U.S. Constitutional History; Equality, Freedom, Liberty, and Rights · 2016-10-13 · • Goss v. Lopez, 1975 • Bakke v. Regents of the University of California, 1978 • New Jersey

UIL Social Studies 1

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.


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.


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 • McCulloch v. Maryland, 1819 • Gibbons v. Ogden, 1824 • Barron v. Baltimore, 1833 • Charles River Bridge, 1837 • Dred Scott v. Sandford, 1857 • Munn v. Illinois, 1877 • Plessy v. Ferguson, 1896 • Lochner v. New York, 1905 • Schenck v. United States, 1919 • Gitlow v. New York, 1925 • New York Times Co. v. Sullivan, 1964 • Griswold v. Connecticut, 1965 • Miranda v. Arizona, 1966 • Tinker v. Des Moines, 1969 • San Antonio ISD v. Rodriguez, 1973 • Lemon v. Kurtzman, 1971 • Roe v. Wade, 1973 • Goss v. Lopez, 1975 • Bakke v. Regents of the University of California, 1978 • New Jersey v. T.L.O., 1985 • Hazelwood v. Kuhlmeier, 1988

• Texas v. Johnson, 1989 • Santa Fe Independent School District v. Doe, 2000 • Near v. Minnesota, 1931 • West Coast Hotel v. Parrish, 1937 • West Virginia State Board of Ed.v. Barnette, 1943 • Everson v. Board of Education, 1947 • Brown v. Board of Education, 1954 • Mapp v. Ohio, 1961 • Baker v. Carr, 1962 • Engel v. Vitale, 1962 • Gideon v. Wainwright, 1963 • Fisher v. University of Texas, 2015 •Utah v. Strieff, 2015 • Whole Woman’s Health v. Hellerstedt, 2015 Amendments: 1-10, 14, 27 Federalist Papers: 1, 10, 39, 51, 78, 84

10 questions; three points each


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.


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.


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.


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.”


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


…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


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.


…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


KEY TERMS – GENERAL KNOWLEDGE

Individuals Adams, Abigail Adams, John Burger, Warren Franklin, Benjamin Gallatin, Albert Knox, Henry Jay, John Hamilton, Alexander Harrington, James Henry, Patrick Jefferson, Thomas Locke, John Jay, John Madison, Dolly Madison, James Marshall, John Marshall, Thurgood Mason, George Monroe, James Montesquieu, Charles de Morris, Gouverneur O’Connor, Sandra Rousseau, Jean-Jacques Sherman, Roger Taney, Roger Washington, George Warren, Earl Warren, Mercy Otis Related Terms Alien and Sedition Acts amendment amicus curiae brief Annapolis Convention Antifederalists Articles of Confederation attorney client privilege bad tendency test Bank of the United States bicameral bill of attainder Bill of Rights boycott branches of government

Brutus bully pulpit burden of proof caucus census censorship checks and balances civil disobedience civil rights civil liberties Clause, Advice and Consent Clause, Commerce Clause, Due Process Clause, Elastic Clause, Establishment Clause, Free Exercise Clause, Full Faith and Credit Clause, Incorporation Clause, Supremacy Clause, Takings clear and present danger test common defense Compromise, Commerce and Slave Trade Compromise, Connecticut Compromise, Great Compromise, North-South Compromise, Three-Fifths constituent Constitution Constitutional Convention Constitutional Courts Constitutional democracy Constitutional government Constitutional law contempt cruel and unusual punishment defamatory speech defendant delegate democracy democracy, constitutional democracy, direct democracy, representative desegregation docket Doctrine of nullification domestic tranquility


double jeopardy due process due process, procedural due process, substantive Electoral College elector electorate equal protection eminent domain espionage exclusionary rule executive branch executive order executive privilege ex post facto extradition federalism federalism, competitive federalism, cooperative federalism, permissive federalism, dual federalism, marble cake Federalist Federalist Papers fighting words freedom of expression freedom of press freedom of speech general election general welfare gerrymander grand jury habeas corpus impeachment imitative income tax incorporation (see selective incorporation) indictment integration interest group internment involuntary servitude judicial activism judicial branch judicial restraint judicial review

Judiciary Act jurisdiction, appellate jurisdiction, original justice legislating from the bench legislative branch Lemon Test libel limited government literacy test living document loose interpretation majority majority rule natural law naturalization non-protected speech obscenity opinion, concurring opinion, dissenting opinion, majority partisan politics petit jury perjury petition for governmental redress of grievances Philadelphia Convention Plan, Connecticut Plan, New Jersey Plan, Virginia plaintiff plea bargain plurality pluralism poll tax populace popular consent popular sovereignty powers, concurrent powers, enumerated / delegated / expressed powers, implied powers, reserved Preamble precedent preferential treatment preferred position doctrine presumption of innocence


primary election prior restraint privacy rights privileges and immunities prohibition proportional representation protected speech protest vote qualifications, president qualifications, House of Representatives qualifications, Senate qualifications, Supreme Court justice quartering of soldiers ratification reapportionment referendum regulate representation republic responsibility revenue right of assembly right to bear arms right to counsel right of expatriation rule of law search warrant search and seizure seditious speech segregation segregation, de jure

segregation, de facto selective incorporation self-incrimination Senatorial courtesy separation of powers separate but equal Shays’ Rebellion slander social contract Speaker of the House Stare decisis states’ rights statist strict interpretation succession suffrage Supreme Court symbolic speech tariff Tariff of Abominations treason tyranny verdict veto override Virginia and Kentucky Resolutions Whiskey Rebellion writ writ of certiorari writ of mandamus

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

UNIVERSITY INTERSCHOLASTIC LEAGUEMaking a World of Difference

DO NOT TURN THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO!

Social StudiesInvitational A • 2016

UIL Social Studies page 1 Invitational A • 2016

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


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


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


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


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


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?

UNIVERSITY INTERSCHOLASTIC LEAGUE

SOCIAL STUDIES CONTEST CONTESTANT ANSWER SHEET

USE CAPITAL LETTERS ONLY ! CONTESTANT #

Part I (1 point each)

1. _________

2. _________

3. _________

4. _________

5. _________

6. _________

7. _________

8. _________

9. _________

10. _________

11. _________

12. _________

13. _________

14. _________

15. _________

16. _________

17. _________

18. _________

19. _________

20. _________

Part II (2 points each)

21. _________

22. _________

23. __________

24. __________

25. __________

26. __________

27. __________

28. __________

29. __________

30. __________

31. __________

32. __________

33. __________

34. __________

35. __________

Part III (3 points each)

36. __________

37. __________

38. __________

39. __________

40. __________

41. __________

42. __________

43. __________

44. __________

45. _________

OBJECTIVE PORTION

•Objective scores determine

which essays are graded.


TEAM SCORES.

Part I score (20 max) ______

Part II score (30 max) ______

Part III score (30 max) ______

OBJECTIVE

TOTAL ___________

ESSAY PORTION

•Grade essays for the highest

eight Objective Totals.

ESSAY

TOTAL (20 max)__________

OVERALL

TOTAL __________

•Combine Objective and

Essay Totals to determine

the Overall Total.

•Overall Total determines

the ranking of

individual winners.

CHECKED BY:

Grader #1 _______________

Grader #2 _______________

Grader #3 _______________


INVITATIONAL A • 2016 Answer Key

Part I (1 point each) 1. C 2. B 3. A 4. D 5. C 6. A 7. B 8. D 9. A 10. C 11. D 12. B 13. A 14. C 15. C 16. A 17. D 18. B 19. A 20. D Part II (2 points each) 21. C 22. B

23. A 24. D 25. C 26. B 27. A 28. D 29. C 30. B 31. A 32. D 33. B 34. D 35. A Part III (3 points each) 36. B 37. D 38. A 39. B 40. C 41. A 42. B 43. D 44. A 45. C

Points contestants could mention in their essay include:

The first Battle of the Marne was the first major World War I battle; coming on the heels of Germany’s violation of Belgium neutrality and entry into France Two major military forces, France and Germany were now in place for a major battle also involved was Belgium whose neutrality had been violated by Germany’s military; German atrocities in rural communities has sparked outrage at the time French military leaders, under the command of Gen Joffre made the decision to “halt German aggression” before Paris would fall preparation for the battle also served as an opportunity to persuade England to join the war effort Germany’s objective was to neutralize France and then turn attention to Russia German military leaders were confident that France would be defeated quickly did not anticipate resilience and determination of French forces who mobilized using all available means, even taxi cabs from Paris England alto entered the battle with a modest force result: essentially a stalemate, meant Germany survived but did not defeat France and France was not overwhelmed; result would be a prolonged war of attrition on the Western Front



Social StudiesInvitational B • 2016

UIL Social Studies Invitational 1


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 Invitational B 2

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


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


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

“…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.”


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


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


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?





1. _________

2. _________

3. _________

4. _________

5. _________

6. _________

7. _________

8. _________

9. _________

10. _________

11. _________

12. _________

13. _________

14. _________

15. _________

16. _________

17. _________

18. _________

19. _________

20. _________


21. _________

22. _________

23. __________

24. __________

25. __________

26. __________

27. __________

28. __________

29. __________

30. __________

31. __________

32. __________

33. __________

34. __________

35. __________


36. __________

37. __________

38. __________

39. __________

40. __________

41. __________

42. __________

43. __________

44. __________

45. _________

OBJECTIVE PORTION




TEAM SCORES.




OBJECTIVE

TOTAL ___________

ESSAY PORTION



ESSAY

TOTAL (20 max)__________

OVERALL

TOTAL __________



the Overall Total.


the ranking of

individual winners.

CHECKED BY:

Grader #1 _______________

Grader #2 _______________

Grader #3 _______________


INVITATIONAL B • 2016 Answer Key

Part I (1 point each) 1. A 2. C 3. B 4. B 5. A 6. C 7. D 8. A 9. B 10. C 11. D 12. A 13. B 14. C 15. A 16. B 17. D 18. A 19. D 20. C Part II (2 points each) 21. B 22. D

23. C 24. A 25. D 26. A 27. C 28. B 29. D 30. A 31. C 32. B 33. D 34. A 35. D Part III C (3 points each) 36. C 37. D 38. A 39. B 40. D 41. C 42. A 43. C 44. B 45. D


1914 was a year during which alliances were powerful and power was shifting from traditional monarchs to other forms of government Austro-Hungarian Empire and Ottoman Empires were on the decline Francis Ferdinand was heir to the throne of Austria-Hungary he was assassinated by a Serbian activist, Gavrilo Princip, representing a militant Serbian group Austria-Hungary demanded Serbian action and threatened military action against the nation Serbia’s alignment with Russia meant that the latter would become involved Austria-Hungary’s alignment with Germany meant that not, Russia and Germany could possibly go to war Russia was aligned with France who, in turn, was loosely aligned with Great Britain previous conflicts in the Balkans and Morocco had already placed these nations in positions of conflict Germany immediately planned to initially attack France and then turn attention to Russia



Social StudiesDistrict 1• 2016

UIL Social Studies District 1


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 District I 2

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 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

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


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


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

“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.”


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

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


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


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 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

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


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?


DISTRICT 1 • 2016 Answer Key

Part I (1 point each) 1. B 2. D 3. B 4. C 5. A 6. B 7. A 8. C 9. D 10. A 11. C 12. B 13. D 14. C 15. D 16. B 17. A 18. C 19. D 20. B Part II (2 points each) 21. D 22. D

23. C 24. A 25. B 26. A 27. C 28. B 29. C 30. D 31. B 32. A 33. D 34. C 35. A Part III C (3 points each) 36. C 37. A 38. B 39. B 40. A 41. D 42. C 43. B 44. D 45. A


plan developed by German Count Alfred von Schlieffen later modified by 1914 Chief of Staff von Moltke basic premise of the plan was a war, dictated by treaties; Germany with Austria-Hungary against Russia aligned with France and England also based on the premise of a two front war; German against Russia in the east and France in the west strategy was to deploy substantial forces in the west and marginal forces in east; assuming that during time required for Russian mobile-zation in the east, quick and decisive defeat of France in the west strategy in west; lengthy front line / direct assault on Paris via a route crossing Belgium in violation of the nation’s neutrality German strategists believed France would devout attention to line nearest Germany while German assault through Belgium would outflank French forces strategic counterattack by France; the First Battle of the Marne, altered Germany’s strategy and triggered the race to the sea ultimate result was a prolonged trench warfare and a war of attrition ending German hopes for a quick victory in the west in spite of early, well-planned success, the Schlieffen Plan failed and, although the war lasted for years, Germany had little hope of success as a result of initial French and British resistance





1. _________

2. _________

3. _________

4. _________

5. _________

6. _________

7. _________

8. _________

9. _________

10. _________

11. _________

12. _________

13. _________

14. _________

15. _________

16. _________

17. _________

18. _________

19. _________

20. _________


21. _________

22. _________

23. __________

24. __________

25. __________

26. __________

27. __________

28. __________

29. __________

30. __________

31. __________

32. __________

33. __________

34. __________

35. __________


36. __________

37. __________

38. __________

39. __________

40. __________

41. __________

42. __________

43. __________

44. __________

45. _________

OBJECTIVE PORTION




TEAM SCORES.




OBJECTIVE

TOTAL ___________

ESSAY PORTION



ESSAY

TOTAL (20 max)__________

OVERALL

TOTAL __________



the Overall Total.


the ranking of

individual winners.

CHECKED BY:

Grader #1 _______________

Grader #2 _______________

Grader #3 _______________

Rubric 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.

Points AWARDED:

A 16-20 ESSAY opens with a declarative statement that extends the prompt without re-stating it. The thesis is supported by sub-stantial, relevant information that analyzes the prompt from a range of perspectives — for example, political, social, cultural and economic. It does not provide a mere shop-ping list of facts. It inteprets the facts with-out 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 analy-sis. 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 of-fers 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 under-standing of the prompt. The response is poorly written and organized and may con-tain 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)

Judge 1 Judge 2 Judge 3 Consensus

Comments:

Contestant Number

UIL Social Studies District 1


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 District II 2

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


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


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

“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.”


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


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?


DISTRICT 2 • 2016 Answer Key

Part I (1 point each) 1. B 2. C 3. A 4. D 5. C 6. B 7. A 8. D 9. C 10. D 11. A 12. D 13. C 14. B 15. A 16. B 17. D 18. C 19. A 20. B Part II (2 points each) 21. D 22. A

23. C 24. D 25. C 26. B 27. A 28. D 29. B 30. A 31. C 32. D 33. C 34. A 35. B Part III C (3 points each) 36. B 37. C 38. A 39. B 40. D 41. C 42. A 43. B 44. D 45. C


Nicholas II became Tsar in 1894 following the death of his father, Alexander III Nicholas lacked formal education in matters related to leadership and politics; the untimely death of Alexander left Russia in the hands of an unqualified Nicholas who lacked both know-ledge and sound advisors at the time he assumed the throne, he also married Alexandra, great-grand daughter of Britain’s Victoria throughout Russia, increasing num-bers of citizens called for a greater voice in government; Alexandra advised Nicholas to remain commit-ted to autocratic rule Alexandra attracted yet more criticism because of her reliance on a disreputable monk, Rasputin in 1904 the war with Japan ultimat-ely caused embarrassment for Russia; heavy losses abroad and increasing poverty at home made situation worse; growing unrest led to striking workers in many areas of the nation; Bloody Sunday massacre resulted from military firing on protesting workers, killing many political conditions continued to deteriorate in spite of Nicholas October Manifesto; a move to increase citizen rights. The manifesto was rejected Russian military did poorly during World War I, poverty increased and conditions worsened. Revolution was eminent in 1916 forcing Nicholas to abdicate; after being held captive for 2 years, he and his family were executed in 1918





1. _________

2. _________

3. _________

4. _________

5. _________

6. _________

7. _________

8. _________

9. _________

10. _________

11. _________

12. _________

13. _________

14. _________

15. _________

16. _________

17. _________

18. _________

19. _________

20. _________


21. _________

22. _________

23. __________

24. __________

25. __________

26. __________

27. __________

28. __________

29. __________

30. __________

31. __________

32. __________

33. __________

34. __________

35. __________


36. __________

37. __________

38. __________

39. __________

40. __________

41. __________

42. __________

43. __________

44. __________

45. _________

OBJECTIVE PORTION




TEAM SCORES.




OBJECTIVE

TOTAL ___________

ESSAY PORTION



ESSAY

TOTAL (20 max)__________

OVERALL

TOTAL __________



the Overall Total.


the ranking of

individual winners.

CHECKED BY:

Grader #1 _______________

Grader #2 _______________

Grader #3 _______________

Rubric 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.

Points AWARDED:

A 16-20 ESSAY opens with a declarative statement that extends the prompt without re-stating it. The thesis is supported by sub-stantial, relevant information that analyzes the prompt from a range of perspectives — for example, political, social, cultural and economic. It does not provide a mere shop-ping list of facts. It inteprets the facts with-out 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 analy-sis. 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 of-fers 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 under-standing of the prompt. The response is poorly written and organized and may con-tain 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)

Judge 1 Judge 2 Judge 3 Consensus

Comments:

Contestant Number



Social StudiesRegional • 2016

UIL Social Studies Regional 1


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


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


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


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

“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.”


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 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

“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.”


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


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 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?

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


REGIONAL • 2016 Answer Key

Part I (1 point each) 1. A 2. D 3. A 4. B 5. C 6. A 7. C 8. B 9. A 10. D 11. B 12. C 13. D 14. A 15. B 16. D 17. C 18. D 19. B 20. A Part II (2 points each) 21. A 22. D

23. B 24. C 25. A 26. C 27. D 28. B 29. C 30. A 31. B 32. D 33. C 34. B 35. D Part III C (3 points each) 36. A 37. C 38. C 39. B 40. A 41. D 42. B 43. A 44. C 45. B


the official U.S. position was neutrality from the outset of the war; prevailing view, from Pres. Wilson was that his role would ultimately be an arbitrator in spite of the official position, efforts were underway to build military strength Wilson’s views were not unique; numerous members of his cabinet and other U.S. leaders favored neutrality; Wilson’s 1916 reelection campaign slogan, “he kept us out of war” reflected his position developments in the war; Germ-any’s violation of Belgian neu-trallity; alleged atrocities in Belgium by Germany; Germany’s use of poisonous gas on the battlefield in violation of Hague Conference shaped U.S. opinion specific events: unrestricted sub-marine warfare, the Zimmerman Note, and sinking of the Lusitania prompted a U.S. response US declaration of War followed by troop deployment in Europe in 1917; US relied on military draft to increase size of the military; involvement in Battle of Cantigny by comparison to major European nations, U.S causalities were lite U.S. played a major role in end of war negotiations; Pres. Wilson considered one of the “Big Four” who met in Paris to work out treaty details; Wilson’s 14 points were outline for sustained peace and idea for League of Nations US reaction to Wilson’s efforts was mixed; Congress never approved US participation in the League





1. _________

2. _________

3. _________

4. _________

5. _________

6. _________

7. _________

8. _________

9. _________

10. _________

11. _________

12. _________

13. _________

14. _________

15. _________

16. _________

17. _________

18. _________

19. _________

20. _________


21. _________

22. _________

23. __________

24. __________

25. __________

26. __________

27. __________

28. __________

29. __________

30. __________

31. __________

32. __________

33. __________

34. __________

35. __________


36. __________

37. __________

38. __________

39. __________

40. __________

41. __________

42. __________

43. __________

44. __________

45. _________

OBJECTIVE PORTION




TEAM SCORES.




OBJECTIVE

TOTAL ___________

ESSAY PORTION



ESSAY

TOTAL (20 max)__________

OVERALL

TOTAL __________



the Overall Total.


the ranking of

individual winners.

CHECKED BY:

Grader #1 _______________

Grader #2 _______________

Grader #3 _______________


do not turn this page until you are instructed to do so!

Social StudiesState • 2016

UIL Social Studies State 1


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


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


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


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 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

…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


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


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


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?


STATE • 2016 Answer Key

Part I (1 point each) 1. C 2. A 3. D 4. C 5. B 6. B 7. D 8. A 9. C 10. A 11. B 12. A 13. D 14. C 15. A 16. D 17. B 18. A 19. C 20. B Part II (2 points each) 21. D 22. C

23. D 24. B 25. A 26. C 27. A 28. C 29. B 30. A 31. D 32. C 33. A 34. B 35. C Part III C (3 points each) 36. D 37. B 38. A 39. C 40. D 41. A 42. B 43. A 44. C 45. D


members of the “Big Four” were Woodrow Wilson (US), Vittorio Emanuele Orlando (Italy prime minister), Georges Clemenceau (French prime Minister), David Lloyd George (former British prime minister) gathered in Paris in 1919 Wilson long viewed himself in the role of arbitrator of the war; Orlando, highly intelligent, well educated; embraced agenda issues that supported Italy; Clemenceau nicknamed “the Tiger;” powerful wartime leader; embraced the most hardline approach against Germany Treaty of Versailles; Germany had little input; assumed absolute German responsibility for the war and imposed strict reparations; created League of Nations; established new German borders; took land from Germany with new boundaries; created demilitarized zone; stripped Germany of colonies; imposed numerous financial burdens on Germany Germany signed the agreement under protest; numerous right wing German political groups felt betrayed; Belgium attempted to enforce for years; the US Congress did not ratify; France eventually scaled down its reparation expectations for Germany; during the 1920s the Young Plan and the Dawes Plan revised structure for Germany payments; ultimately the entire treaty essentially collapsed; substantial German resentment believed by many to be a contributing cause of World War II