The Origins of Trench Warfare

Lesson 3

The origins of trench warfare

Aim

The pupils should understand why both sides were forced to resort to trench warfare (against their expectations) and how this form of warfare was conducted. The pupils should describe how the Generals on both sides sought to break the deadlock of the Western Front.

Learning objectives

In meeting these aims the pupils should:

Understand the way in which the increased firepower of artillery and small arms led to the adoption of trench warfare as the means of survival by soldiers of both sides.
Study the basic layout of a trench system, what it looked like and appreciate the function of its various parts.
Discuss the relative merits of the different ways in which both sides sought to overcome the stalemate.

Prior knowledge

The pupils will have some knowledge from books and films. This should be explored so that the teacher can address any misconceptions.

Lesson Content

Trench warfare seems so alien to pupils now (as it did to the Generals at the time) that it is worth exploring their ideas of what it was about. It may be useful to conduct a ‘brainstorming’ session to establish why trench warfare evolved. Teachers may wish to introduce a map of the Western Front. Many textbooks will have diagrams and pictures showing how a trench was constructed. Whilst it is not appropriate to go into the intricacies of tactics, pupils should try to appreciate how both sides sought to break out of the constraints of trench warfare. The evolution of the tank is an obvious choice but other options include naval blockade, new artillery tactics (the predicted barrage)& new infantry tactics (Storm troops) along with mining and gas attacks.

Resources

Teachers notes

It is worth studying the ‘Battalion profiles’ that accompany lessons 11&12. As these will make reference to the various experiences of British soldiers during the war. Addressing these issues at this point with a whole class may save time later on.

Try to steer the pupils away from the ‘madness and futility’ arguments. In those respects the Great War was no different from any other. It is more effective to get the pupils to discuss the various aspects of trench warfare as a rational response to unique circumstances. Perhaps they should try and empathise with the Generals!