World War One2017 Academic Super Bowl

Canadian

Expeditionary Force

The First World War killed fewer

victims than the Second World War,

destroyed fewer buildings, and

uprooted millions instead of tens of

millions -- but in many ways it left

even deeper scars both on the mind

and on the map of Europe. …

… The old world

never recovered

from the shock.

Edmund Taylor,

historian

Ypres, Belgium

2018 ASB Resources

The Oxford Illustrated History

of the First World War

Epic History TV

World War One Chronology

The Oxford Illustrated Historyof the First World War

The assigned text is a collection of essays about World War One.

The essays were written by distinguished professors of history from the United States, the United Kingdom, Canada, Ireland, and Australia.

The assigned essays (#1 thru #23) provide thoughtful analyses of military as well as political, economic, and social aspects of The Great War.

Epic History TV

Six online short videos summarize the military events of WWI in each year from 1914 through 1918.

A separate video describes the Battle of the Somme.

Animated maps and contemporary photographs explain the ebb and flow of battles on each front of the war.

World War One Chronology

Military history itself can be difficult to

comprehend and the assigned text’s

variety of essays by different historians

may increase that difficulty.

Therefore, the custom-made chronology

provides an overview of military events on

all of the war fronts of World War One.

All of the major military events described

in the essays are included in the

chronology.

Chronology

Cause & Consequence

Change & Continuity

Comparison & Contrast

Academic Super Bowl

One winning coach described the social studies competition of Academic Super Bowl as a reading contest.

Although the assigned text resembles resources used in advanced high school courses, it provides students with content and analyses that they will not encounter in any classroom.

The students who truly study the assigned text and understand the content will walk away with the trophies and banners.

Study Guide

Every question in every 2018 ASB competition is related to material in the study guide.

The study guide emphasizes the subtopics of each essay in the assigned texts.

The study guide also includes other terms and issues as well as battles and locations described in each essay.

Reading Guide

Study Guide

The study guide includes a list of significant individuals who are identified by country and historical significance.

Competition questions only refer to individuals on this list.

The list does pinpoint those individuals whose portraits students may be required to identify.

Significant Individuals

Study Guide

The study guide identifies the significant geographic locations related to World War One and the essays in the assigned texts.

Some of those locations may be included in competition questions.

Each competition will include map questions related to the list or to the maps in the assigned text.

World War One Geography

Study Guide

The study guide includes a list of various military and diplomatic terms and other words and phrases used in the essays in the assigned text.

Students need to understand these specific words and phrases in order to understand the essays.

Competition questions may include some of these words and phrases.

World War One Vocabulary

Study Suggestions

Review the World War One Chronology while watching the videos on Epic History

TV’s website before starting the assigned text.

Read the introduction and the 23 assigned essays in the assigned text after

reviewing the reading guide.

Assign each essay to one student who will prepare a separate lesson based on

that one essay, the study guide, and the World War One Chronology. Include

time for a cooperative effort to identify possible contest questions for each

essay.

Value of Study Questions

Concepts, names, events, and terms in practice questions frequently

relate to contest questions.

Correct answers as well as distractors in practice questions frequently

relate to contest questions.

Practice and contest questions contain similar maps and pictures.

Invitational and area contest questions should be studied in preparation

for subsequent contests.

Questions May Contain Multiple Clues

As soon as World War One began, this European state adopted a (1)policy of neutrality in spite of the (2) pro-German and anti-Russian inclinations of its court, armed forces, and political and intellectual elite. Identify this neutral state that (3) supplied Germany with iron ore and (4) used its geopolitical advantages to mitigate the impact of the Allies blockade of the Central Powers until 1917.

A. Denmark B. The Netherlands C. Sweden D. Switzerland

Answers Are in Alphabetic Order

As soon as World War One began, this European state adopted a policy of neutrality in spite of the pro-German and anti-Russian inclinations of its court, armed forces, and political and intellectual elite. Identify this neutral state that supplied Germany with iron ore and used its geopolitical advantages to mitigate the impact of the Allies blockade of the Central Powers until 1917.

A. Denmark

B. The Netherlands

C. Sweden

D. Switzerland

Questions May Ask for False Answer

World War I was a war of “extraordinary intensity.” Three of the following statements help to explain that intensity. Which statement is false?

A. For the first time in history, battlefield injuries, not diseases, were the major killer.

B. Individual experiences of war assumed a collective identity.

C. Neither weather nor seasons dictated pauses in the fighting.

D. The unprecedented violence was compressed into a conflict of just four years.

Questions May Contain Maps

On this map of postwar Europe, which arrow points to the independent Republic of Estonia?

A. Arrow A B. Arrow B C. Arrow CD.Arrow D Study Guide: Reference to

maps in back of The

Oxford Illustrated History

of the First World War.

Questions May Contain Pictures

Portrait A

Portrait B

Portrait C

Portrait D

Pictured above are four of the most important revolutionaries to emerge from

the chaos of World War One: Ataturk of Turkey, Alexander Kerensky of Russia,

Bela Kuhn of Hungary, and Lenin of Russia. Which is a portrait of Lenin, the

leader of the Russian Bolshevik Revolution?

A. Portrait A B. Portrait B C. Portrait C D. Portrait D

Study Guide: List of

“Significant Individuals”

to be identified by

portraits.

Questions May Refer to Art in Text

This French poster proclaims, “Japan joins in the fight against the barbarians!” It honors the Japanese navy’s help in doing which of the following?

A. Blockading German ports

B. Participating in the Battle of Jutland

C. Transporting Allied troops

D. Winning the Battle of the Falklands

Questions May Refer to Geography

After fierce quarrels between David Lloyd George and Georges Clemenceau, the 1920 Treaty of Sèvres established peace between the Allies and the Ottoman Empire and gave control of which of the following Turkish territories to France?

A. Albania

B. The Hijaz (Saudi Arabia)

C. Mesopotamia (Iraq) and Palestine

D. Syria and Lebanon

Study Guide: Chp. 22 reading guide

reference to Treaty of Sèvres.

Note that Albania was not part of the

Ottoman Empire during WWI and

therefore is obviously an incorrect

answer.

Questions May Refer to Individuals

Woodrow Wilson opposed efforts by which of the following states to include a racial equality clause in the Covenant of the League of Nations?

A. China B. Japan C. Turkey D. Saudi Arabia

Study Guide: List of “Significant Individuals” as

well as Chp. 22 reading guide reference to League

of Nations Covenant and racial equality clause.

Questions May Refer to Concepts

Three of the following statements accurately describe the right-wing paramilitary subcultures that developed in post-war Germany, Austria, and Hungary. Which statement is false?

A. Included junior ex-officers who had been educated and trained in imperial military academies

B. Leadership dominated by aristocratic generals and colonels of the former imperial regimes

C. Many of the activists came from rural border regions

with notions of embattled ethnicity

D. Rejected the armistice as an injustice imposed

upon “militarily undefeated” states Study Guide: Chp. 23 reading

guide reference to paramilitary

and paramilitarism.

Questions May Require Comparisons

Three of the following phrases describe unique features of World War One in the Balkans. Which phrase describes the conflict in both the Balkans and elsewhere on the Eastern and Western Fronts?

A. Belligerent states had recently fought short wars with each other

B. Campaigns were relatively short and usually decisive.

C. Diplomacy could be as decisive as military action.

D. Internal problems contributed to the Central Powers’ defeat.

Study Guide: Chp. 5 reading guide

reference to the third Balkan war.

Questions May Refer to Causes

Unlike what the militaries’ professional officers expected before World War One, which of the following characteristics contributed the LEAST to success and survival of World War One troops?

A. Discipline and obedience

B. Fortitude and determination

C. Individual drive, initiative, and team work

D. Regimental loyalty or esprit de corps

Study Guide: Chp. 14 reading

guide reference to training and

discipline.

Note the phrase esprit de corps

from vocabulary list.

Questions May Refer to Results

In what way did the war alter the economics of northern, tropical, and southern Africa?

A. Naval conflict disrupted Africa’s significant volume of trade with Europe and America.

B. Unions took advantage of war-time labor shortages and gained significant influence.

C. War-time demand stimulated investment in

and the growth of industry and manufacture.

D. War-time shortages led to inflation while the

real wages of many workers declined.

Study Guide: Chp. 7

reading guide reference to

economic impact of the war.

Note: Question requires

that answer apply to all of

Africa, not just one area.

Questions May Refer to Goals

The United States declaration of war on 6 April 1917 was the culmination of long-term foreign policy trends that included the recognition of a vital Anglo-American interest in opposing expansionist powers in which of the following areas?

A. Africa

B. Eurasia

C. Latin America

D. All of the above

Study Guide: Chp. 18 reading guide reference to

US interests and relations with European powers

before 1917.

Note: Goals could be long-term national interests

or war-time goals.

Questions May Refer to Strategy

Within three months of approving the “September Programme” of general war aims, Chancellor Theobald von Bethmann agreed with Erich von Falkenhayn, the new German commander-in-chief, that a German military victory depended on accomplishing which of the following?

A. Defeating the Russian army

B. Destroying the English navy

C. Dividing the Entente alliance

D. Occupying the city of Paris

Study Guide: Chp. 15 reading guide reference

to September Programme as well as Germany’s

war aims and cohesion of the Entente; list of

“Significant Individuals.”

Questions May Refer to Tactics

The British should have learned all three of the following lessons from their experiences on the Western Front in 1915. However, in planning the 1916 Battle of the Somme, they ignored which lessons?

A. Attacking infantry needed to proceed quickly across no man’s land.

B. No feasible measure of success for the attacker opened the way to a breakthrough.

C. Only huge concentrations of artillery could

batter down well-prepared defenses.

D. All of the above.

Study Guide: Chp. 13

reading guide reference

to the Somme.

Questions May Refer to Technology

What was the most significant new development in military aircraft in 1915?

A. Dirigibles that could evade aerial interception and carry large numbers of bombs

B. Fast maneuverable fighter planes with fixed forward-firing machine guns

C. Large long-range bombers with potential as strategic bombers

D. Light reconnaissance aircraft that

photographed artillery installations Study Guide: Chp 20. reading guide reference

to development of military aircraft.

Questions May Refer to Battles

Why, in the summer of 1916, was Chief of Staff Erich von Falkenhayn forced to send German troops to the Eastern Front just as the Anglo-French offensive began on the Somme?

A. To force Russian troops out of Poland and the Russian government into negotiations

B. To prevent Russian forces from completely

overwhelming the Austro-Hungarian army

C. To respond to an offensive by Russian forces

under the command of General Lavr Kornilov

D. To stop Russian advances into East Prussia after

the battles of Tannenberg and the Masurian Lakes

Study Guide: Chp. 2

reading guide reference

to Allied attacks on all

fronts.

Note that the Russian

general on the Eastern

Front was Brussilov not

Kornilov and that the

battles of Tannenberg and

the Masurian Lakes were

in 1915.

Questions May Refer to War Front

As part of the Hundred Days Offensive that broke the German military forces in 1918, the American Expeditionary Force engaged in the largest and bloodiest American operation in World War One costing 28,000 German lives and 26,000 American lives. Where did this battle take place from September 26 until the Armistice of November 11, 1918?

A. Along the Yser Canal and Iperlee River in Belgium

B. At Belleau Wood and Chateau Thierry

C. Between the Argonne Forest and the Meuse River

D. In the Isonzo River Valley

Study Guide: Chp. 18

reading guide reference

to AEF’s contribution to

Allies’ victory and “WWI

Geography” locations

related to the AEF.

Questions May Refer to Diplomacy

The secret treaties between Britain, France, and Russia seriously undermined which one of Woodrow Wilson’s wartime policy objectives?

A. Formation of a League of Nations

B. Guarantees of freedom of the seas

C. Removal of Lenin’s Bolshevik regime in Russia

D. Territorial settlements based upon national

self-determination

Study Guide: Chp. 18

reading guide references

to secret treaties and

Wilson’s relationships with

US allies after April 1917.

Questions May Refer to Politics

As a political movement before World War One, liberalism was most closely associated with which of the following viewpoints?

A. Economic equality

B. Non-violent political compromise

C. Public ownership of industries

D. Universal adult suffrage Study Guide: Chp 12 reading guide references to

liberalism and other political ideologies.

Note that early 20th Century European liberalism and

late 20h Century America liberalism are not the same.

Questions May Refer to Revolution

Which one of the following Romanovs czars ruled Russia in 1914 when World War One began and was overthrown in the February Revolution of 1917?

A. Alexander II B. Nicholas I C. Nicholas II D. Peter III

Study Guide: List of

“Significant Individuals.

Note that WWI causes or

triggers several revolutions.

Questions May Refer to Home Front

Three of the following statements accurately describes the impact of wartime employment on women. Which statement is false?

A. Male domination of secretarial and nursing occupations came to an end.

B. Female physicians treated wounded soldiers in Europe and colonial theatres of war.

C. Women significantly increased their earnings by

taking unskilled or semi-skilled industrial jobs.

D. Women were not allowed to work with toxic

chemicals and dangerous explosives.

Study Guide: Chp. 11

reading guide reference

to gender at work

And so now every April I sit on me porch.

And I watch the parade pass before me.

And I see my old comrades, how proudly they march

Reviving old dreams of past glory.

And the old men march slowly, all bent, stiff and sore.

They’re tired old heroes from a forgotten war.

And the young people ask,

"What are they marching for?“

And I ask meself the same question.

But the band plays Waltzing Matilda

And the old men still answer the call.

But as year follows year more old men disappear

Some day no one will march there at all.

And the Band Played Marching Matilda

By Eric Bogle