Grade by Grade
B. Canada, 1914–1929 · Canada, 1914–1929

The Western Front: Trench Warfare and New Military Technology

B1.2 B2.1 A1.3 A1.4About 70 minutes
Learning goals
  • I can describe conditions in the trenches on the Western Front.
  • I can explain how new military technologies (machine guns, artillery, poison gas, tanks, aircraft, submarines) affected Canadian soldiers.
  • I can describe Canada's role and losses at the Second Battle of Ypres and the Somme, including Newfoundland at Beaumont-Hamel.
  • I can assess the credibility of a soldier's letter as a primary source.

Words to know

Western Front
The line of trenches across Belgium and France where the main armies of Germany and the Allies faced each other from late 1914 to 1918.
trench warfare
Fighting from long lines of dug-in trenches, where attacks across open ground were very costly.
no man's land
The open, cratered strip between the opposing front-line trenches.
stalemate
A situation in which neither side can win or move forward.
attrition
Trying to win by wearing down the enemy's soldiers and supplies over time.
casualties
Soldiers killed, wounded, missing or captured.
shell shock
The term used during the war for the severe psychological injury caused by combat; today we would recognize much of it as post-traumatic stress injury.
censorship
Official control of what may be written or published; soldiers' letters were read and cut by censors.

A note on this lesson

This lesson describes the conditions soldiers faced and the losses in major battles. Details are kept factual and not graphic. Take a break if you need to.

Why did the war get stuck?

Both sides expected a war of movement, with quick marches and cavalry charges. By the end of 1914 that hope was gone. New weapons made defending much easier than attacking. A few soldiers with a machine gun behind barbed wire could stop hundreds attacking across open ground. So both sides dug in. A line of trenches stretched from the North Sea coast of Belgium to the border of Switzerland: the Western Front.

New weaponsmachine guns,artillery, barbedwireAttacks failsoldiers crossingopen groundare cut downTrenchesboth sidesdig inStalemateattrition: wearingthe enemy down
How new technology produced stalemate: defending had become much stronger than attacking.

Life in the trenches

Soldiers took turns in the front line, support trenches and reserve areas behind. In the front line they faced:

  • Mud and water, which caused trench foot, a painful foot condition from standing in cold, wet conditions for days.
  • Rats and lice, constant damp, poor food and little sleep.
  • Shelling at any hour, and snipers if anyone looked over the top.
  • Night work: repairing wire, digging, and raids into no man's land.
  • Long stretches of boredom broken by sudden terror.

Many soldiers suffered shell shock. At the time, some officers and doctors treated it as weakness. Today we understand it as a serious psychological injury, related to what we now call post-traumatic stress.

SupporttrenchFront-linetrenchBarbedwireNo man's land(shell craters)BarbedwireEnemy front-linetrenchfire stepFront lines were often a fewhundred metres apart, or lessA Western Front trench system, side view (not to scale)
A simplified trench system, not to scale. Soldiers stood on the fire step to look or shoot over the parapet; barbed wire slowed any attack across no man's land.

New technology and what it did to soldiers (B1.2)

  • Machine guns fired hundreds of rounds a minute. Attacking across open ground became deadly.
  • Artillery (large guns firing explosive shells) caused more casualties than any other weapon. Shells destroyed trenches and wire, and the noise and fear caused shell shock.
  • Poison gas. At Ypres on 22 April 1915, the German army released chlorine gas for the first time on the Western Front. Later came phosgene and mustard gas. Soldiers were soon issued gas masks.
  • Tanks. Britain first used tanks in September 1916 at the Somme, in the attack on Courcelette, where Canadians fought. Early tanks broke down often, but by 1918 they helped break enemy lines.
  • Aircraft. Planes began as scouts, photographing enemy trenches and spotting for artillery, then fought each other. Canadians served in the British air services; Billy Bishop of Owen Sound was credited with 72 victories and received the Victoria Cross.
  • Submarines (U-boats) sank ships carrying soldiers, food and supplies across the Atlantic. In June 1918 a U-boat sank the Canadian hospital ship Llandovery Castle; 14 Canadian nursing sisters were among those killed.

Canada's own equipment problem: Canadian soldiers were first issued the Canadian-made Ross rifle. It jammed often in muddy conditions, and soldiers picked up British Lee-Enfield rifles when they could. The Ross was replaced in 1916.

Canada's early battles

Second Battle of Ypres (April 1915). Canadian soldiers in Belgium held their part of the line during the German gas attacks that began on 22 April. They suffered more than 6 000 casualties (killed, wounded or captured) in a few days. Canadians earned a reputation as tough soldiers, at terrible cost. After this battle, Canadian doctor and soldier John McCrae wrote the poem In Flanders Fields (May 1915).

The Somme (July to November 1916). On 1 July 1916, the first day of the British attack on the Somme, the Newfoundland Regiment attacked at Beaumont-Hamel. Of about 800 men who went forward, only 68 answered roll call the next morning. Newfoundland was not part of Canada then, but today 1 July is Memorial Day in Newfoundland and Labrador. The Canadian Corps joined the Somme battle in September 1916 and fought at Courcelette; by November it had suffered about 24 000 casualties. The whole Somme battle produced more than a million casualties on all sides, for a few kilometres of ground.

Consequences: these battles taught commanders that attacks needed far better planning, which shaped the Canadian success at Vimy Ridge in 1917 (next lesson). They also shocked Canadians at home and slowed the number of volunteers, which later led to the conscription crisis.

Worked example

Modelled example: Is this letter a credible source?

Practice source (written for this lesson, based on common features of real soldiers' letters): "Dear Mother, we are out of the line for a rest and I am well. The food is fine and the boys are a cheerful lot. Don't worry about me. We had a bit of excitement last week but I can't say more. Your loving son, Harry. France, 1916." How useful and credible is a letter like this for learning about trench life?

  1. Origin: a soldier, writing at the time, from France. He was there, which is a strength.
  2. Purpose and audience: he is writing to his mother. He wants to reassure her. That may lead him to leave out danger and suffering.
  3. Context: letters were read by censors, who cut details about places, battles and losses. "I can't say more" is a clue to censorship.
  4. Corroborate: compare with soldiers' diaries (not censored), memoirs, war diaries of units, and casualty records. These show far harsher conditions.
  5. Judge: the letter is credible about his feelings and wish to reassure, but not reliable as a full description of trench life.

A strong source analysis looks at origin, purpose, audience and context, then corroborates. This letter is good evidence of how soldiers protected their families and of censorship, but weak evidence of what fighting was actually like.

Source skill: O-P-C-C

For any source ask: Origin (who made it, when, where?), Purpose (why was it made, for whom?), Content (what does it say or show?), Corroboration (do other sources agree?). This is expectation A1.3: assessing credibility.

Hands-on activity

Packing the soldier's kit: weight and endurance

You need: a backpack, a bathroom or kitchen scale, and household items such as books or bottles of water (a grown-up should check the load is safe for you to lift).

  1. Infantry soldiers on the Western Front often carried very heavy loads: rifle, ammunition, shovel, gas mask, water, food and more. Historians commonly describe loads of about 25 kg or more going into an attack.
  2. Fill the backpack to about 5 kg only (do not try to carry a real soldier's load). Weigh it.
  3. Walk around your home or yard for two minutes with it. Then imagine five times that weight, in mud, at night, under fire.
  4. Write a short paragraph: How would the load affect a soldier crossing no man's land? Use one technology from the lesson in your answer.

Safety: stop if anything hurts; keep the load light. Look for: a clear connection between conditions, technology and the soldier's experience.

Your turn

1

What was the Western Front?

2

Why did the war become a stalemate?

3

Name three hardships of trench life.

4

What new weapon did the German army first use on the Western Front at Ypres on 22 April 1915?

5

What happened to the Newfoundland Regiment at Beaumont-Hamel on 1 July 1916?

6

Why did Canadian soldiers dislike the Ross rifle?

7

Which weapon caused the most casualties in the war?

More practice: warm-up

1

What is no man's land?

2

Who wrote In Flanders Fields, and when?

3

In what year were tanks first used?

4

Which Canadian pilot from Owen Sound received the Victoria Cross?

5

What was a U-boat?

More practice: on your own

1

Explain how the machine gun changed the way battles were fought.

2

How did aircraft change from 1914 to 1918?

3

Why is 1 July a day of mixed feelings in Newfoundland and Labrador?

4

How did the attitude to shell shock at the time differ from our understanding today?

5

What lesson did commanders learn from battles like the Somme?

Challenge

1

"New technology made the First World War deadlier, not shorter." Do you agree? Use two technologies as evidence.

2

A war diary (an official unit record) says an attack was "carried out successfully". A private's diary for the same day describes heavy losses. How would you use both sources?

3

Why might the experiences of First Nations, Black or Japanese Canadian soldiers be underrepresented in official records of these battles?

Check your understanding

Quiz

1.

Why did fighting on the Western Front become a stalemate?

2.

At the Second Battle of Ypres (April 1915), Canadian soldiers faced:

3.

What happened at Beaumont-Hamel on 1 July 1916?

4.

Which weapon caused the most casualties in World War I?

5.

A soldier's letter home says, "Don't worry, the food is fine." Which factor most limits its reliability as a description of trench life?

6.

Why was the Ross rifle replaced in 1916?

For parents and teachers

Big idea: This lesson covers B1.2 (how new military technology affected Canadian soldiers) and the human cost of battles in B2.1, with source-credibility skills (A1.3).

How to help: Ask your teen to explain one technology and its effect on soldiers. If you have a family letter, photo or medal from the war, look at it together and ask the O-P-C-C questions. Online, Library and Archives Canada has digitized personnel files of soldiers of the Canadian Expeditionary Force, which you can search together if you are curious about a relative.

Sensitivity: Some students find war descriptions upsetting, especially those whose families have experienced war recently. The lesson avoids graphic detail. Let your teen talk about feelings, and keep the focus on understanding and remembering.

Common difficulties: Mixing up Newfoundland and Canada (Newfoundland was a separate dominion until 1949); thinking letters are always reliable because they are primary sources.