a vital part of United States history and key to understanding the nature of government.

The U.S. Constitution was controversial even before it became the supreme law of the land. The idea of creating a structure of government that could balance the need for a strong central force to guide and protect a nation of millions of individuals while at the same time respecting the rights of those individuals still seems daunting. Today, many historians, pundits, and students spend years trying to interpret the exact meaning and intention of the early Americans who crafted our Constitution. They hope to find a truer sense of meaning by nailing down what each contributor was thinking at the time of its inception. In truth, the very individuals that penned the Constitution debated the meanings of the words included within it. The issues of debt assumption, a national bank, a standing army, voting rights, freedom of the press, and the limits of legislative, executive, and judicial powers were all intensely argued within the first full decade of the Constitution being ratified.

The process of amending the Constitution provides the means by which it can continue to adapt to an ever- growing and changing nation of increasing diverse individuals. This mechanism has been rarely applied considering the rapid evolution of our country, which speaks to the importance, and impact of each of those changes. The more regular process used for interpreting an almost 250 year-creation is the decisions handed down by the Supreme Court. Every year they wade through hundreds of attempts to redefine or refine the rights and powers included with the seven articles and twenty-seven amendments that make up the structure of our nation’s government.

The Constitution continues to be the center of several hotly contested political and social issues. Election cycles tend to bring many of these issues to the forefront of media coverage and societal consciousness, but the debates never really go away as every week brings new legislation being proposed, every court session brings new cases being decided, and literally ever day provides new opportunities for the implementation and administration of government programs bringing unforeseen constitutional issues bubbling back to the surface.

There is some overlap with this year’s topic and previous years (Supreme Court, Executive Branch, Revolutionary Period), but this topic is unique in that it focuses on the history of the U.S. Constitution from its creation to today. Although the primary reading source focuses mainly on the events leading up to the creation of the U.S. Constitution and its initial impact upon defining the role of government, the contest will cover issues from the entire history of this document as well as patterns and periods of various interpretations.

UIL Social Studies 1

PURPOSE OF THE CONTEST: The purpose of the Social Studies Contest is to challenge high school students to read widely and deeply in the areas of social studies. Particularly, students will be required to: • expand and apply their understanding of the nature of geography and the physical setting of the earth to physical and cultural environments. • expand and apply their understanding of the governmental systems. • expand and apply their understanding of historical trends, movements and eras, the impact and significant of time and place, cause and effect, and change over time

TEST DIRECTIONS: Students have a maximum of 90 minutes allowed for the test. A student may choose to turn in the test early.

Students should be assigned a test number and instructed to write the number on all test materials including essay papers.

After the signal to start, time remaining signals can be given as long as they do not distract from the taking of the test. A 5 minutes remaining signal should be given to remaining test-takers.

The objective portion of the test may be machine graded or hand graded. The contest director may select coaches of contestants to assist in grading.

Answer Key Errors: The answer key shall be confirmed by the graders or grading committee. In the case of an error on the answer key of an objectively scored contest, graders should notify the UIL State Office of the nature of the error and/or contact the respective state contest director to seek clarification. Mistakes in the answer key should be corrected, and papers should be judged on correctness rather than on an incorrect answer given in the key.

Scoring: The objective portion of all tests will be scored. A judge or judges will then evaluate the essays of the eight contestants with the highest scores in the objective portion of the test. If a tie occurs for the eighth slot, then essays of contestants tied for the eighth slot will be judged. Each essay will be read and assigned a score based on a zero to 20 scale, with 20 being the highest score possible. The score will be added to the point total from the objective portion of the test, resulting in an overall score.

Ties: Individual Competition - All ties shall be broken through sixth place. If a tie exists after the grading of the essays, then those essays involved in the tie will be judged one against the other(s) to break the tie. When a tie occurs, those contestants who are tied shall be awarded a place before any other places are awarded. The decision(s) of the judge(s) is final.

UIL Social Studies 2

Contest Test Organization Details

There are no major changes in the format of the test for the 2016-2017 school year. As in past years, the test will be divided into three sections, each with differing numbers of questions with various point values. The specific nature, in terms of subject, number of questions, and point values is as follows:

Section One – Questions will be based on specific terms from the accompanying list U.S. Constitutional History related People and Terms

20 questions; one point each

Section Two – Questions based on Primary Reading Selection Madison’s Gift: Five Partnerships That Built America, by David O. Stewart

15 questions; two points each

Section Three – Questions based on information about Supplemental Reading Materials Founding Documents and Landmark U.S. Supreme Court Cases

• Marbury v. Madison, 1803 • Texas v. Johnson, 1989 • McCulloch v. Maryland, 1819 • Santa Fe Independent School District • Gibbons v. Ogden, 1824 v. Doe, 2000 • Barron v. Baltimore, 1833 • Near v. Minnesota, 1931 • Charles River Bridge, 1837 • West Coast Hotel v. Parrish, 1937 • Dred Scott v. Sandford, 1857 • West Virginia State Board of Ed.v. Barnette, 1943 • Munn v. Illinois, 1877 • Everson v. Board of Education, 1947 • Plessy v. Ferguson, 1896 • Brown v. Board of Education, 1954 • Lochner v. New York, 1905 • Mapp v. Ohio, 1961 • Schenck v. United States, 1919 • Baker v. Carr, 1962 • Gitlow v. New York, 1925 • Engel v. Vitale, 1962 • New York Times Co. v. Sullivan, 1964 • Gideon v. Wainwright, 1963 • Griswold v. Connecticut, 1965 • Fisher v. University of Texas, 2015 • Miranda v. Arizona, 1966 •Utah v. Strieff, 2015 • Tinker v. Des Moines, 1969 • Whole Woman’s Health v. Hellerstedt, 2015 • San Antonio ISD v. Rodriguez, 1973 • Lemon v. Kurtzman, 1971 Amendments: • Roe v. Wade, 1973 1-10, 14, 27 • Goss v. Lopez, 1975 Federalist Papers: • Bakke v. Regents of the University of California, 1978 1, 10, 39, 51, 78, 84 • New Jersey v. T.L.O., 1985 • Hazelwood v. Kuhlmeier, 1988

10 questions; three points each

UIL Social Studies 3

Rules and Tips for Writing an Essay for the UIL Social Studies Contest

Contestants who do not write an essay will be disqualified. Any essay that does not demonstrate a sincere effort to discuss the assigned topic will be disqualified. The rankings of essays will be based primarily on how well the topic has been addressed. A focused, concise and specific essay beats a vague and rambling essay. Proper grammar and organization should be used to aid clarity, but should not be considered a major factor in scoring. Cover as many corners of the issue as practical. Avoid including personal editorialized opinions, as more than enough information on the subject has been published.

The essay is a critical portion of the UIL Social Studies contest. It reveals a student’s ability to analyze and synthesize events and issues rather than simply regurgitate data. The purpose of the analytical essay is to make meaning of a particular event or artifact, to provide the reader with a more full and clear understanding of the subject. Contestants should not lose sight of the simple fact that the essay score accounts for 20% of the total possible points available to be scored. In highly competitive contests a mere few points on an essay question will determine the difference between first place and not placing in the top six. A quality essay is a key ingredient of success in the social studies contest!

Tips on writing the analytical essay:

• First, read the prompt carefully. Examine the question in a variety of contexts: social, political, scientific, cultural and economic

• Open with a clear, precise statement that assimilates all the information you’ve gathered regarding the question. Important: Do not repeat the essay prompt in your opening paragraph. Take it to a new level of understanding.

• Defend your statement.

• You have 90 minutes for the objective portion of the test and the essay. That’s more time than you’ll probably need, so think first before writing. Outline your essay. Prioritize your points. Then, be specific. Use specific examples.

UIL Social Studies 4

Sample Essay One (based on 2013 topic)

In what ways did the presence of Comanche groups affect Mexico’s expansion northward and to what degree did the presence of the Comanche influence settlement in Texas during the early 19th century?

Although historians typically embrace a variety of theories, on area on which many of them tend to agree is the impact of Comanche influence throughout much of the Nineteenth century. There is little question that, as a fighting organization, the Comanche was indeed a group with which to be reckoned. In just over a hundred years this Native American tribe went from being very weak and strongly persecuted by their peers to one of the more fierce fighting forces of all time. While much of the history associated with 16th and 17th century North America focuses attention on the Spanish conquest of vast regions of land, little explanation is given to the geographic direction taken by the conquistadors and reasons affecting their chosen routes. There can be little doubt that, at least one factor affecting the European explorers, was the presence of the Comanche in a region that is part of the southwestern United States today. Their influence ranged from the Gulf Coast, across much of the continent, including a vast area known as the Great Plains. Also of note is the fact that the Comanche capitalized on the introduction of the horse to the new world by the earliest Spanish explorers and conquistadors. Acquisition of the horse allowed the Comanche, already a group that enjoyed extensive influence, the opportunity to become extremely mobile. Immediately two results proved beneficial to the rapidly growing native group; initially they were able to move more quickly from more remote distances than ever before and second, the horse enabled them to expand their immediate area of influence extensively. Ironically, as the region under Comanche control began to steadily increase throughout the 17th and 18th centuries, the degree to which Spanish incursion into the area steadily declined. This was a region that was not clearly defined by territorial borders and national boundaries yet, to the leaders of parties attempting to explore the new world, it was an area into they would venture with great caution and only on a limited basis. Even during later years, following Mexico’s independence from Spain, the influence of the Comanche likely affected decision-making among the new nation’s leaders. Evidence strongly suggests that one of the reasons Mexico allowed U.S. settlement in the area that is Texas today was to create a sort of buffer zone between the more populated areas of Mexico and the Comanche controlled lands. The degree to which this strategy was effective is something left for historians to debate, however, the evidence clearly suggests that, at the very least, Comanche presence throughout the area that would later become Texas was a clear reality. Not only during the early 19th century, but in its later years as well.

UIL Social Studies 5

Sample Essay Two (based on the 2015 topic)

What factors led to the election of Abraham Lincoln as U.S. president and what challenges did he face once elected?

As the election of 1860 approached the United States faced a host of potentially serious problems and, at the same time, was on the heels of a number of relatively weak presidential administrations. During the two decades between 1841 and 1861 the nation has been led by seven presidents, none of which was reelected and most of which were considered weak leaders historically. The fact that the United States had experienced at least two decades of lackluster leadership coupled with the steadily growing north / south division set the stage for a noteworthy presidential election campaign in 1860. Not only was the nation itself facing a mounting division, regional political divisions were also beginning to surface. Although, at the time, the two major political parties that are part of the American political system today, the Democratic and Republican, were present in 1860, the political stage was far different than that of more modern times. In order to fully understand the political drama that resulted in Abraham Lincoln’s 1860 presidential victory awareness of mid-19th century partisan politics is essential. Both major parties were in a stage of relative infancy. The Democratic Party’s first president was Andrew Jackson who was elected in 1828. Over the course of the 20 years between Jackson’s administration and the election of Lincoln another four presidents representing the Democratic Party were elected but none of them served more than a single term of office. Discussion of the 1860 election should be done in two areas; the role of party politics and the key issues that influenced voters of the day. Initially, in terms of the two major parties; Democrats and Republicans, one, the latter, was relatively new to the national scene while the other, the former, was divided along north / south lines. Consequently, instead of two major parties, as would normally be the case, 1860 witnessed at least one of the major parties subdivided along geographic lines. In addition there was also the presence of another party, the Constitutional Union Party. In terms of the actual campaign, major candidates generally courted voters in their respective regions and voting patterns followed those lines as well. From the outset it was fairly certain that, in the event of a Lincoln victory, the likelihood of a divided nation would be increased. As the final votes were tallied and the Republican candidate’s victory appeared likely the division of the nation was also becoming a reality. Between the time of Lincoln’s election and his inauguration, seven states has seceded from the Union meaning that the new president faced and immediate challenge and serious threat to the very future of the nation itself. While neither President Lincoln nor other political leaders of the union acknowledged any sort of legitimacy for the Confederacy, the fact remained that the nation was seriously divided and, in a very short time, was actually engaged in a deadly and costly war. In terms of the challenges faced by the new president, there was really only one major concern, the division of the nation. While this division resulted in a host of additional problems most of Lincoln’s attention was focused on how best to resolve the immediate crisis and this was the primary focus of at least his first term of office. Although Lincoln was reelected in 1864 and, by the time his second term began the war was essentially over, he was assassinated soon after the new term began. In short, precious little of his time spent leading the nation was during a period when peace was a reality. Many historians give Abraham Lincoln a very favorable rating in terms of his leadership ability largely because of the manner in which he managed the nation’s division and war.

UIL Social Studies 6

Sample Essay Three (based on the 2016 topic)

What were the major factors that ultimately led to the outbreak of World War I?

Historians typically identify the assassination of Archduke Franz Ferdinand as the single direct cause of World War I, those same historians would also likely agree that an event with the magnitude of World War I would not be caused solely by a single tragic act. In a broad sense, the key factors that ultimately led to the Great War were grounded in trends that swept across Europe and parts of Asia during the early years of the twentieth century. Initially, the fact that international tension had been present at the end of the previous century and potential for more tension existed was a key factor that led numerous nations to enhance their own military readiness and capability. In short, a dramatic wave of militarism swept through the world and was most commonly witnessed in the major European nations but was equally present among a host of Asian nations seeking their own niche on the international stage. Closely related to the wave of militarism that swept the world was a corresponding wave of nationalism among many of the same nations. Nationalism, a growth in national pride that often compels leaders to take steps enhancing their nation’s international standing, is a very real force in the diplomatic world. Unfortunately, nations destined and focused on increasing their own international identity misinterpret events and make decisions based on misperception. Unfortunately, in the realm of international relations, perception is reality meaning that the role of nationalism during the early 1900s cannot be overlooked. Another factor, closely related to the previous two, was the presence of imperialism during the early twentieth century. Several major nations had, over the past decades and even century, extended influence throughout the world. Because of the fact that major, powerful nations possessed land and resources in multiple locations, those nations felt compelled to defend their international interests at all costs. At the same time the presence of potential rebellious indigenous populations made the situation somewhat volatile. As the likelihood of war became increasingly more evident, the winds of revolution began to sweep numerous colonial areas, further compounding the strength of both militarism and nationalism. The end result was predicated on the fact that the world was witnessing powerful nations with a growing sense of national pride feeling threats on numerous fronts. Finally, if all of the other factors were not enough alone to perpetuate the critical situation that ultimately culminated in the 1914 outbreak of war, a series of foreign alignments and treaties led to an entangled diplomacy of sorts that compelled a host of nations who, otherwise would have remained neutral, to take sides and become involved in the war itself. Again, the role of perception in the diplomatic realm began to have its influence and the result was a major full scale war. In the final analysis, had the assassination of Ferdinand never occurred World War I would not necessarily have been avoided. It might have been delayed but unless steps would have been taken to disarm the powerful nations of the day and remove their perceived threats, the war would have occurred. As one historian so aptly noted, “World War I was the result of an arms race while World War II was the result of the absence of an arms race.”

UIL Social Studies 7

Examples of objective questions: Section One – General Knowledge Questions

1. The Commerce Clause is found in the _____ Article of the U.S. Constitution.

A. 1st C. 5th B. 3rd D. 2nd

2. Which of the following was not an author of the essays included in the Federalist?

A. James Madison C. John Jay B. Alexander Hamilton D. John Adams

Section Two – Questions based on Madison’s Gift: Five Partnerships That Built America, by David O. Stewart

3. Which of the following individuals were not included as in one of the “Five Partnerships” referenced in Madison’s Gift?

A. James Monroe C. George Washington B. Dolly Madison D. James Madison Sr.

4. Alexander Hamilton was “born on the island of _____, a flyspeck in the Caribbean.”

A. St. Croix C. Bermuda B. Bahamas D. Nevis

Section Three – Questions based on Founding Documents and Landmark U.S. Supreme Court Cases

5. Put the following cases in chronological order I. Marbury v. Madison II. McCulloch v. Maryland III. Gibbons v. Ogden IV. Barron v. Baltimore

A. I, III, IV, II C. I, IV, II, II B. II, 1, IV, III D. I, II, III, IV

6. The free exercise clause appears in which Amendment to the U.S. Constitution?

A. 5th C. 14th B. 6th D. 1st

answers: 1-D, 2-D, 3-D, 4-D, 5-D, 6-D

UIL Social Studies 8

…more about the questions the following kinds of questions should be expected on most tests used in competition – this list is not comprehensive –other types of questions are likely but this list should be a helpful guide

SECTION ONE (terms)

definitions of terms from provided list

application of terms from provided list

relevance of terms from provided list to particular individual/events/issues

origin of a particular term on the list

relationship of two or more terms on the list

information related to events – location, parties involved, causes, effects

SECTION TWO

sequence of major events quotes and their relation to issues/people

role of key individuals biographic data provided by the book

SECTION THREE

key components/clauses identifying quotes/phrases

chronology authorship

connections between terms/amendments/rights and SCOTUS decisions

issues/individuals associated with documents

UIL Social Studies 9 FAQs (Frequently Asked Questions)

Is some of the information applicable to more than one section of the test?

Yes, like in most past years, some of the terms and concepts will be applicable to each of the sections while other concepts are likely unique to a single section. It is entirely possible, that an individual on the section one list could appear in questions in all section of the test.

Should contestants expect questions about all of the terms on the included list?

Questions related to terms will most likely be included in Section One questions. There are twenty of these questions per test and five UIL tests (two invitational, district, regional and state). There are over 100 terms listed meaning that, even if every single Section One question was related to a separate term several of them would still not be covered. My suggestion is that the major ones receive the most attention and that the lesser known ones be reviewed less. This also applies to documents in Section Three

What are some possible general subjects for essay questions?

Essay questions could possible related to major individuals, events, and rights. The best overall guideline is to consider whether a topic could appear in multiple sections (or even all three sections) of the test.

Will time-line or order of event questions be included on contest tests?

Absolutely!

Is there a recommended video / movie / documentary recommended for this topic?

No, there will not be any questions from a specific video or film. There are, however, a number of documentaries that are well-suited for the topic and will help enhance understanding and capture student interest. There are several comprehensive sets of videos available, but always be sure to check them for accuracy. If you find a discrepancy between various documents the Primary Reading document is considered the authoritative source for the contest. Other questions can be referred to the state director.

Will questions used on one test likely appear on another?

It is highly unlikely that repeat questions will appear. In certain cases some of the more important subject matter might re-appear from test to test but specific wording is normally not repeated.

UIL Social Studies 10

…some useful tips for preparation

Ø Select a team – yes there is individual competition but teamwork is helpful

Ø Begin as soon as possible – teams that compete in April begin work in August

Ø Establish reading deadlines – do not try to read the whole book in a week; especially the week before your first contest

Ø Subscribe to a provider of practice material – multiple companies listed on the UIL website offer great material

Ø Practice regularly – the football team does it; so why not the Social Studies team

Ø Prepare team questions – a great way to gain new insight

Ø Question writing assignments – see above and add some focus

Ø Flashcards – one of the best ways to prepare

Ø Practice test-taking skills – regardless of the test; skills remain the same

UIL Social Studies 11

KEY TERMS – GENERAL KNOWLEDGE

Individuals Brutus bully pulpit Adams, Abigail burden of proof Adams, John caucus Burger, Warren census Franklin, Benjamin censorship Gallatin, Albert checks and balances Knox, Henry civil disobedience Jay, John civil rights Hamilton, Alexander civil liberties Harrington, James Clause, Advice and Consent Henry, Patrick Clause, Commerce Jefferson, Thomas Clause, Due Process Locke, John Clause, Elastic Jay, John Clause, Establishment Madison, Dolly Clause, Free Exercise Madison, James Clause, Full Faith and Credit Marshall, John Clause, Incorporation Marshall, Thurgood Clause, Supremacy Mason, George Clause, Takings Monroe, James clear and present danger test Montesquieu, Charles de common defense Morris, Gouverneur Compromise, Commerce and Slave Trade O’Connor, Sandra Compromise, Connecticut Rousseau, Jean-Jacques Compromise, Great Sherman, Roger Compromise, North-South Taney, Roger Compromise, Three-Fifths Washington, George constituent Warren, Earl Constitution Warren, Mercy Otis Constitutional Convention Constitutional Courts Related Terms Constitutional democracy Constitutional government Alien and Sedition Acts Constitutional law amendment contempt amicus curiae brief cruel and unusual punishment Annapolis Convention defamatory speech Antifederalists defendant Articles of Confederation delegate attorney client privilege democracy bad tendency test democracy, constitutional Bank of the United States democracy, direct bicameral democracy, representative bill of attainder desegregation Bill of Rights docket boycott Doctrine of nullification branches of government domestic tranquility

UIL Social Studies 12 double jeopardy Judiciary Act due process jurisdiction, appellate due process, procedural jurisdiction, original due process, substantive justice Electoral College legislating from the bench elector legislative branch electorate Lemon Test equal protection libel eminent domain limited government espionage literacy test exclusionary rule living document executive branch loose interpretation executive order majority executive privilege majority rule ex post facto natural law extradition naturalization federalism non-protected speech federalism, competitive obscenity federalism, cooperative opinion, concurring federalism, permissive opinion, dissenting federalism, dual opinion, majority federalism, marble cake partisan politics Federalist petit jury Federalist Papers perjury fighting words petition for governmental redress of grievances freedom of expression Philadelphia Convention freedom of press Plan, Connecticut freedom of speech Plan, New Jersey general election Plan, Virginia general welfare plaintiff gerrymander plea bargain grand jury plurality habeas corpus pluralism impeachment poll tax imitative populace income tax popular consent incorporation (see selective incorporation) popular sovereignty indictment powers, concurrent integration powers, enumerated / delegated / expressed interest group powers, implied internment powers, reserved involuntary servitude Preamble judicial activism precedent judicial branch preferential treatment judicial restraint preferred position doctrine judicial review presumption of innocence

UIL Social Studies 13 primary election segregation, de facto prior restraint selective incorporation privacy rights self-incrimination privileges and immunities Senatorial courtesy prohibition separation of powers proportional representation separate but equal protected speech Shays’ Rebellion protest vote slander qualifications, president social contract qualifications, House of Representatives Speaker of the House qualifications, Senate Stare decisis qualifications, Supreme Court justice states’ rights quartering of soldiers statist ratification strict interpretation reapportionment succession referendum suffrage regulate Supreme Court representation symbolic speech republic tariff responsibility Tariff of Abominations revenue treason right of assembly tyranny right to bear arms verdict right to counsel veto override right of expatriation Virginia and Kentucky Resolutions rule of law Whiskey Rebellion search warrant writ search and seizure writ of certiorari seditious speech writ of mandamus segregation segregation, de jure

Related Study Material

Some additional information related to the History of the U.S. Constitution https://www.britannica.com/ http://www.scotusblog.com/ http://www.history.com/topics/federalist-papers http://www.constitutionfacts.com/ https://www.oyez.org http://www.uscourts.gov/about-federal-courts/educational-resources/supreme-court-landmarks https://www.constitutionfacts.com/us-supreme-court/landmark-cases http://www.infoplease.com/ipa/A0101289.html https://www.law.cornell.edu/supct/cases/topic.htm http://www.pbs.org/wnet/supremecourt/pop_landmark_cases http://www.billofrightsinstitute.org/educate/educator-resources/landmark-cases

UIL Social Studies 14

UNIVERSITY INTERSCHOLASTIC LEAGUE Making a World of Diference Social Studies Invitational A • 2016

DO NOT TURN THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO! UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST INVITATIONAL A • 2016

Part I: General Knowledge: World War I and its aftermath (1 point each)

1. Who was England’s monarch at the start of World War I?

A. Victoria C. George V B. Edward VII D. Elizabeth II

2. The first nation to designate ace pilots during World War I was _____, whose policy awarded the distinction to a fighter pilot who had downed five enemy aircraft.

A. the United States C. England B. France D. Germany

3. The first actual combat involvement of the British Expeditionary Force in World War I occurred during the First Battle of _____.

A. the Marne C. Somme B. Ypres D. Verdun

4. The Agadir Incident occurred during the _____.

A. First Moroccan Crisis C. First Balkan War B. Second Balkan War D. Second Moroccan Crisis

5. The Black Hand organization, a secret society aimed at protecting its members in neighboring nations, originated in _____.

A. Russia C. Serbia B. France D. Turkey

6. Allied landings at Helles, Gaba Tepe, and Sulva Bay were part of the _____.

A. Gallipoli Campaign C. Tannenburg Offensive B. Battle of Verdun D. Belgium Occupation

7. In Flanders Fields was a World War I era poem written by Canadian doctor and artillery commander _____.

A. Charles Townsend C. Walter Lippmann B. John McCrae D. Richard Haldane

UIL Social Studies page 1 Invitational A • 2016 8. In 1914, at the start of World War I, the Allied Powers had an advantage over the Central Powers in terms of _____.

A. greater overall demographic strength C. easier access to oceans for international trade B. total naval strength D. all of the above

9. During World War I, the First Battle of _____ initiated the use of trench warfare?

A. the Marne C. Somme B. Verdun D. Jutland

10. Construction of the Impieratrica Marija class of battleships began in July 1912 by _____.

A. England C. Russia B. Norway D. Spain

11. Otto von Bismarck is historically considered the founder of the _____ Empire.

A. Russian C. Austro-Hungarian B. Ottoman D. German

12. World War I officially ended with the signing, in 1919, of the Treaty of _____.

A. Paris C. Brussels B. Versailles D. Geneva

13. Josephus Daniels served as _____ in the administration of U.S. President Woodrow Wilson.

A. Secretary to the Navy C. Secretary of War B. Secretary of State D. Secretary to the Army

14. The first Battle of the Marne occurred during _____, 1914.

A. July C. September B. August D. November

15. “Remember the Dardanelles” became a popular statement among political opponents of _____, who was often blamed for the failed Allied campaign.

A. David Lloyd George C. Winston Churchill B. Herbert Henry Asquith D. Edward Grey

16. The Balkan Wars, an early 20th century series of conflicts, involved the Balkan League, an organization that included all of the following EXCEPT _____ and the Ottoman Empire.

A. Turkey C. Bulgaria B. Greece D. Serbia

UIL Social Studies page 2 Invitational A • 2016 17. The Brusilov Offensive, named for its leader Aleksei Brusilov, ultimately decimated the _____ Army that had previously been considered numerically superior.

A. Belgium C. French B. German D. Austro-Hungarian

18. Aleksei Brusilov of _____, noted in the previous question, was considered one of the most innovative generals who participated in World War I.

A. England C. Serbia B. Russia D. Turkey

19. Poison gas was first used in World War I during the Second Battle of _____.

A. Ypres C. Verdun B. the Marne D. Somme

20. In August, 1914 U.S. President _____ announced United States neutrality.

A. Franklin Roosevelt C. Calvin Coolidge B. Warren Harding D. Woodrow Wilson

Part II: Primary Source Material The Guns of August: The Outbreak of World War I by Barbara Tuchman (2 points each)

21. The term, “encircler,” was used by _____ to describe Edward VII.

A. George V C. William II B. Franz Ferdinand D. Nicholas II

22. The “error of _____ was deemed responsible” for the presence of Germany deep within France just prior to the First Battle of the Marne.

A. Schlieffen Plan C. Brussels Strategy B. Plan 17 D. Operation Homeland Defense

23. The phrase, describing an individual taking part in a ceremonial funeral of Edward VII whom, “belongs in the first place among all the foreign mourners…who even when relations are most strained has never lost his popularity among us” was a reference to _____.

A. William II C. Edward VIII B. George V D. Nicholas II

24. Although German leaders considered a host of military options during the decade leading up to the outbreak of World War I, one of the most popular considerations involved violating the neutrality of ______.

A. Italy C. Russia B. France D. Belgium UIL Social Studies page 3 Invitational A • 2016 25. What position did Sir Edward Grey hold in England at the start of World War I?

A. Prime Minister C. Foreign Secretary B. Secretary for War D. Ambassador to France

26. As early as 1909 British General Henry Wilson referred to General _____ by stating, “this fellow is going to command the Allied armies when the big war comes on.”

A. Karl von Bulow C. de Witte B. Ferdinand Foch D. Noel de Castelnau

27. England’s Edward VII is described in The Guns of August: The Outbreak of World War I as an individual with two passions in life, “correct clothes and unorthodox _____.”

A. company C. religion B. politics D. education

28. Who served as England’s Prime Minister at the start of World War I?

A. Winston Churchill C. Hugh Gibson B. Edward Grey D. Herbert Henry Asquith

29. Which of the following nations sent orders to front line corps commanders that, if attacked, all forces should immediately engage in a ten-kilometer withdrawal?

A. Italy C. France B. Turkey D. Russia

30. After his government received an ultimatum from Germany, _____ sent a personal note to the Kaiser requesting an assurance of respect for Belgian neutrality.

A. King Leopold C. King Augustus B. King Albert D. King William

31. In preparation for a potential major conflict, French leaders named _____ to a newly combined position of military Chief of Staff.

A. Joseph-Jacques-Césaire Joffre C. Adolphe Messimy B. Etienne-Alexandre Milerand D. Herbert Henry Asquith

32. At the time of the World War I outbreak, Russia was weakened from a previous war with _____.

A. Turkey C. Austria B. Germany D. Japan

UIL Social Studies page 4 Invitational A • 2016 33. Although Germany’s soldiers were told that the duration of conflict would be relatively short, three well-known European minds, all of the following EXCEPT _____, believed and publically stated that such was not the case.

A. British War Minister Lord Kitchener C. Germany’s General Helmuth von Moltke B. German Kaiser Wilhelm D. French General Joseph-Jacques Joffre

34. Germany’s William II referred to _____ by stating, “He is Satan, you cannot imagine what a Satan he is.”

A. George V C. Nicholas II B. Franz Ferdinand D. Edward VII

35. The Goeben was a German battle cruiser that was, sent to cruise the _____ since the time of her launching in 1912.

A. Mediterranean Sea C. North Atlantic B. English Channel D. Indian Ocean

Part III: Monarchs / Leaders

36. King Albert I of Belgium, after leading his nation through World War I, reportedly lost his life in 1934 as the result of _____.

A. natural causes C. being lost at sea during a violent storm B. a climbing accident D. an airplane crash

37. Following a nationalist victory in Turkey, led by his political opponents, Sultan Mehmet VI fled to _____ aboard a British warship.

A. Greece C. Sicily B. Crete D. Malta

38. The statement “lived a turbulent life as Crown Prince, Regent, Commander in Chief and finally King of Serbia and, latterly, Yugoslavia” describes _____.

A. Alexander I C. Victoria B. Leopold III D. Albert II

39. Archduke Franz Ferdinand was born in _____.

A. France C. Yugoslavia B. Austria D. Russia

40. Britain’s George V was a _____ to Russia’s Tsar Nicholas II.

A. nephew C. cousin B. brother D. father

UIL Social Studies page 5 Invitational A • 2016 41. Emperor _____ of Austria was also known as Charles IV of Hungary.

A. Karl I C. Franz Ferdinand B. Edward III D. Mikhail II

42. King Ferdinand I of _____ was supportive of Germany at the start of World War I but, finally, declared for the Allies in 1916.

A. Bulgaria C. Belgium B. Romania D. Serbia

43. King Albert I led Belgium, the only open space between France and _____, during World War I.

A. Russia C. Spain B. Austria D. Germany

44. Following the assassination of his father in 1913, Constantine I ruled _____, from 1913 – 1917 and again from 1920 – 1922.

A. Greece C. Turkey B. Bosnia D. Romania

45. In terms of religious affiliation, Tsarina Alexandra was a firm believer in _____.

A. the Church of England C. Russian Orthodoxy B. Catholicism D. Judaism

Essay Question

What was the significance of the First Battle of the Marne, what nations were involved and what was the long- term effect of the battle’s outcome?

UIL Social Studies page 6 Invitational A • 2016 UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST CONTESTANT ANSWER SHEET

USE CAPITAL LETTERS ONLY ! CONTESTANT #

Part I (1 point each) 23. ______OBJECTIVE PORTION

1. ______24. ______•Objective scores determine which essays are graded. 2. ______25. ______•Objective scores determine

3. ______26. ______TEAM SCORES.

4. ______27. ______Part I score (20 max) ______

5. ______28. ______Part II score (30 max) ______

6. ______29. ______Part III score (30 max) ______

7. ______30. ______OBJECTIVE

TOTAL ______8. ______31. ______

9. ______32. ______

10. ______33. ______ESSAY PORTION •Grade essays for the highest 11. ______34. ______eight Objective Totals. 12. ______35. ______ESSAY 13. ______Part III (3 points each) TOTAL (20 max)______

14. ______36. ______

15. ______37. ______OVERALL

16. ______38. ______TOTAL ______•Combine Objective and 17. ______39. ______Essay Totals to determine the Overall Total. 18. ______40. ______•Overall Total determines 19. ______41. ______the ranking of individual winners. 20. ______42. ______CHECKED BY: Part II (2 points each) 43. ______Grader #1 ______21. ______44. ______Grader #2 ______

22. ______45. ______Grader #3 ______

UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST INVITATIONAL A • 2016 Answer Key

Part I (1 point each) 23. A Points contestants could mention in their essay 1. C 24. D include:

2. B 25. C The first Battle of the Marne was the first major World War I battle; coming on the heels of Germany’s violation of 3. A 26. B Belgium neutrality and entry into France 4. D 27. A Two major military forces, France and 5. C 28. D Germany were now in place for a major battle 6. A 29. C also involved was Belgium whose 7. B 30. B neutrality had been violated by Germany’s military; German atrocities in rural communities has sparked 8. D 31. A outrage at the time

9. A 32. D French military leaders, under the command of Gen Joffre made the 10. C 33. B decision to “halt German aggression” before Paris would fall 11. D 34. D preparation for the battle also served 12. B 35. A as an opportunity to persuade England to join the war effort

13. A Part III (3 points each) Germany’s objective was to neutralize France and then turn attention to 14. C 36. B Russia

15. C 37. D German military leaders were confident that France would be 16. A 38. A defeated quickly

17. D 39. B did not anticipate resilience and determination of French forces who mobilized using all available means, 18. B 40. C even taxi cabs from Paris

19. A 41. A England alto entered the battle with a modest force 20. D 42. B result: essentially a stalemate, meant Part II (2 points each) 43. D Germany survived but did not defeat France and France was not 21. C 44. A overwhelmed; result would be a prolonged war of attrition on the Western Front 22. B 45. C

UNIVERSITY INTERSCHOLASTIC LEAGUE Making a World of Diference Social Studies Invitational B • 2016

DO NOT TURN THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO! UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST

Invitational B * SPRING 2016

Part I: General Knowledge: World War I and its aftermath (1 point each)

1. The most significant sea battle of World War I was _____.

A. Jutland C. Somme B. Verdun D. Marne

2. The British Expeditionary Force (BEF) under the leadership of _____, participated in the First Battle of the Marne.

A. Sir Douglas Haig C. Sir John French B. David Beatty D. Henry Rawlinson

3. The Fourteen Points to Peace, a plan to end World War I, was drafted by U.S. President _____.

A. Theodore Roosevelt C. William Howard Taft B. Woodrow Wilson D. Warren Harding

4. The Second Moroccan Crisis resulted in a new treaty between France and _____ that allowed for, among other things, German acquisition of territory in the French Congo.

A. Portugal C. Turkey B. Spain D. Bulgaria

5. Nicholas Nikolaevich’s career as Russia’s commander in chief ended with the _____.

A. Russian Revolution B. entry of the United States into World War I B. German defeat in Macedonia D. outbreak of World War I

6. U.S. President Woodrow Wilson drew on the ideas of American newspaper commentator and author, _____, for the post-World War I settlement plan.

A. Henry Morgenthau C. Walter Lippmann B. William James D. Henry Cabot Lodge

7. Archduke Franz Ferdinand was assassinated in the European city of _____.

A. Bucharest C. Sophia B. Prague D. Sarajevo

UIL Social Studies 1 Invitational

8. On August 20, 1914, German forces entered and occupied Belgium’s capital city, _____.

A. Brussels C. Antwerp B. Ghent D. Charleroi

9. Josephus Daniels served in the administration of U.S. President _____.

A. Theodore Roosevelt C. Calvin Coolidge B. Woodrow Wilson D. Warren Harding

10. The first land battle of World War I was the Battle of Liège that occurred as Germany crossed the border into neutral _____.

A. France C. Belgium B. Romania D. Austria

11. What was a dreadnought?

A. tank C. aircraft B. military strategy D. battleship

12. All of the following individuals, EXCEPT _____, were part of the Big Four group who attended the 1919 Paris Peace Conference to discuss the terms of peace after World War I.

A. Winston Churchill C. David Lloyd George B. Georges Clemenceau D. Vittorio Orlando

13. The Battle of Jutland was fought _____.

A. near Paris C. in North Africa B. at sea D. in Asia

14. The First Battle of the Marne involved substantial numbers of fighting forces from all of the following nations EXCEPT _____.

A. France C. the United States B. England D. Germany

15. Herbert Henry Asquith was succeeded by _____ as England’s Prime Minister in 1916.

A. David Lloyd George C. William Gladstone B. Winston Churchill D. Henry Campbell-Bannerman

16. The Zaian War, an African conflict that occurred during World War I, involved battles between the Zaian Confederation in Morocco and military forces from _____.

A. Germany C. England B. France D. Turkey

UIL Social Studies 2 Invitational B

17. The First Battle of Ypres took place in 1914 in the nation of _____.

A. France C. Austria B. Russia D. Belgium

18. German military advances, that ultimately led to the First Battle of the Marne, were part of a strategy known as the _____.

A. Schlieffen Plan C. Bismarck Offensive B. Operation Breadbasket D. Garibaldi Strategy

19. The British monarch at the start of World War I was George V who had only a few years earlier ascended to the throne following the death of _____.

A. Victoria C. George IV B. Henry IX D. Edward VII

20. The first use of poison gas in World War I combat was by _____ during the second Battle of Ypres.

A. Belgium C. Germany B. France D. Russia

Part II: Primary Source Material The Guns of August: The Outbreak of World War I by Barbara Tuchman (2 points each)

21. The Treaty of Bjorko was a failed effort to create an alliance between Germany and _____.

A. England C. France B. Russia D. Turkey

22. According to the Schlieffen Plan, a strategy developed by Germany’s Chief of Staff Alfred von Schlieffen, “the whole of Germany must throw itself upon one enemy, the strongest, most powerful, most dangerous enemy, and that can only be _____.”

A. England C. Austria B. Russia D. France

23. The Guns of August: The Outbreak of World War I describes the manner in which events that occurred during August, _____, contributed to the outbreak of World War I.

A. 1910 C. 1914 B. 1911 D. 1917

UIL Social Studies 3 Invitational B

“…a young man of thirty-seven, impossible to ignore, who, from his inappropriate post, had pelted the Prime Minister during the crisis with ideas on naval and military strategy, all of them quite sound, has produced an astonishingly accurate prediction of the future course of the fighting, and who had no doubts whatsoever about what needed to be done.”

24. The accompanying information describes an individual who participated in a “secret and special” meeting called by Prime Minister Asquith in 1910 for the purpose of clarifying British strategy in the event of a major war. Who is the individual described?

A. Winston Churchill C. Arthur Wilson B. Edward Grey D. Lloyd George

25. The individual described in the preceding passage held the position of _____in 1910.

A. Chancellor of the Exchequer C. Secretary of War B. Leader of the House of Commons D. Home Secretary

26. According to The Guns of August: The Outbreak of World War I, the basic reason for German failure at the Marne was “the peculiar aptitude of the _____ soldier to recover quickly.”

A. French C. British B. American D. Russian

27. In reference to the chapter entitled, “Goeben…An Enemy Then Flying’” the term Goeben refers to _____.

A. an aging general C. a German battle cruiser B. a Mediterranean seaport D. a particular style of military combat

28. Basing his observation on the writings of Karl von Clausewitz and Norman Angell that any European war would be brief in duration, the _____ told departing troops in August, 1914, that “You will be home before the leaves have fallen from the trees.”

A. Russian Tsar C. French President B. German Kaiser D. British Prime Minister

29. The individual who made the statement, referred to in the previous question, was _____.

A. Raymond Poincare C. Herbert Henry Asquith B. Nicholas II D. Wilhelm II

UIL Social Studies 4 Invitational B

30. The Battle of the Marne was part of a desperate military effort to halt Germany’s advance near the city of _____.

A. Paris C. London B. Munich D. Brussels

31. Who was the official envoy representing the United States at the funeral of England’s Edward VII?

A. Woodrow Wilson C. Theodore Roosevelt B. Franklin Roosevelt D. Calvin Coolidge

32. As English officials prepared their response to Germany’s ultimatum against Belgium, it was stated that unlike France who was involved in the war because of an alliance with _____, England had no such alliance nor obligation.

A. Greece C. Serbia B. Russia D. Turkey

33. What position was held by General Helmuth von Moltke at the start of World War I?

A. Chancellor C. Foreign Minister B. Prime Minister D. Chief of General Staff

34. Plan 17 was adopted by _____ military leaders in 1913 as a reaction to military developments in Europe at the time.

A. French C. German B. Russian D. British

35. The Guns of August: The Outbreak of World War I begins with a description of a ceremonial funeral gathering in _____.

A. Austria C. Russia B. France D. England

Part III: Monarchs / Leaders (3 points each)

36. As Crown Prince of his nation, Constantine I led _____ during the successful Balkan Wars of 1912 – 13.

A. France C. Greece B. Germany D. Turkey

UIL Social Studies 5 Invitational B

37. In spite of his pro-German sympathies, King Carol I was unable to bring Romania into World War I because of _____.

A. opposition from England’s King George B. a lack of confidence in his nation’s military forces C. being a committed pacifist and isolationist D. constitutional restrictions in his nation

38. Mehmed VI served as the last Sultan of the ______Empire from 1918 until 1922.

A. Ottoman C. Persian B. Egyptian D. Egyptian

39. King _____ reigned as the monarch of Belgium during World War I.

A. Constantine C. Franz Ferdinand B. Albert I D. Leopold III

40. At the time he came to power in Serbia, Alexander I was rumored to have connections with the ____ organization, a member of whom was responsible for the assassination of Archduke Francis Ferdinand.

A. La Trinitaria C. The Union of Salvation C. the Carbonari D. Black Hand

41. While under the rule of Nicholas II, Russia suffered a defeat to _____ in 1904-05, causing the monarchy to lose credibility among its populace.

A. Italy C. Japan B. Germany D. Belgium

42. Princess Marie, daughter of the Duke of Edinburgh and granddaughter of Queen Victoria, was the wife of King _____.

A. Ferdinand I C. Leopold III B. George IV D. Alexander I

43. The monarch, referred to in the previous question, was the World War I leader of _____.

A. Bulgaria C. Romania B. Yugoslavia D. Belgium

UIL Social Studies 6 Invitational B

44. Vittorio Emanuele III was king of _____ during World War I.

A. Portugal C. Macedonia B. Italy D. Spain

45. Tsarina Alexandra’s only son suffered from _____.

A. tuberculosis C. polio B. mental illness D. hemophilia

Essay Question

In what ways did the assassination of Archduke Francis Ferdinand contribute to the outbreak of World War I?

UIL Social Studies 7 Invitational B UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST CONTESTANT ANSWER SHEET

USE CAPITAL LETTERS ONLY ! CONTESTANT #

Part I (1 point each) 23. ______OBJECTIVE PORTION

1. ______24. ______•Objective scores determine which essays are graded. 2. ______25. ______•Objective scores determine

3. ______26. ______TEAM SCORES.

4. ______27. ______Part I score (20 max) ______

5. ______28. ______Part II score (30 max) ______

6. ______29. ______Part III score (30 max) ______

7. ______30. ______OBJECTIVE

TOTAL ______8. ______31. ______

9. ______32. ______

10. ______33. ______ESSAY PORTION •Grade essays for the highest 11. ______34. ______eight Objective Totals. 12. ______35. ______ESSAY 13. ______Part III (3 points each) TOTAL (20 max)______

14. ______36. ______

15. ______37. ______OVERALL

22. ______45. ______Grader #3 ______

UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST INVITATIONAL B • 2016 Answer Key

Part I (1 point each) 23. C Points contestants could mention in their essay 1. A 24. A include:

2. C 25. D 1914 was a year during which alliances were powerful and power was shifting from traditional 3. B 26. A monarchs to other forms of government 4. B 27. C Austro-Hungarian Empire and 5. A 28. B Ottoman Empires were on the decline 6. C 29. D Francis Ferdinand was heir to the 7. D 30. A throne of Austria-Hungary

he was assassinated by a Serbian 8. A 31. C activist, Gavrilo Princip, representing a militant Serbian 9. B 32. B group

10. C 33. D Austria-Hungary demanded Serbian action and threatened 11. D 34. A military action against the nation

12. A 35. D Serbia’s alignment with Russia meant that the latter would become involved 13. B Part III C (3 points each) Austria-Hungary’s alignment with 14. C 36. C Germany meant that not, Russia and Germany could possibly go to 15. A 37. D war

16. B 38. A Russia was aligned with France who, in turn, was loosely aligned 17. D 39. B with Great Britain

previous conflicts in the Balkans 18. A 40. D and Morocco had already placed these nations in positions of conflict 19. D 41. C Germany immediately planned to 20. C 42. A initially attack France and then turn attention to Russia Part II (2 points each) 43. C

21. B 44. B

22. D 45. D

UNIVERSITY INTERSCHOLASTIC LEAGUE Making a World of Diference Social Studies District 1• 2016

DO NOT TURN THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO! UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST

DISTRICT I * SPRING 2016

Part I: General Knowledge: World War I and its aftermath (1 point each)

1. At the start of World War I, Herbert Henry Asquith served as England’s _____.

A. Chancellor of the Exchequer C. Minister of War B. Prime Minister D. Home Secretary

2. Sulva Bay, Anzac Cove, Sari Bair, and Helles were all locations involved in the _____ Campaign.

A. Mesopotamian C. Senussi B. Samarrah D. Gallipoli

3. Josephus Daniels, who served as Woodrow Wilson’s Secretary to the Navy, attracted criticism during World War I because _____.

A. he frequently contemplated running for public office while serving as Navy Secretary B. the limited preparedness of the navy for war during his tenure C. of allegations of fraud regarding contract with private shipbuilders D. he openly supported the Russian Revolution

4. The last mobile phase of World War I on the Western Front, until the 1918 German Spring Offensive, was known as the _____.

A. Dardanelle Campaign C. Race to the Sea B. Senussi Campaign D. Siege of Tikrit

5. The Zimmermann note was German secret message intercepted by British intelligence that suggested that, in the event the United States entered World War I, _____ could be persuaded to enter the war on the side of Germany.

A. Mexico C. Argentina B. Canada D. Cuba

6. During World War I, the Army of the Orient was the name given to a military force from _____ sent to the Mediterranean region.

A. Russia C. Germany B. France D. England

7. Winston Churchill’s reputation as a leader suffered a setback following the failed _____.

A. Dardanelles Campaign C. Senussi Campaign B. capture of Baghdad D. Siege of Fallujah

UIL Social Studies 1 District

8. At the time of his setback, referred to in the previous question, Winston Churchill held the position of British _____.

A. State Secretary for War C. First Lord of the Admiralty B. Home Secretary D. Chancellor of the Exchequer

9. Negotiations that settled the _____ ultimately led to the internationalization of the Tangier Zone.

A. Seizure of Fallujah C. Frontiers Battles B. Fourth Battle of Azul D. Second Moroccan Crisis

appointed British Army Chief of Staff, 1911

given command of the British Expeditionary Force (BEF) at the start of World War I, 1914

relieved of BEF command and served as British Commander of the British Home Forces, 1915-18

10. The accompanying information refers to _____.

A. John French C. Edward Carson B. Edward Gray D. David Lloyd George

11. The _____ marked the beginning of the “violent phase” of the Russian Revolution of 1905.

A. Russo Japanese War C. Bloody Sunday Massacre B. Tsar’s Purge D. Siege of St. Petersburg

12. The Battle of _____ was also referred to as the Battle of Skagerrak.

A. Somme C. Verdun B. Jutland D. Masurian Lakes

13. The Mensheviks were a minority political party in _____.

A. the United States C. Germany B. England D. Russia

14. The Dawes Plan was _____ developed by a committee of experts led by American financier Charles Dawes.

A. a division or settlement map for the former Ottoman Empire B. an alternative to the League of Nations C. an arrangement of Germany’s World War I reparation payments D. a specific strategy for disposal of World War I unused chemical weapons UIL Social Studies 2 District I

15. The Brusilov Offensive was a military operation launched by _____ in 1916.

A. Germany C. Belgium B. Austria D. Russia

16. The term armistice, in the context of World War I, refers to _____.

A. the formal signing and ratification of a peace treaty B. an agreement to end fighting until peace arrangements can be negotiated C. increased levels of aggression by all sides in anticipation that the war is nearing an end D. circumvention of monarchs in diplomatic negotiations between leaders of major nations

17. The 1914 first Battle of _____ was part of the Race to the Sea maneuvers by German and French forces.

A. Ypres C. Marne B. Verdun D. Tannenberg

18. Over the course of his political career, Sir Eric Geddes held each of the British leadership positions EXCEPT _____.

A. Inspector General of Transportation C. Minister of National Service B. Minister of Munitions D. First Lord of the Admiralty

19. During the early years of the twentieth century France and England, after diplomatic differences had separated the two nations for generations, were prompted to sign the Entente Cordiale largely because they feared a common adversary, _____.

A. Russia C. the United States B. Japan D. Germany

20. The Balkan Wars, two conflicts that occurred during the early 20th century, resulted in, among other things, the loss of almost all remaining _____ Empire territory in Europe.

A. Byzantine C. Austro-Hungarian B. Ottoman D. British

UIL Social Studies 3 District I

Part II: Primary Source Material The Guns of August: The Outbreak of World War I by Barbara Tuchman (2 points each)

“He is a thorough Englishman and hates all foreigners but I do not mind that as long as he does not hate Germans more than other foreigners.”

21. The accompanying quotation was made by Germany’s William II in reference to _____.

A. Edward VII C. Nicholas II B. Henry IX D. George V

22. The Guns of August: The Outbreak of World War I, uses the term “steam roller” as part of a chapter title to describe _____, a nation that “gave comfort and encouragement” to France and Britain because of its location, size, and potential military strength.

A. Japan C. the United States B. Turkey D. Russia

23. Otto von Bismarck predicted that “some…foolish thing in the Balkans,” would ignite the next war and, it is generally agreed, that _____ satisfied Bismarck’s condition.

A. Russia’s invasion of Japan C. the assassination of Archduke Franz Ferdinand B. the death of Edward VII D. the abdication of Peter I of Serbia

24. Richard Harding Davis, Will Irwin, Harry Hansen, Irwin Cobb, and John McCutcheon, who, as correspondents for Collier’s, the Saturday Evening Post, the Chicago Tribune, and the Chicago Daily News, and other publications, were all reporting from _____ at the start of the war.

A. Belgium C. Germany B. Russia D. France

25. During August of 1914, German leaders were reluctant to engage in naval warfare with England for fear that it would cost them their command of the _____.

A. Indian Ocean C. Mediterranean Sea B. Baltic Sea D. North Atlantic Ocean

26. Three German armies, under the leadership of Generals von Kluck, von Bulow, and von Hausen respectively, participated in the 1914 assault on Liege, _____, during 1914.

A. Belgium C. Austria B. Russia D. France

UIL Social Studies 4 District I

a medieval city on the road from Liege to Brussels

renowned for its university and incomparable

library

the façade of the town hall was called a jewel of

Gothic art

27. The accompanying information describes the city of _____ that was burned and totally destroyed during August 1914.

A. Antwerp C. Louvain B. Ypres D. Ghent

28. The city, referred to in the previous question, was destroyed by _____.

A. Britain C. Russia B. Germany D. France

29. Upon receiving news that _____, French General de Castelnau proclaimed, “We will continue, gentlemen,” a statement that later became something of a slogan for France.

A. Brussels had been taken by German forces B. only a relatively small British force would be part of the Battle of the Marne C. his son was killed in combat D. French forces were defeated at Calais

30. During the years just prior to the outbreak of World War I, British military observer Ian Hamilton, in reference to the military ability of _____, stated, “They were: poor intelligence, disregard of cover, disregard of secrecy and swiftness, lack of dash, lack of initiative, and lack of good generalship.”

A. the United States C. Germany B. France D. Russia

31. According to The Guns of August: The Outbreak of World War I, the Russian group, known as the Tchinovniki, was _____.

A. the secret police C. an exclusive group of military officers B. a class of bureaucrats D. the labor union that provided factory workers

UIL Social Studies 5 District I

32. Events in Belgium, including the destruction of Louvain, influenced all of the following nations EXCEPT _____ to sign the September, 1914 Pact of London, an agreement that none of the three nations would attempt to “conclude peace separately.”

A. the United States C. France B. Russia D. Britain

33. During 1911 talks between French and Russian officials, the Russian czar noted that “the objective for both of us ought to be _____.”

A. Munich C. Frankfort B. Cologne D. Berlin

34. While trying to persuade Belgium’s leaders to allow Germany to cross their territory, thus violating neutrality, German officials stated that _____ was also making plans to violate Belgian neutrality.

A. Russia C. France B. England D. Serbia

35. In Berlin, on the night of August 20, 1914, “bells rang out, shouts of pride and gladness were heard in the streets, the people were frantic with delight, strangers embraced, and ‘a fierce joy’ reigned following news that _____ had fallen.

A. Brussels C. Paris B. St. Petersburg D. Prague

Part III: Monarchs / Leaders (3 points each)

36. King Albert I succeeded King Leopold II as ruler of _____ in 1909.

A. Norway C. Belgium B. Serbia D. Hungary

37. Serbia’s Alexander I was assassinated in 1934 while on a state visit to _____.

A. France C. Russia B. Italy D. Germany

38. In 1914, somewhat against the will of Sultan Mehmed V, Turkey _____.

A. entered World War I on the side of the Allies B. entered World War I on the side of the Central Powers C. declared official neutrality but still supplied convoy routes and soldiers to the allies D. declared neutrality and remained neutral throughout the entire war

UIL Social Studies 6 District I

39. Wilhelm II, Germany’s last Kaiser, was the son of _____.

A. Otto von Bismark C. Wilhelm I B. Frederick III D. Franz Josef

40. Which of the following was married to the sister, Sophia, of Germany’s Kaiser Wilhelm?

A. Constantine I C. Alexander II B. Peter I D. Czar Nicholas II

born in 1865 in Prussia

son of Prince Leopold of Hohenzollern

graduated from the University of Lipsca in 1889

married Princess Marie, daughter of the

Prince of Edinburgh, in 1893

41. The accompanying information refers to _____.

A. Arch Duke Franz Ferdinand C. King Leopold III B. Grand Duke Mikhail D. Ferdinand I

42. The individual, referred to in the previous question, led _____ during World War I.

A. Greece C. Romania B. Bulgaria D. Norway

43. Although he was briefly succeeded by his grand-nephew Karl I, _____ is historically considered the last significant Habsburg emperor.

A. Wilhelm I C. Nicholas II B. Franz Josef I D. Leopold II

44. In 1917 Britain’s King George V made the controversial decision to deny his cousin, Tsar _____ of Russia, political asylum in England.

A. Franz Josef II C. Peter IV B. Mikhail III D. Nicholas II

UIL Social Studies 7 District I

45. Following World War I Italy’s King Vittorio Emanuele, while his nation was actually being led by the dictator Mussolini, assumed several new titles including Emperor of _____.

A. Ethiopia C. the Mediterranean B. Carthage D. the Near East

Essay Question

What was the Schlieffen Plan, what specific strategies resulted from the plan, in what ways did the plan succeed and what were the ultimate shortcomings of the strategy?

UIL Social Studies 8 District I UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST DISTRICT 1 • 2016 Answer Key

Part I (1 point each) 23. C Points contestants could mention in their essay 1. B 24. A include:

2. D 25. B plan developed by German Count Alfred von Schlieffen later modified by 1914 Chief of Staff von Moltke 3. B 26. A basic premise of the plan was a war, 4. C 27. C dictated by treaties; Germany with Austria-Hungary against Russia 5. A 28. B aligned with France and England

6. B 29. C also based on the premise of a two front war; German against Russia 7. A 30. D in the east and France in the west

strategy was to deploy substantial 8. C 31. B forces in the west and marginal forces in east; assuming that during 9. D 32. A time required for Russian mobile- zation in the east, quick and decisive 10. A 33. D defeat of France in the west

11. C 34. C strategy in west; lengthy front line / direct assault on Paris via a route 12. B 35. A crossing Belgium in violation of the nation’s neutrality

13. D Part III C (3 points each) German strategists believed France would devout attention to line 14. C 36. C nearest Germany while German assault through Belgium would 15. D 37. A outflank French forces

16. B 38. B strategic counterattack by France; the First Battle of the Marne, 17. A 39. B altered Germany’s strategy and triggered the race to the sea

18. C 40. A ultimate result was a prolonged trench warfare and a war of 19. D 41. D attrition ending German hopes for a quick victory in the west 20. B 42. C in spite of early, well-planned Part II (2 points each) 43. B success, the Schlieffen Plan failed and, although the war lasted for 21. D 44. D years, Germany had little hope of success as a result of initial French and British resistance 22. D 45. A

UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST CONTESTANT ANSWER SHEET

USE CAPITAL LETTERS ONLY ! CONTESTANT #

Part I (1 point each) 23. ______OBJECTIVE PORTION

1. ______24. ______•Objective scores determine which essays are graded. 2. ______25. ______•Objective scores determine

3. ______26. ______TEAM SCORES.

4. ______27. ______Part I score (20 max) ______

5. ______28. ______Part II score (30 max) ______

6. ______29. ______Part III score (30 max) ______

7. ______30. ______OBJECTIVE

TOTAL ______8. ______31. ______

9. ______32. ______

10. ______33. ______ESSAY PORTION •Grade essays for the highest 11. ______34. ______eight Objective Totals. 12. ______35. ______ESSAY 13. ______Part III (3 points each) TOTAL (20 max)______

14. ______36. ______

15. ______37. ______OVERALL

22. ______45. ______Grader #3 ______

Rubric Contestant Number for the Social Studies Essay

Judges may award all or no points. This is a working document for as many as three judges. Final points are a compromise among judges, NOT A RUNNING POINT TOTAL or pure point averaging. Return this form to the student with the objective portion of the contest.

N Points AWARDED: Judge 1 Judge 2 Judge 3 Consensus

A 16-20 ESSAY opens with a declarative statement that extends the prompt without re-stating it. The thesis is supported by substantial, relevant information that analyzes the prompt from a range of perspectives — for example, political, social, cultural and Comments: economic. It does not provide a mere shop- ping list of facts. It inteprets the facts without editorializing. The essay is well written and organized with few spelling, grammar or punctuation errors. The essay is clear, precise and succinct.

An 11-15 ESSAY offers a clear thesis with limited development. It either deals with one aspect in depth or with all aspects more superficially while providing limited analysis. Generally good writing and organization skills displayed. May contain errors of fact that do not seriously detract from the quality of the essay.

A 6-10 ESSAY lacks a thesis or presents a confused or undeveloped thesis. It deals with the prompt in a superficial way and offers no analysis. Instead, it tends to editori- alize. May contain major fact errors, display poor writing skills and rely on bloated, pretentious language.

A 0-5 ESSAY displays little or no understanding of the prompt. The response is poorly written and organized and may contain significant fact, grammar, punctuation and/or spelling errors that detract from the clarity of the response. OVERALL ESSAY SCORE (maximum of 20 points)

OBJECTIVE SCORE (score from the objective portion of the test)

OVERALL SCORE (add essay score to objective score) UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST

DISTRICT II * SPRING 2016

Part I: General Knowledge: World War I and its aftermath (1 point each)

1. The Darfur Expedition, the Kaocen Rebellion, and the Kamerun Campaign were all _____ Theater clashes of World War I.

A. European C. Asian B. African D. South American

2. At the start of World War I, Russia led the Allied Powers in terms of troop strength with approximately 1.4 in uniform while _____ was second with more than a million troops.

A. Britain C. France B. Serbia D. Belgium

3. One phase of the Gallipoli Campaign was a land invasion involving British, French, Australian, and New Zealand troops, the success of which was diminished because of a lack of sufficient intelligence and significant _____ resistance.

A. Turkish C. Russian B. Italian D. Serbian

4. The Armistice of Mudros marked the defeat of _____ in World War I.

A. Japan C. Russia B. Italy D. the Ottoman Empire

5. The British monarch during World War I was _____.

A. Edward VI C. George V B. William III D. Elizabeth II

6. As a result of the Balkan Wars, _____ gained control of southern Macedonia and Crete.

A. Turkey C. Italy B. Greece D. Serbia

7. The Austria-Hungary mobilization was a response to _____.

A. the assassination of Archduke Franz Ferdinand B. Germany’s violation of Belgium neutrality C. discovery of the Zimmermann note D. the Russo-Japanese War

UIL Social Studies 1 District

8. The Gallipoli Campaign of 1915-16 was also known as the _____ Campaign.

A. Mediterranean C. Ottoman B. Aegean D. Dardanelles

9. The Battle of Jutland, the only major sea battle of World War I, was fought just off the coast of _____.

A. Turkey C. Denmark B. Argentina D. Gibraltar

10. The Battle of Jutland was also known as the Battle of _____.

A. Cantigny C. Veneto B. Romani D. Skagerrak

11. All of the following were enemies of the Central Powers during World War I EXCEPT _____.

A. the Ottoman Empire C. England B. France D. Russia

12. The British Expeditionary Force was the British Army sent to _____ during World War I.

A. North Africa C. the Mediterranean Campaign B. the Eastern Front D. the Western Front

13. Bolsheviks were members of a political faction in _____.

A. France C. Russia B. Turkey D. Italy

14. The Second Moroccan Crisis resulted in a new Franco-Spanish Treaty that allowed for German acquisition of strips of territory in _____.

A. Algeria C. Libya B. the French Congo D. Ivory Coast

15. Which of the following individuals served as British prime minister from 1902 through 1905 and as British Foreign Secretary from 1916 through 1919?

A. Arthur James Balfour C. Auckland Geddes B. John French D. Winston Churchill

16. The Breslau was a _____ warship during World War I.

A. British C. U.S. B. German D. Russian

UIL Social Studies 2 District II

17. All of the following military leaders were involved in the First Battle of the Marne EXCEPT _____.

A. Alexander von Kluck – Germany C. Sir John French – England B. Michael Joseph Maunoury – France D. John J. Pershing – United States

18. The September, 1914 London Treaty linked all of the following nations EXCEPT _____ as the “major allied powers.”

A. the British Empire C. the United States B. France D. the Russian Empire

19. Three costly battles, each referred to as the First, Second and Third Battle of _____, occurred in the Flanders region of Belgium.

A. Ypres C. Masurian Lakes B. Verdun D. Justland

20. All of the following Big Four participants are correctly matched with the nation they represented EXCEPT _____.

A. Georges Clemenceau – France C. Woodrow Wilson – the United States B. Vittorio Orlando – Belgium D. David Lloyd George – England

Part II: Primary Source Material The Guns of August: The Outbreak of World War I by Barbara Tuchman (2 points each)

21. The Guns of August: The Outbreak of World War I, uses the term “steam roller” as part of a chapter title to describe _____, a nation that “gave comfort and encouragement” to France and Britain because of its location, size, and potential military strength.

A. Japan C. the United States B. Turkey D. Russia

22. Following Germany’s initial advance into Belgium, the Lorraine front was held by the Sixth Army of Rupprecht, named for its leader, the crown prince of _____.

A. Bavaria C. Romania B. Czechoslovakia D. Alsace

23. While planning for Russia’s role in a major European war, French officials realized that while half of the Russian army would be available to counter Germany, the remaining half would be engaged in fighting with _____.

A. Austria C. Japan B. Italy D. Yugoslavia

UIL Social Studies 3 District II

“We were rasped beyond endurance by Prussian Militarism and its contempt for us and for human happiness and common sense; and we just rose at it and went for it.”

24. The accompanying quotation was part of an observation made by British writer _____.

A. Arthur Conan Doyle C. H. G. Wells B. Tom Bridges D. George Bernard Shaw

25. The accompanying quotation, referred to in the previous question, was intended to demonstrate how the writer’s nation responded to action taken by _____ during World War I.

A. France C. Germany B. Japan D. Russia

26. On August 3, 1914, as German armies advanced into his nation, King Albert became Commander in Chief of the _____ Army.

A. French C. Russian B. Belgium D. Greek

27. In preparation for a potential major conflict, political leaders in _____ spent 10 years developing a system called the “War Book” that outlined, in detail, specific measures and actions to take.

A. England C. the United States B. Germany D. France

28. Germany’s offensive against the forts of Liege in Belgium met with resistance until the arrival of German _____.

A. troop reinforcements C. battlefield communications B. air support D. heavy artillery equipment

29. Germany’s Sixth Army of Rupprecht, led by the crown prince of Bavaria, was engaged on the _____ Front.

A. Cologne C. Prague B. Lorraine D. Belgrade

30. All of the following were locations of battles, collectively known as the Battle of the Frontier, EXCEPT _____.

A. Antwerp C. Mons B. Charleroi D. Lorraine

UIL Social Studies 4 District II

31. On August 21, 1914, French General _____ received the devastating news that his son had been killed in combat.

A. Joffre C. de Castelnau B. Dubail D. Lanrezac

32. At the time of World War I, Joseph-Jacques-Césaire Joffre held the position of _____.

A. President of Italy C. Prime Minister of Greece B. Germany’s Foreign Minister D. Military Chief of Staff of France

33. The only sea battle fought during August, 1914 was the Battle of _____.

A. Jutland C. Heligoland Bight B. the Falkland Islands D. Coronel

34. The battle, referred to in the previous question, was won by _____.

A. Britain C. Austria B. Germany D. Russia

35. Just hours before Germany’s ultimatum was delivered to Belgian leaders, England’s Foreign Secretary Edward Grey asked the British Cabinet for authority to _____.

A. transport soldiers and a shipment of armaments to Belgium B. fulfill the naval engagement to defend the French Channel Coast C. issue a plea to Germany’s Kaiser Wilhelm aimed at delaying the war D. officially request military assistance from the United States

Part III: Monarchs / Leaders (3 points each)

36. Following his death in 1934, Belgium’s King Albert I was succeeded on the throne by _____.

A. August IV C. Victoria B. Leopold III D. Albert II

37. Alexander I became the Crown Prince of Serbia, because his older brother George _____.

A. was assassinated during a revolt C. renounced his position as heir to the throne B. suffered from a debilitating illness D. disappeared while on an Asian expedition

38. Russia’s Tsarina Alexandra was the granddaughter of Britain’s _____.

A. Queen Victoria C. King Edward VII B. King John IV D. Queen Mary

UIL Social Studies 5 District II

39. Following the assassination of Archduke Franz Ferdinand, Kaiser Wilhelm II, “incited Austria Hungary to exact revenge against _____.”

A. Russia C. Turkey B. Serbia D. Macedonia

40. Because of his 1920s land reform efforts, Romania’s King Ferdinand I earned a reputation as “King of the _____.”

A. Loyalists C. Commoners B. Farmers D. Peasants

41. Tsar Ferdinand I supported the 1912 Balkan League formation, a group that resulted in his nation, Bulgaria, joining each of the following EXCEPT _____.

A. Serbia C. Macedonia B. Montenegro D. Greece

42. What event that happened during the late 1920s and early 1930s convinced George V to support a unity government for England?

A. an economic depression C. the Boxer Rebellion B. the death of Lloyd George D. a major revolt in India

43. The assassination of Archduke Franz Ferdinand, an event often identified as one of the key factors that caused the outbreak of World War I, left _____ as the heir to the throne of Austria.

A. Franz Josef I C. Alexander III B. Karl I D. Wilhelm II

44. During 1920, Sultan Mehmet VI, after dissolving parliament earlier in the year, signed the Treaty of _____ that ultimately led to his demise and reduced the Ottoman Empire to little more than Turkey itself.

A. Ankara C. Gibraltar B. Istanbul D. Sevres

45. Which of the following was known as “Tsar for a Day?”

A. Nicholas I C. Grand Duke Mikhail B. Alexander Kerenski D. Nicholas II

Essay Question

As Russia’s leader before and during World War I, what major challenges did Tsar Nicholas II face, why did he frequently become the target for criticism, and how did his reign end?

UIL Social Studies 6 District II UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST DISTRICT 2 • 2016 Answer Key

Part I (1 point each) 23. C Points contestants could mention in their essay 1. B 24. D include:

2. C 25. C Nicholas II became Tsar in 1894 following the death of his father, Alexander III 3. A 26. B Nicholas lacked formal education in 4. D 27. A matters related to leadership and politics; the untimely death of 5. C 28. D Alexander left Russia in the hands of an unqualified Nicholas who lacked 6. B 29. B both know-ledge and sound advisors

7. A 30. A at the time he assumed the throne, he also married Alexandra, great-grand daughter of Britain’s Victoria 8. D 31. C throughout Russia, increasing num- 9. C 32. D bers of citizens called for a greater voice in government; Alexandra 10. D 33. C advised Nicholas to remain committed to autocratic rule 11. A 34. A Alexandra attracted yet more criticism 12. D 35. B because of her reliance on a disreputable monk, Rasputin

13. C Part III C (3 points each) in 1904 the war with Japan ultimat-ely caused embarrassment for Russia; 14. B 36. B heavy losses abroad and increasing poverty at home made situation worse; 15. A 37. C growing unrest led to striking workers in many areas of the nation; Bloody 16. B 38. A Sunday massacre resulted from military firing on 17. D 39. B protesting workers, killing many

political conditions continued to 18. C 40. D deteriorate in spite of Nicholas October Manifesto; a move to increase 19. A 41. C citizen rights. The manifesto was rejected 20. B 42. A Russian military did poorly during Part II (2 points each) 43. B World War I, poverty increased and conditions worsened. Revolution was 21. D 44. D eminent in 1916 forcing Nicholas to abdicate;

22. A 45. C after being held captive for 2 years, he and his family were executed in 1918 UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST CONTESTANT ANSWER SHEET

USE CAPITAL LETTERS ONLY ! CONTESTANT #

Part I (1 point each) 23. ______OBJECTIVE PORTION

1. ______24. ______•Objective scores determine which essays are graded. 2. ______25. ______•Objective scores determine

3. ______26. ______TEAM SCORES.

4. ______27. ______Part I score (20 max) ______

5. ______28. ______Part II score (30 max) ______

6. ______29. ______Part III score (30 max) ______

7. ______30. ______OBJECTIVE

TOTAL ______8. ______31. ______

9. ______32. ______

10. ______33. ______ESSAY PORTION •Grade essays for the highest 11. ______34. ______eight Objective Totals. 12. ______35. ______ESSAY 13. ______Part III (3 points each) TOTAL (20 max)______

14. ______36. ______

15. ______37. ______OVERALL

22. ______45. ______Grader #3 ______

Rubric Contestant Number for the Social Studies Essay

N Points AWARDED: Judge 1 Judge 2 Judge 3 Consensus

OBJECTIVE SCORE (score from the objective portion of the test)

OVERALL SCORE (add essay score to objective score) UNIVERSITY INTERSCHOLASTIC LEAGUE Making a World of Diference Social Studies Regional • 2016

DO NOT TURN THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO! UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST

Regional * SPRING 2016

Part I: General Knowledge: World War I and its aftermath (1 point each)

1. Following Germany’s failure in the first Battle of _____, the “Race to the Sea” began resulting in the Battle of Ypres.

A. the Marne C. Verdun B. Somme D. Jutland

2. Which of the following served as England’s Prime Minister during the initial years of World War I?

A. William Gladstone C. Winston Churchill B. David Lloyd George D. Herbert Asquith

3. As a result of the Balkan Wars, Albania _____.

A. became independent C. was divided between Greece and Turkey B. was annexed by Bulgaria D. joined Macedonia under Italian control

4. Which of the following became, during the late 19th century, the first European statesman to implement a comprehensive social security program?

A. David Lloyd George C. Winston Churchill B. Otto von Bismarck D. Sir John Fisher

5. The Entente Cordiale was an agreement between England and _____.

A. Germany C. France B. the United States D. Russia

6. The Bloody Sunday Massacre occurred in Russia _____ World War I.

A. before C. during the early years of B. near to the end of D. following

7. All of the following resulted from the First Battle of the Marne EXCEPT _____.

A. Germany’s advance was slowed / halted B. featured the first extensive use of motorized troop transport in wartime C. based on the outcome, the United States chose to immediately enter the war D. marked the beginning of a lengthy period of trench warfare

UIL Social Studies 1 Regional

8. The _____ Plan, concluded in 1929 to replace the Dawes Plan of 1924, was the second renegotiation of Germany’s World War I reparation payment plan.

A. Churchill C. Jacoby B. Young D. Paris

9. The phrase Austria-Hungary mobilization refers to military action taken by Austria-Hungary against _____.

A. Serbia C. Britain B. Germany D. Macedonia

10. The Battle of Jutland, the only major sea battle of World War I, was fought in an arm of the _____.

A. Mediterranean Sea C. Indian Ocean B. Atlantic Ocean D. North Sea

11. All of the following were German military leaders during the First Battle of the Marne EXCEPT _____.

A. Alexander von Kluck C. Karl von Bulow B. Henning von Holtzendorff D. Helmuth von Moltke

12. As a result of the1916 Brusilov Offensive, _____ lost 1.5 million men who were wounded, killed, or captured.

A. Belgium C. Austria B. Russia D. Germany

13. In spite of limitations imposed by the Hague Convention, _____ introduced the use of chemical warfare in World War I in the form of poisonous gas.

A. Russia C. France B. Italy D. Germany

14. Lack of sufficient intelligence and knowledge of the terrain, along with a fierce _____ resistance, hampered the success of the Gallipoli Campaign.

A. Turkish C. German B. Greek D. French

15. Nicholas Nikolaevich served as _____ in Russia at the start of World War I.

A. Minister of War C. Prime Minister B. Commander in Chief D. Labor Minister

UIL Social Studies 2 Regional

16. Suffering more than 55,000 casualties (at least one-third of them killed) the first day of the Battle of _____, the British military suffered its worst single-day losses in history.

A. the Marne C. Verdun B. Ypres D. Somme

17. In spite of serving for several years as Secretary of State, William Jennings Bryan disagreed with President Wilson on the issue of _____.

A. promotion of the League of Nations C. granting of loans to England and France B. the size of the U.S. military D. who should serve as Secretary of War

18. The Senussi Campaign was a clash between the Senussi religious sect, who were generally supported by the _____ Empire, and British forces.

A. Byzantine C. Russian B. Roman D. Ottoman

19. The World War I poem, In Flanders Fields was written by an artillery commander about another younger commander who was killed at _____.

A. Masurian Lakes C. Verdun B. Ypres D. Somme

20. The Black Hand Serbian organization was, among other things, promoting liberation of Serbs from Habsburg or _____ rule.

A. Ottoman C. Byzantine B. Persian D. Bolshevik

Part II: Primary Source Material The Guns of August: The Outbreak of World War I by Barbara Tuchman (2 points each)

21. Germany’s William II used the description, “the encircler,” in reference to _____.

A. Edward VII C. Victoria B. Elizabeth I D. George V

UIL Social Studies 3 Regional

“Certainly I think so, I have always thought so. It will come, I shall fight and I shall win. I have always succeeded in whatever I do—as in the Sudan. It will be that way again.”

22. The accompanying quotation was a response by _____ upon being asked, in early 1914, if he believed that war was “shortly to be expected.”

A. General Pershing C. Major Alexandre B. Otto von Bismarck D. D. General Joffre

23. “It is a glorious and awful thought that before the week is over the greatest action the world has ever heard of will have been fought,” was written in the diary of British General Henry Wilson as the Battle of _____ was in its early stages.

A. Somme C. Verdun B. the Frontiers D. Jutland

24. Which of the following British officials referred to Germany’s planned violation of neutrality as, “just a little violation?”

A. Sir Douglas Haig C. David Lloyd George B. Herbert Henry Asquith D. Winston Churchill

25. Soon after the destruction of the Belgium city of Louvain by fires set by the German Army, Kaiser Wilhelm sent a telegram to U.S. President Woodrow Wilson expressing his sympathy for victims and blaming action taken by _____ for the situation.

A. Belgium C. France B. Russia D. Britain

26. During World War I Admiral von _____ served as Germany’s administrative head of the Navy.

A. Pohl C. Tirpitz B. Muller D. Ingenohl

27. Speaking in a complimentary manner about resistance to Germany’s armies, the President of the French Chamber stated that _____ was “not only defending the independence of Europe; she is the champion of honor.”

A. France C. England B. the United States D. Belgium

UIL Social Studies 4 Regional

28. U.S. President Woodrow Wilson, according to The Guns of August: The Outbreak World War I, reacted to the outbreak of European fighting on August 4, 1914 by _____.

A. stating that he had absolutely no opinion regarding the conflict B. expressing “utter condemnation” for the conflict without comment on specific nations C. issuing a statement of support for Britain, but stopping short of condemning Germany D. proclaiming that the war would not last more than a year

29. Charles Lanrezac and Joseph Joffre were well-known French _____ during World War I.

A. diplomats C. generals B. writers D. political leaders

30. Who was Commander in Chief of the British Expeditionary Force (BEF) that initially entered the war in mid-August, 1914?

A. Sir John French C. Winston Churchill B. Henry Wilson D. Lord Kitchener

“For all acts of hostility the following principles will be applied: all punishments will be executed without mercy, the whole community will be regarded as responsible, hostages will be taken in large numbers.”

31. The accompanying quotation, a summary of proclamations posted by _____ during August, 1914, shocked the world and, at the same time, violated provisions of the Hague Convention.

A. Russia C. France B. Germany D. Italy

32. The proclamation summary, referred to in the previous question, was posted as a warning in villages and communities throughout _____.

A. Russia C. Austria B. the Netherlands D. Belgium

33. Who was Herr von Below-Saleske?

A. a military historian who predicted, with significant detail, the outcome of World War I B. a distant relative of Otto von Bismarck who unsuccessfully attempted to form an anti-war movement in Germany in early 1914 C. the German minister in Brussels who was charged with the duty of delivering an ultimatum Belgian government D. a once-time political leader in Bulgaria who, once World War I began, earned a reputation for bravery and heroism fighting for the Russian Army

UIL Social Studies 5 Regional

34. According to The Guns of August: The Outbreak of World War I, the growing threat of _____ during the two decades prior to World War I “induced Czarist Russia, against her natural inclination, to make alliance with republican France.”

A. Japan C. Belgium B. Germany D. Turkey

35. Taxis operating in _____ were pressed into military action as they were used to transport arms and troops to the front lines.

A. Brussels C. Antwerp B. London D. Paris

Part III: Monarchs / Leaders (3 points each)

36. Tsarina Alexandra was prompted to rely on Rasputin, a discredited “holy man,” because _____.

A. her son suffered from hemophilia and she was seeking help B. she believed he would calm critics of her husband’s policies C. of her unwillingness to embrace the Roman Catholic Church D. she wanted him to serve as royal tutor for her daughters

37. Who was Gavrilo Princip?

A. a military expert who helped develop elaborate plans for a major German offensive B. the one time Crown Prince of Belgium who, after a controversial marriage, abdicated C. the assassin who killed Archduke Franz Ferdinand and his wife Sophie D. an Italian spy who learned of Russia’s planned invasion of Germany

38. Serbia’s first constitutional monarch, elected by parliament in the aftermath of a 1903 coup, was _____.

A. Alexander I C. Peter I B. Wilhelm I D. Franz Josef I

39. Carol I was crowned King of _____ in the wake of his nation’s independence from Ottoman rule in 1881.

A. Serbia C. Russia B. Romania D. Finland

40. Constantine I dismissed Eleutherios Venizelos as Prime Minister of Greece during 1915 because the Prime Minister _____.

A. became increasingly more supportive of the Allies B. faced multiple accusations and a criminal investigation related to political fraud C. was experiencing some serious health problems D. was believed to be planning a coup to remove the king from his throne

UIL Social Studies 6 Regional

41. Two events helped Bulgaria’s Tsar Ferdinand I gain, at least partial recognition, from major European powers; his marriage to the Bourbon Princess Maria Louisa and the entrance of his son Boris to the _____ Church.

A. Russian Orthodox C. Roman Catholic B. Anglican D. Greek Orthodox

42. The 1931 creation of the British Commonwealth of Nations occurred during the reign of _____.

A. Edward VIII C. Victoria B. George V D. Elizabeth II

43. Sultan Mehmed V came to power as Sultan of the Ottoman Empire in 1909, following the forced abdication of his brother, Abdul Hamid II, by the _____ revolutionary organization.

A. Young Turks C. Liberation for All B. People’s Voice D. Black Hand

44. Who was the monarch of Austria-Hungary at the start of World War I?

A. Franz Ferdinand C. Franz Josef I B. Maximilian I D. Grand Duke Mikhail

he spent his formative years in exile in Geneva with his father, King Peter I

he entered the Russian imperial corps in 1904, at St. Petersburg

he returned to Serbia, where his father was King, as Crown Prince, after his older brother George's decision to renounce his position as heir to the throne

he served with distinction in the Balkan Wars of 1912-13

45. The accompanying information best describes _____.

A. King Peter II C. Tsar Nicholas II B. Alexander I D. Kaiser Wilhelm II

Essay Question

What was the role of the United States in World War I, in what ways did the U.S. view of the conflict change between 1914, and what factors prompted the changes in policy?

UIL Social Studies 7 Regional UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST REGIONAL • 2016 Answer Key Points contestants could Part I (1 point each) 23. B mention in their essay include: 1. A 24. C the official U.S. position was 2. D 25. A neutrality from the outset of the war; prevailing view, from Pres. Wilson was that his role would ultimately be 3. A 26. C an arbitrator

4. B 27. D in spite of the official position, efforts were underway to build military 5. C 28. B strength

6. A 29. C Wilson’s views were not unique; numerous members of his cabinet and 7. C 30. A other U.S. leaders favored neutrality; Wilson’s 1916 reelection campaign slogan, “he kept us out of war” 8. B 31. B reflected his position

9. A 32. D developments in the war; Germ-any’s violation of Belgian neu-trallity; 10. D 33. C alleged atrocities in Belgium by Germany; Germany’s use of 11. B 34. B poisonous gas on the battlefield in violation of Hague 12. C 35. D Conference shaped U.S. opinion

specific events: unrestricted sub- 13. D Part III C (3 points each) marine warfare, the Zimmerman Note, and sinking of the Lusitania prompted 14. A 36. A a U.S. response

15. B 37. C US declaration of War followed by troop deployment in Europe in 1917; 16. D 38. C US relied on military draft to increase size of the military; involvement in 17. C 39. B Battle of Cantigny

by comparison to major European 18. D 40. A nations, U.S causalities were lite

19. B 41. D U.S. played a major role in end of war negotiations; Pres. Wilson 20. A 42. B considered one of the “Big Four” who met in Paris to work out Part II (2 points each) 43. A treaty details; Wilson’s 14 points were outline for sustained peace 21. A 44. C and idea for League of Nations

US reaction to Wilson’s efforts was 22. D 45. B mixed; Congress never approved US participation in the League UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST CONTESTANT ANSWER SHEET

USE CAPITAL LETTERS ONLY ! CONTESTANT #

Part I (1 point each) 23. ______OBJECTIVE PORTION

1. ______24. ______•Objective scores determine which essays are graded. 2. ______25. ______•Objective scores determine

3. ______26. ______TEAM SCORES.

4. ______27. ______Part I score (20 max) ______

5. ______28. ______Part II score (30 max) ______

6. ______29. ______Part III score (30 max) ______

7. ______30. ______OBJECTIVE

TOTAL ______8. ______31. ______

9. ______32. ______

10. ______33. ______ESSAY PORTION •Grade essays for the highest 11. ______34. ______eight Objective Totals. 12. ______35. ______ESSAY 13. ______Part III (3 points each) TOTAL (20 max)______

14. ______36. ______

15. ______37. ______OVERALL

22. ______45. ______Grader #3 ______

UNIVERSITY INTERSCHOLASTIC LEAGUE Making a World of Difference Social Studies State • 2016

do not turn this page until you are instructed to do so! UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST

State * SPRING 2016

Part I: General Knowledge: World War I and its aftermath (1 point each)

1. As part of an attempt to test the strength of the Entente Cordiale Agreement between England and France, Germany precipitated the _____.

A. Boxer Rebellion C. Moroccan Crisis B. use of unrestricted submarine warfare D. Zimmerman Affair

2. The German warship Breslau was deployed in the _____ at the outset of World War I.

A. Mediterranean Sea C. English Channel B. North Atlantic D. South Pacific

3. As a result of his successful leadership during the Battle of Heligoland Bight, Vice Admiral David Beatty enhanced his reputation in naval combat and was subsequently appointed to replace _____ as Commander of the Grand Fleet.

A. Eric Geddes C. Arthur Balfour B. William Robertson D. John Jellicoe

4. All of the following, EXCEPT ____, are European rivers near where World War I battles occurred.

A. Somme C. Verdun B. Marne D. Meuse

5. The first wife of Germany’s Wilhelm II was _____.

A. Mary of Teck C. Alexandra Fyodorovna B. Augusta Viktoria D. Victoria Eugenie

6. James Bryce, a British political leader, was responsible for publishing influential reports about _____ and Armenian massacres carried out by the government of Turkey.

A. brutal treatment of political opponents by Tsar Nicholas II B. 1914 German atrocities in Belgium C. the naval role as part of the greater British military force D. specific reasons for the outcome of the American Revolution

7. In late 1915 _____ replaced John French as Commander in Chief of the British Expeditionary Force (BEF).

A. Winston Churchill C. James Grierson B. John Fisher D. Douglas Haig

UIL Social Studies 1 State

8. The Easter Rising was a 1916 revolt that occurred in _____.

A. Ireland C. Scotland B. Wales D. England

9. During World War I _____ succeeded Winston Churchill as First Lord of the Admiralty.

A. Eric Geddes C. Arthur Balfour B. William Robertson D. John French

10. The autobiography of _____, a representative of the “Big Four” nations, was entitled In the Evening of my Thought.

A. Georges Clemenceau C. Vittorio Orlando B. Woodrow Wilson D. David Lloyd George

11. The 1913 Treaty of Bucharest ended the _____ War.

A. First Balkan War C. Algerian Revolution B. Second Balkan War D. Crimean War

12. The U.S. Secretary of War at the start of World War I was _____.

A. Lindley Garrison C. Newton Baker B. William Jennings Bryan D. Henry Cabot Lodge

13. _____, as leader of the Ulster Volunteer Force, was ultimately responsible for keeping Northern Ireland as part of Britain’s union.

A. James Bryce C. Douglas Haig B. John Fisher D. Edward Carson

14. The German Chancellor during World War I was _____.

A. Claus von Below-Saleske C. Theobold von Bethmann-Hollweg B. Otto von Bismarck D. Alfred von Tirpitz

15. Mustafa Kemal Ataturk, working with the Young Turks organization, was a revolutionary leader in Turkey and, after his nation achieved independence following the signing of the Treaty of _____ in 1923, became the first president.

A. Lausanne C. Dardanelles B. Istanbul D. Bulanov

UIL Social Studies 2 State

16. Following the 1918 revolution in Russia, the Bolsheviks changed their name to the _____ Party of Bolsheviks.

A. Workers’ United C. Nazi B. Socialist Democratic D. Russian Communist

17. The Second Battle of _____ is historically significant because it marked Germany’s first use of poisonous gas in combat on the Western Front.

A. Hindenburg C. Verdun B. Ypres D. the Marne

18. Following the First Battle of the Masurian Lakes, Germany’s _____ was hailed as a hero in his home country.

A. Paul von Hindenburg C. Manfred von Richtofen B. Helmuth von Moltke D. Erich Ludendorff

19. The Battle of Liege occurred during Germany’s _____.

A. attempt to acquire African territory C. violation of Belgium’s neutrality B. unrestricted submarine warfare D. race to the sea

20. The Armistice of Mudros was a hostility ending agreement between the Ottoman Empire and _____, representing the Allied Powers.

A. France C. the United States B. Britain D. Italy

Part II: Primary Source Material The Guns of August: The Outbreak of World War I by Barbara Tuchman (2 points each)

21. General Auguste Dubail of _____ was sent by his nation to Russia in 1911 to persuade the Russian General Staff of the need to “seize the initiative” in the event of a major European war.

A. Britain C. Belgium B. Turkey D. France

22. Czar Nicholas II faced numerous challenges as he attempted to lead Russia and, according to The Guns of August: The Outbreak of World War I, he was ill-prepared because his father, _____, intentionally kept him “uneducated in statecraft.”

A. Nicholas I C. Alexander III B. Ivan VI D. Gustav II

UIL Social Studies 3 State

23. The 1908 Second Hague Conference, included the nations that less than a decade later would be directly engaged in World War I plus the United States, Holland, Italy and Spain, resulted in the _____.

A. Hague Convention Protocol C. Wilson Doctrine B. European Accords D. Declaration of London

24. The German light cruisers Koln, Mainz, and Ariadne were destroyed in the Battle of _____.

A. Otranto Straits C. the North Sea B. Heligoland Bight D. Jutland

25. “It is a glorious and awful thought that before the week is over the greatest action the world has ever heard of will have been fought,” was written in the diary of British General _____ as the Battle of the Frontiers was in its early stages.

A. Henry Wilson C. Edwin Alderson B. John Charteres D. Charles Townsend

26. Who were Richard Harding Davis, Will Irwin, Harry Hansen, Irwin Cobb, and John McCutcheon?

A. medics C. journalists B. clergy members D. official diplomats

…a “veritable lion” whose intellectual gifts were much admired

… because of his “keen intelligence” he was considered a star at the General Staff, which forgave him his caustic manner and his tendency to bad temper and impolite language for the sake of the clarity, brilliance, and logic of his lectures

27. The accompanying information describes the manner in which French General Joseph Joffre described General ______, who had been in command of the nation’s Fifth Army.

A. Paul Marie Pau C. Noel de Castelnau B. Joseph-Simon Gallieni D. Charles Lanrezac

28. Russia was viewed by France and Britain as a favorable ally and, at the same time feared to some degree by Germany in spite of a relatively weak performance in a recent war against ____.

A. Spain C. Japan B. China D. Greece

UIL Social Studies 4 State

29. According to The Guns of August: The Outbreak of World War I, the growing threat of Germany during the two decades prior to World War I “induced Czarist Russia, against her natural inclination, to make alliance with _____.”

A. the United States C. Austria B. France D. England

30. Who, in reference to England’s Edward VII, stated “He is Satan. You cannot imagine what a Satan he is?”

A. William II C. Franz Josef B. George V D. Nicholas II

31. Paul Cambon, the _____ ambassador in England, expressed anxiety regarding England’s reaction to Germany’s actions by stating, “I am going to wait to learn if the word ‘honor’ should be erased from the English dictionary.”

A. Belgian C. Russian B. Greek D. French

32. Who was Wilhelm Souchon?

A. Belgium’s deputy foreign minister who negotiated with France B. the Dutch military commander who predicted violations of Belgium neutrality C. a German admiral serving in the Mediterranean Sea D. Germany’s Ambassador to Russia

33. At the outset of World War I, U.S. President Woodrow Wilson favored a position of neutrality because he _____.

A. wanted to act as an impartial arbiter C. was an avowed isolationist B. lacked military expertise D. believed the war would end quickly

34. As French leaders were making preparations and plans for countering the German invasion, General _____ developed plans to “hasten assembly of stocks by all means available” included the use of taxis to transport arms and troops from Paris to the front line.

A. Joseph Jacques-Césaire Joffre C. Michael Joseph Maunoury B. Joseph-Simon Gallieni D. Ferdinand Foch

35. On August 3, 1914, as German armies advanced into his nation, _____ became Commander in Chief of the Belgium Army.

A. Prince Joseph C. King Albert B. King Leopold D. General Selliers de Moranville

UIL Social Studies 5 State

Part III: Monarchs / Leaders (3 points each)

36. Crown Prince Wilhelm spent much of World War I _____.

A. on diplomatic missions C. studying abroad, mostly in Turkey B. living with relatives in England D. serving in the military

37. All of the following are true regarding Wilhelm II EXCEPT _____.

A. he was the grandson of England’s Queen Victoria B. he frequently complimented Edward VIII in public and always fully supported the British king C. two years after assuming the throne, he effectively dismissed Otto von Bismarck from office as Germany’s Chancellor D. he suffered a nervous breakdown in 1908 and, consequently, played a diminished role in Germany’s government for several years

38. As the leader of Belgium, King Albert I took the throne in 1909 succeeding his uncle, _____.

A. Leopold II C. Gustav IV B. Alexander D. James III

39. Serbia’s King Alexander I was the son of King _____.

A. Charles III C. Peter I B. Andrew D. Albert II

40. King Carol I became the leader of Yugoslavia following his nation’s independence from _____ rule.

A. Austro-Hungarian C. Byzantine B. Danish D. Ottoman

41. During World War I, George V suffered a broken pelvis that was caused by _____.

A. being thrown and rolled on by his horse during a Western Front visit B. injuries sustained in a serious boating accident C. falling from an observation tower near the English coastline D. the king’s involvement in an automobile accident in London

42. Constantine I, who ruled Greece on two separate occasions (1913 – 1917 and 1920 –1922), succeeded his father, _____, on the throne.

A. Carol I C. Albert I B. George I D. Peter II

UIL Social Studies 6 State

43. The wife of Austria-Hungary’s Franz Josef I, Elisabeth, was assassinated in _____ by an Italian anarchist.

A. Geneva C. Paris B. Rome D. Sarajevo

44. When Constantine I abdicated as King of Greece, the throne was assumed by his son, _____,

A. Peter C. Alexander B. Albert D. George

45. Who was the leader of the Ottoman Empire at the time World War I began?

A. Enver Pasha C. Vittorio Emanuele III B. Queen Alexandra D. Sultan Mehmed V

Essay Question

Who were the key participants in the negotiations that ultimately ended World War I and produced the Treaty of Versailles and what were the principal components of the treaty?

UIL Social Studies 7 State UNIVERSITY INTERSCHOLASTIC LEAGUE SOCIAL STUDIES CONTEST STATE • 2016 Answer Key

Part I (1 point each) 23. D Points contestants could mention in their essay 1. C 24. B include:

2. A 25. A members of the “Big Four” were Woodrow Wilson (US), Vittorio Emanuele Orlando (Italy prime 3. D 26. C minister), Georges Clemenceau (French prime Minister), David Lloyd 4. C 27. A George (former British prime minister) 5. B 28. C gathered in Paris in 1919 6. B 29. B Wilson long viewed himself in the 7. D 30. A role of arbitrator of the war; Orlando, highly intelligent, well educated; embraced agenda issues that supported 8. A 31. D Italy; Clemenceau nicknamed “the Tiger;” powerful wartime leader; 9. C 32. C embraced the most hardline approach against Germany 10. A 33. A Treaty of Versailles; Germany had 11. B 34. B little input; assumed absolute German responsibility for the war and imposed 12. A 35. C strict reparations; created League of Nations; established new German borders; took land from Germany with 13. D Part III C (3 points each) new boundaries; created demilitarized zone; stripped Germany of colonies; 14. C 36. D imposed numerous financial burdens on Germany 15. A 37. B Germany signed the agreement under 16. D 38. A protest; numerous right wing German political groups felt betrayed; Belgium 17. B 39. C attempted to enforce for years; the US Congress did not ratify;

18. A 40. D France eventually scaled down its reparation expectations for Germany; 19. C 41. A during the 1920s the Young Plan and the Dawes Plan revised structure for 20. B 42. B Germany payments; ultimately the entire treaty essentially collapsed; Part II (2 points each) 43. A substantial German resentment believed by many to be a contributing 21. D 44. C cause of World War II

22. C 45. D