PPT-How do we know what life in the trenches was really 
like?

Lesson objectives They left for war as boys never to return as men All will have a basic understanding of the main problems of life in the trenches and considered the usefulness of a number of primary sources . Choose your colours animals and other symbols Glue the Charges to your shield Fill in your family name at the top Family name Charges Motto Colours **Take five minutes to write down two ideas/reactions you have about this quote**. What do you think it means?. What does it mean to be destroyed by the war? . World War 1: War in the Trenches . “All Quiet on the Western Front” . Mud. Mud affected every aspect of a soldier’s life:. what they ate, what they drank, how they. breathed, what they wore, how they. walked, their health.. Source 1. Mud... enveloped men of the front line. As a farm labourer at 'Akenfield', Davie was man used to hardship, but he was in no doubt about the importance of mud. 'Did you kill men, Davie?' 'I got several.' 'What was the worst, Davie?' 'Why, the wet, of course.' Where rain met bare earth or shelled earth, it spawned feet of mud. Boyd Orr reckoned that forty Englishmen a night were drowned in it. Nicholson on the Somme saw a man stuck fast for sixty-five hours, with two men pulling on ropes finally freeing him though with his clothing sucked down by the mud. . Lesson Aim: . To have applied knowledge of why WWI was a trench war to answering exam questions. . TASK: . In your book match the word with the correct letter. . A. Firebay. Company HQ dugout. Reserve trench. Objectives: I can identify and correct run-ons and fragments. I can define vocabulary words for a short story. . Key Terms. :. 1. Game. 2. Yacht. 3. cliffs. 4. Chateau. 5. Gargoyle. 6. Cossack. 7. Ennui. L.O: identify . key features of a typical . trench, identify . some of the conditions in the . trenches AND explain . what daily life in the trenches was like. Starter: Yes/No. Who am I. What is trench warfare?. the Trenches?. Construction and Design of Trenches. Early . trenches were little more than . foxholes.  or ditches, intended to provide a measure of protection during short battles. .. As the stalemate continued, however, it became obvious that a more elaborate system was needed. The first major trench lines were completed in November 1914. By the end of that year, they stretched 475 miles, starting at the North Sea, running through Belgium and northern France, and ending in the Swiss frontier.. 1914-1918.. LIFE AND DEATH . IN THE TRENCHES.. “Living and fighting in the trenches was a terrible and terrifying experience for all the soldiers involved” . What . evidence is there. for and against this statement?. DIRECTIONS. :. Keep/put chairs on the desks (barbed wire).. Line up the front of your trench with backpacks and jackets. .. Take a pen or pencil with you into the trench and . sit on the carpet . (not in “no man’s land”).. The landscape was . unrecognisable . with blasted and broken trees, shell craters filled with stagnant water and miles and miles of mud in which you might easily drown. . Lines . of razor-sharp barbed wire were set up in No . Take a . copy of the reading . in your folder and read over the excerpts from Brookes diary. After completing the reading, in your warm-up section, describe the experiences of Bernard Joseph Brookes in your own words. The Tank. 1. st. use: WW1. Combat barbed wire. “Little Willie” – 3 crewmen, 3 mph. More modern tank – 10 crewmen, 4 mph. (Revolving Turret). During the Video: . Write one weakness you see of the tank. Lesson objectives. All will be able to . describe what life was like in the trenches and begin to use sources to prove ideas. M. ost will be able to . explain what life was like and be able to analyse primary and secondary sources . Turn in:. . Nothing. Take out :. . Previous notes. Note-taking devices. T. oday’s Learning Objectives:. I can explain how technology and trench warfare impacted combatants as The Great European War began..