CIVIL WAR TO

WORLD WAR ONE

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3. Which 1857 Supreme Court decision saw an African American Missourian
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4. Which state was the first to secede from the Union? (1 mark)

mimeo
5. Name the six states, who along with South Carolina formed the Confederate States of
Emus
America on 8 February 1861. (6 marks)
MEMO
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mom

6. What nicknames were earned by Thomas-Jackson and Ulysses Grant respectively after
am° the battles of Bull Run (21 July 1861) and Fort Donelson (11 - 16 February 1862)? (2 marks)
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6. Match the names of the Union generals and place them on

Elm the lines below. (8 marks)

First names Last names

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Ambrose McClellan

George Sherman MINIM

Abner Scott

George Grant

Robert Doubleday
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Winfield Anderson

Ulysses Burnside

William Tecumseh Meade

7. What were the two key ideas of the Anaconda Plan developed by Union General-in-
11•111111 Chief Winfield Scott? (2 marks) MEI=

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secessionist Confederate states on 1 January 1863? (1 mark) EINEM
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10. Fill in the blanks of Abraham Lincoln's famous Gettysburg Address. (11 marks) MINN
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conceived in Liberty, and dedicated to the proposition that all men are created
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Now we are engaged in a great war, testing whether that nation, or any nation so
conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have
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come to dedicate a portion of that field, as a final place for those who here gave EMI=
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their that that nation might live. It is altogether fitting and proper that we should do this. M INI
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add or . The world will little note, nor long remember what we say here, but it can
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III! increased devotion to that cause for which they gave the last full measure of devotion — that we here IIIIMIIII
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highly resolve that these dead shall not have died in — that this nation, under
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11. After month long siege, which fortress city did Major General Grant manage to secure
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12. The Battle of Fort Stevens, notable for Abraham Lincoln observing the fighting,
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13 In which village did Robert E. Lee sign the documents

of surrender after defeat to Grant's Army of the Potomac?
Bonus point if you can remember the person whose house it
was. (2 marks)

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14. Which era from 1865 to 1877 followed the Civil War and was characterised by the
minsi reintegration of the secessionist states back into the Union as well as their former African MEIN
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American slaves? (1 mark)

sm.. 15. What adjective describes the violent civil confrontations between pro-slavery and anti-
slavery forces in the state of Kansas between 1854 and 1859? (1 mark)
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Captain Henry Wirz, was the Confederates' largest
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 Who's Who of Civil War

Robert Anderson-

Border States-

Winfield Scott and Anaconda Plan-

Irvin McDowell-

Stonewall Jackson-

George McClellan-

Ulysses Grant-

Robert Lee-

Emancipation Proclamation-

Freedmen-

Copperheads-

Clara Barton-
George Meade-

James Longstreet-

George Pickett and Pickett's Charge-

William Tecumseh Sherman-

13th Amendment-

Appomattox Court House-

Name
The Civil War

Fort Sumter - War Starts

southern states had already the Union before Lincoln took office in March 1861
Lincoln's Inaugural Address

• pledged NOT to with where it already

• The South had no right of

Lincoln says he is sending to

• Fort Sumter is a Union base in the South

• Not

Confederacy Fort Sumter in April 1861

Civil War begins!

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(4 more states join the Secede:1 beim F . Surto!

Confederacy)

Lincoln's becomes keeping the States in the Union

Border States
The Border States

1•••

Importance of the Border States

states that remain in the

—> Goal of to keep them in the

—> Would have given south more to fight

—> Would nearly the capacity of the South

Strategic location - Washington D.C. would be surrounded by Confederate states

 Key Civil War Battles
APUSH - Brooks

Total Civil War Deaths Compared to U.S. Deaths in Other Wars

Civil War 1 620.000

World War ll 318,000

World War I 115,000

Vietnam War 56,227

Korean War 33,000

Mexican War El 13 270

Spanish-Amencan War
and Philippine Insurrection I 9'700

Revolutionary War 1 4,044

War of 1812 1 2,200

Civil War Battle

Battle of Bull Run (July 1861) - Proved war would not be wins!

Anaconda Plan - Winfield plan to use U.S. Navy to Confederacy

and take control of River

Antietam (Sept. 1862) - Lee hopes to earn recognition and bring

into the conflict

- Lee retreats to and Lincoln prepares for

- Chance at recognition

S. wins much needed victories in the

Two huge defeats for the South

Gettysburg - General Lee hoped to win a victory on

- Failed and forced to to

Vicksburg (July 4th) General in the west wins complete of

river.
Sherman's March to the Sea - William Tecumseh lead march of deliberate

throughout the South.

Used tactic of

everything

defeated in Sept. 1864 (Helps get

in 1864)

April 9th 1865 - Robert E Lee at

April 14th 1865, John Lincoln in

How did Lincoln keep the Border States in the Union

1) law in Maryland

2) in Missouri

3) Suspension of the of
North - The Union
Advantages Disadvantages
Lack of leadership
Resources
- Many top leaders joined
North has the majority of capacity
the south
Transportation — advantage
Lack of purpose
Powerful and established
- states felt they were struggling

for their
Population Advantage — million to million
- Many in the North do not know why they are fighting a
Emancipation
war against states that do not want to be in the Union

The South - Confederacy

Advantages Disadvantages

Fighting defensive war

Had no

No structure
- Most of the war was in their backyard
- !
Sense of purpose
Poorly and no
- Reason to fight:
system

- Weak
Veteran military officials
- No
Cotton Diplomacy

- Hoped would get and

assistance from other

countries
Mobilizing for War - The North

Conscription Act - March 1863 all men had to register for the

• Rich could get a for dollars

• Unfair to the .
men" substitutes

New York City Draft Riots - July 1863

• mob of mostly Americans attacked the and

Americans

Lincoln's Reasons for War

Lincoln proclaimed he was not fighting the war to

Reasons Lincoln cannot say the war is about

• was not - in his mind the South never really

the Union

• Needed to keep from states - if Lincoln makes the war about

the border states will

• Fear from in the

• Political concerns:
Road to Emancipation

Two reasons to free the slaves

1. Military - liberate the slaves the foundation of the South

2. Ideological - thing to do, to do so.

had been pressuring Lincoln to make the war about

Three prominent Radical Rebublicans

1. Charles 2. Thaddeus 3. Benjamin

Confiscation Act (Aug. 1861) slaves used for" purposes" declared

• Incentive to to camps

• 2nd Confiscation Act (July 1862) - all slaves who were enslaved by anybody
in against the U.S.
Emancipation Proclamation

Following the Battle of (Sept. 1862) Lincoln decides to move with

announcing

Emancipation Proclamation was justified as necessity

Declared slaves free in territory (

***DOES NOT FREE SLAVES IN THE ***

Impact
4 Strengthened the cause of the

▪ Not just a war against now also against

Helped keep from aiding Confederacy

▪ Gave the Union for Union army

Limits
—) North had no in the

4 Did not apply to

African Americans Fight for Freedom

saw in the Union army as an

to prove their

• Denied by

African Americans served in the war

• Regiment

Prejudice — Paid than soldiers

Use of Executive Powers

are often times during times of

national

of in
-* Lincoln suspends the

& other states

 • People without being informed of the against

them & held without

-, oftentimes during times of war

• Ordered a without approval of

• Increase size of without approval of

Politics During the Civil War

Challenges for Lincoln

Republicans vs. Republicans
War Democrats - war but Lincoln's of it.

Peace Democrats ( )- the war & wanted

peace

Presidential Election of 1864 - beats General

• Big reason for victory is the starts winning battles in places

like

Challenges for Confederacy

Cotton Diplomacy - Hope for

Reasons for Europe didn't intervene for the Confederacy

- Europe obtained from other

- Failure at (Sept 1862)

in Jan 1863

Tradition of states rights makes fighting the war difficult

States have with government

Republican Majority in Congress

- This allows the to get all sorts of things done

Morrill Tariff Act 1861 - helped pay for & northern

Homestead Act 1862 - set up of land in the and encourages

Legal Tender Act 1862 - printing of or "

National Bank Act 1863 - landmark that sought to establish a

system

Pacific Railway Act 1863 - established route of railroad

Impact of Civil War

—> Over lives lost

—> economy and

industrialization by the war

4 passed

—> preserved

• Ideas of and defeated

• Civil War was ultimate for American

-) 4 million slaves by the Amendment

Name
Date Period

Crash Course - Civil War pt. 1

1. The Civil War occurred between the years of to

2. Who was president during the Civil War?

3. What was the Civil War about?

4. What advantages did the Union have over the Confederates?

a. More
b. Manufactured more than % of goods
c. More mileage
d. Better
5. What advantage did the South have?
a. Better
6. Who was the Union (North) general?

7. True or False. The Union lost more battles than the South in the first two years of
the war.
8. Two most important Turing Points in the Civil War - Union Victories
a. July 1863
- Captured
- Battle of
b. August 1864
- Union took

Name
Date Period
 Crash Course - Civil War pt. 2

1. When did the Emancipation Proclamation go into effect?

2. What did the Emancipation do for the slaves in the Confederate States?

3. Many freed slaves and free men of color joined the

Army.
4. Two reasons Lincoln is credited for freeing the slaves
a. He pushed for the amendment which ended slavery.
b. He continued the war to its conclusion; demanded the end of
and the return of the states to the
Union.
5. New made the Civil War on of the most
destructive wars yet recorded.
6. and shifted the way
people fought in a war. **New technologies used in the Civil War**
7. How did Matthew Brady change the way people thought about the war?

8. Homestead Act 1862 - gave land to those who paid $ and will live and
farm on the land for years.
9. How did the government pay for the war?
a. Progressive
b. Issued
10. How much did the war cost?

Answer Key

Crash Course - Civil War pt. 1

1. The Civil War occurred between the years of 1861 to 1865.
2. Who was president during the Civil War? Abraham Lincoln
3. What was the Civil War about? slavery
4. What advantages did the Union have over the Confederates?
c. More people
d. Manufactured more than L % of goods
e. More railroad mileage
f. Better military agriculture
5. What advantage did the South have?
g. Better military leaders
6. Who was the Union (North) general? Ulysses S. Grant
7. True or False. The Union lost more battles than the South in the first two
years of the war.
8. Two most important Turing Points in the Civil War - Union Victories
h. July 1863
- Captured Vicksburg
- Battle of Gettysburg
i. August 1864
- Union took Atlanta

Crash Course - Civil War pt. 2

1. When did the Emancipation Proclamation go into effect? 1863

2. What did the Emancipation do for the slaves in the Confederate States? freed
the slaves
3. Many freed slaves and free men of color joined the Union Army.
4. Two reasons Lincoln is credited for freeing the slaves
a. He pushed for the 13th amendment which ended slavery.
b. He continued the war to its conclusion; demanded the end of slavery and
the return of the southern states to the Union.
5. New technologies made the Civil War on of the most destructive wars yet
recorded.
6. machine guns and rifles shifted the way people fought in a war. **New
technologies used in the Civil War**
7. How did Matthew Brady change the way people thought about the war?
photographed the war
8. Homestead Act 1862 - gave land to those who paid $18 and will live and farm
on the land for 5 years.
9. How did the government pay for the war?
a. Progressive income tax
b. Issued bonds
10. How much did the war cost? $6.7 billion
A

EtA
 1. Trench Warfare - An Overview
Most conflict during World War I was centered around trench
warfare. Trenches — complex networks of long, deep ditches —
were designed as protective defenses, but led to a drawn-out war
with terribly high casualties.
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New deadly weapons made it nearly impossible for either side to
gain ground or have a decisive victory. Unable to advance, troops
began digging trenches for protection from machine-gun fire and
artillery shells. The result was a maze of trenches on both sides.
Soldiers would charge across the area of land between the
; trenches, known as "No Man's Land." As they charged the
enemy trench, they faced massive firepower from machine guns,
rifles, and artillery. They suffered appalling casualties to gain
A soldier seeking cover in a trench extremely minor areas of land, if any at all. *t
Those fortunate enough to survive enemy fire faced horrendous conditions in the trenches. The trenches were filled
with muddy water, human waste, rats, wounded soldiers and the mangled bodies of the dead. Lice fed on the living
soldiers, and rats fed on the dead and the dying. Disease and infections were rampant. Huge numbers of soldiers
died from disease rather than battlefield injuries.

Arthur Savage recalls his memories of life in the trenches during World War I:

"My memories are of sheer terror and the horror of seeing men sobbing because they had trench foot that had turned
gangrenous. They knew they were going to lose a leg. Memories of lice in your clothing driving you crazy. Filth and
lack ofprivacy. Of huge rats that showed no fear of you as they stole your food rations. And cold deep wet mud
everywhere. And of course, corpses. I'd never seen a dead body before I went to war. But in the trenches the dead are St
lying all around you. You could be talking to the fellow next to you when suddenly he'd be hit by a sniper and fall dead
beside you. And there he'd stay for days."

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Soldiers pose from the cover of a trench

7 Source: Simkin, John. "Attacks and Offensives." Spartacus Educational, Spartacus Educational, spartacus-
educationa Lcom/FWWoffensive.htm.
Little History Monster 2018
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 2. Trench Design
Most World War I trench systems consisted of

r a front-line trench, followed by support and

reserve trenches. The three trenches ran
parallel to each other and were connected by
communication trenches. Communication
sandbags

trenches were used to transport men,

equipment and supplies between the front- ammunition s. \
line, support and reserve trenches.
;•.
Trenches varied in size, but were typically —S
seven feet deep and six feet wide. The front - •▪- 4=1
side of the trench was called the parapet. rinistep

7 Sandbags were stacked at the top of the

parapet to provide protection from bullets and
shell fragments. Side view diagram of a trench
Trench lines were built in zig-zag like angles to prevent the enemy from shooting straight down the line if they entered
duckboarus
sump
lugOut

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your trench. Fire-steps were dug into the front side of the trench, providing a perch for soldiers to shoot from. Duck-
boards were placed at the bottom of trenches in an attempt to protect soldiers from the muddy water that often
caused trench foot. Also, soldiers made dugouts to provide some protection from the weather and enemy fire.
Machine-gun posts and barbed wire protected the front-line trenches.

Lieutenant Bernard Pitt describes trench life in a letter to his parents, December 25, 1915:

7 "What is life like in the trenches? Well, muddy, and cramped, and filthy. Everything gets covered with mud; you can't
wash, for water has to be fetchedfor a mile. There is no room, and if you walk upright in many of the trenches, you run
grave risks; and you sleep, huddled together, unable to stretch. All day long shells and rifle bullets go banging and
whistling, and from dark to midnight the Huns [Germans]fire rifle-grenades and machine-guns at us."
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oncrete block housing for Long-range artillery
machine guns to fire at advancing
enemy troops S41
Reserve Trench
Barbed wire;
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was feet deep
Support Trench f 711106--
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and impossible
for troops to
Front line trench
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move men and supplies to
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iNio man's Land the stretch Frontline dugouts: provide
dugouts could be so far
of land betweon the protection but not against a
below ground and too well
trenches of she opposing direct hit from an artillery
constructed to be destroyed
side). The area has already ‘hell
by an artillery shell
be churned up by shell fore.
In wet weather it becomes a
mass of mud. even more
• cripossible to pass. PROM FMS FACING ATTACKING TROOPS
Diagram of a trench system 1
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Source: Simkin, John. "Trench Systems." Spartacus Educational, Spartacus Educational, spartacus- Little History Monster 2018
educational.com/FWWtrenchsystems.htm.
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 3. No Man's Land

r The area of land between two opposing trenches was

referred to as "No Man's Land." The average distance of No
Man's Land was 250 yards, but could be as small as 50 yards,
or as large as 500 yards.
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In order to attack the enemy, soldiers had to charge across -• r •
a; the open area, leading to substantial death and destruction.
10 No Man's Land was heavily defended on both sides by
• , -or 4a.
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machine guns, riflemen, artillery and barbed wire, making • •• '1111114V • NII!O
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any advance extremely difficult. Craters from artillery •. •
-
riddled the land. Corpses and wounded soldiers were left

1 . scattered across the fields because enemy fire made it nearly

impossible to recover the bodies.

Ernst Toiler describes an experience of the war:

4. ,

No Man's Land before an attack

rs; "One night we heard a cry, the cry of one in excruciating pain; then all was quiet again. Someone in his death agony,
we thought. But an hour later the cry came again. It never ceased the whole night. Nor the following night. Naked and
inarticulate the cry persisted. We could not tell whether it came from the throat of German or Frenchman. It existed in
its own right, an agonized indictment of heaven and earth. We thrust our fingers into our ears to stop its moan; but it
was no good; the cry cut like a drill into our heads, dragging minutes into hours, hours into years. We withered and
grew old between those cries.

Later we learned that it was one of our own men hanging on the wire. Nobody could do anythingfor him; two men
had already tried to save him, only to be shot themselves. We prayed desperately for his death. He took so long about
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it, and if he went on much longer we should go mad. But on the third day his cries were stopped by death."

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A soldier searches No Man's Land following a battle

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Source: Ernst Toiler. / Was A German. 1933. Little History Monster 2018
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 4. Trench Foot

One of the atrocities associated with trench warfare was the threat of trench foot.
niistENCH FOOT tfli Trench foot was a result of prolonged exposure of the feet to wet, cold, unsanitary
conditions. During WWI soldier were forced to stand for hours in waterlogged
trenches, unable to remove wet socks and boots. This led to an infection of the
feet, occasionally causing gangrene, which may require amputation. During the
winter of 1914-1915, over 20,000 British soldiers were treated for trench foot.

One of the first signs of trench foot is numbness in the feet. As the condition
worsened, the feet began to swell. Then, the feet would turn red or blue because
of poor blood supply. Advanced trench foot often involved open sores. If left
untreated, part, or all of the foot would have to be amputated.

Trench foot could be prevented by keeping feet clean, warm and dry. Many armies
began ordering their men to change socks several times a day. Also, soldiers began
covering their feet with whale-oil, which helped to eliminate foot dampness.
v.1 •
. _ s..
Propaganda Poster encouraging Sergeant Harry Roberts recounts the agony of trench foot:
the prevention of trench foot
"If you have never had trench feet described to you. I will tell you. Your feet swell to
two or three times their normal size and go completely dead. You could stick a
bayonet into them and not feel a thing. If you are fortunate enough not to lose your
feet and the swelling begins to go down. It is then that the intolerable,
indescribable agony begins. I have heard men cry and even scream with the pain
and many had to have their feet and legs amputated."
Medical photographs of
trench foot

British soldiers standing in a flooded trench

Source: Simkin, John. "Trench Foot." Spartacus Educational, Spartacus Educational, spartacus-educational.com/FWWfoot.htm.
Little History Monster 2018
AMP 4111011110 JAW Melo 4111100 AO* Mar
 5. Trench Rats and Lice

1 In addition to surviving threats from the enemy, soldiers in

the trenches had to overcome numerous hardships. An issue
that made living conditions rather uncomfortable was the
infestation of millions of pests. Two of the most annoying
were rats and lice.

; Lice are tiny insects that infected the clothes and bodies of
v. soldiers. Lice bites were extremely itchy and made life
miserable. Also, lice could spread disease, such as "trench
fever." Lice were nearly impossible to get rid of because the
men did not have the ability to wash properly in the trenches.

r
Men attempted to kill lice by crushing them between their
fingernails, or by burning them out, but these methods did
not kill the eggs, which would hatch hours later. Soldiers attempt to rid their clothes of lice while
someone keeps watch for the enemy
Rats were another pest that thrived in the crowded, unsanitary conditions of the trenches. A lack of proper garbage
disposal attracted the rats, which fed on rotting food waste. The rats added to the filth of the trenches and spread
diseases among the men. The rats could grow to be enormous and were constant nuisances. Soldiers reported rats
stole food from them while they ate and scurried over them while they slept. Soldiers tried in desperation to get rid
of the rats, but regardless of how many they killed, the rats were too numerous.
Z
Stuart Dolden describes life among the rats in the trenches:

"The outstanding feature of the trenches was the extraordinary number ofrats. The area was infested with them. It
was impossible to keep them out of the dugouts. They grew fat on the food that they pilferedfrom us, and anything
they could pick up in or around the trenches; they were bloated and loathsome to look at. Some were nearly as big as
cats. We were filled with an instinctive hatred of them, because however one tried to put the thought of one's mind,
one could not help feeling that they fed on the dead."

1-
z As shown, soldiers trained dogs to hunt rats in the trenches

Source: "Animals during the War." BBC, 10 Jan. 2014, www.bbc.co.uk/schools/0/ww1/25403863.

Little History Monster 2018
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 6. Shell Shock

t World War I created immensely stressful conditions for soldiers.

Terrifying weapon advancements, combined with horrific
conditions in the trenches, created overwhelming burdens on
the men fighting. That burden proved too great for some,
causing mental breakdowns which were referred to as "shell
shock."

Shell shock was caused by the heavy explosions and constant

fighting associated with the war. Troops suffering from shell
shock often agonized from headaches, dizziness, amnesia and

St
tremors. They struggled to sleep, and occasionally, their ability
to walk and talk were affected. Some men appeared helpless
and nonresponsive, while others were consumed with vicious
panic and terror. Soldier suffering from shell shock.

Treatment for shell shock varied greatly. The most common form of treatment was to remove the victim from the
front-lines to provide relief from the trauma of war. Since the condition was largely misunderstood, some victims
were viewed as cowards and faced trial for desertion. Trauma induced by the intensity of warfare is still an issue for
modern soldiers. Today, shell shock would most likely be diagnosed as a type of posttraumatic stress disorder (PTSD).

Corporal Henry Gregory recalls witnessing shell shock for the first time:

."I was in this Field Hospital that! saw the first case of shell-shock. The enemy openedfire about dinnertime, as usual,

1 with his big guns. As soon as the first shell came over, the shell-shock case nearly went mad. He screamed and raved,
and it took eight men to hold him down on the stretcher. With every shell he would go into a fit of screaming andfight
to get away. It is heartbreaking to watch a shell-shock case. The terror is indescribable. The flesh on theirfaces shakes
in fear, and their teeth continually chatter. Shell-shock was brought about in many ways; loss of sleep, continually
being under heavy shellfire, the torment of the lice, irregular meals, nerves always on end, and the thought always in
the man's mind that the next minute was going to be his last."

Shell shock victims receiving treatment

Source: "Shell Shock." BBC, 10 Mar. 2014, http://www.bbc.co.uk/history/worldwars/wwone/shellshock_01.shtml.

Little History Monster 2018

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 WWI - Trench Warfare Stations Activity

/. - TRENCH WARFARE PRIMARY SOURCE

STATIONS ACTIVITY
; The intent of this lesson is to expose students to a variety of topics in a short amount of time using fun and
engaging methods. Each station of this NO PREP activity contains enthralling primary source accounts of trench
;
warfare. After completing this lesson, students will understand how and why trench warfare was fought, and the
horrific conditions soldiers faced while fighting in the trenches. Students will examine each of the following topics:
10 1. Trench Warfare — An Overview, 2. Trench Design, 3. No Man's Land, 4. Trench Foot, 5. Trench Rats and Lice, 6.
Shell Shock. Each station contains a brief description, along with intriguing primary source accounts and historic
I

photo sets. The lesson is easily adaptable to fit your teaching style. The following methods have proven to be the
most successful in my classroom:

1. Go Virtual! Included directions for teachers make Implementing the digital activity a breeze.
- Students individually examine all station passages and complete the corresponding Google Docs
worksheet (with pre-inserted text answer boxes to increase ease of use) and submit
through Google Classroom. You can also assign the worksheet to a group of students and
allow them to work together virtually to complete the assignment.

2. Hang the information sheets around the class and have students rotate to each sheet.
/. - This is my favorite because it gets students up and moving. You can assign the worksheet
that accompanies this activity, or simply have them summarize each topic as they rotate.

3. Split the students Into groups and assign one sheet per group. Have the students read the
information sheet and prepare to present the information to the rest of class.
- I assign a number to each group member (number the first group, then start back at 1for
the next group, so that you have multiple l's, 2's, etc. throughout the class) and after
students have had adequate time to prepare I tell them all the 2's are presenting. This
method motivates students because they don't know which group member is presenting
until it is time to present.

/.
4. Form groups of 6 and have the students pass around the Information sheets.
- I've found the best approach for this method is to give students a set amount of time and
then have all students pass their sheets to the right when told.

The versatility of this activity allows for several culminating assessments. Typically, once students have completed
one of the methods above, I have them write a defense of whether they believe trench warfare was an effective
strategy of war. Then, we have a class debate in which students must defend their opinion. Another option is to
1. have students write a journal entry from the point of view of a soldier during World War I. I encourage them to
include as much information from the stations as possible.
1

I hope you and your students enjoy this activity. Please let me know If you have questions or concerns!

Little History Monster 2018

AMP 41111W 411.11P 41100 41100.
 Trench Warfare Stations Activity Worksheet
Name:

1. Trench Warfare - An Overview 2. Trench Design 3. No Man's Land

A. What was trench warfare and why did it occur? A. What were communication trenches? A. What was No Man's Land?

B. Why were most dead and wounded soldiers left in No Man's

B. How did armies attack the enemy during trench warfare? B. What was the purpose of Duckboards?
Land?

C. What does Ernst Toiler describe experiencing during the war?

C. Describe several hardships soldiers faced while in the trenches.
C. What protected the front-line trenches?

4. Trench root 5. Trench Rats and Lice 6. Shell Shock

A. What was trench foot? A. Why was it difficult to get rid of lice in the trenches? A. What was shell shock?

B. What were the symptoms of trench foot? B. What were the symptoms of shell shock?
B. What attracted rats to the trenches?

C. How could trench foot be prevented? C. Besides killing rats themselves, what other method did soldiers C. How was shell shock treated?
use to rid the trenches of rats?
-
Little History Monster 2018
 - Trench Warfare Stations Activity Worksheet
Name: ANSWER KEY

1. Trench Warfare - An Overview 2. Trench Design 3. No Man's Land

A. What was trench warfare and why did it occur? A. What were communication trenches? A. What was No Man's Land?
Trench warfare was a strategy of fighting from series of complex Communication trenches connected the front-line trench, No Man's Land was the area of land between two opposing trenches.
networks of long, deep ditches. Trench warfare occurred because support trench, and reserve trench. Communication trenches
weapon advancements made it nearly impossible for either side allowed for the transport of men, equipment and supplies
to advance. Unable to move, troops began digging trenches for between trenches.
protection.
B. Why were most dead and wounded soldiers left in No Man's
B. How did armies attack the enemy during trench warfare? B. What was the purpose of Duckboards? Land?
Armies charged the enemy trench by crossing No Man's Land in Duckboards were designed in an attempt to protect soldiers from Corpses and wounded soldiers were left in No Man's Land
the face of massive firepower from machine guns, rifles, and the muddy water that often caused trench foot. because enemy fire made it nearly impossible to recover the
artillery. bodies.

C. Describe several hardships soldiers faced while in the trenches.

Trenches were filled with muddy water, human waster, rats C. What protected the front-line trenches? C. What does Ernst Toiler describe experiencing during the war?
wounded soldiers and the mangled bodies of the deal. Lice and Machine-gun posts and barbed wire protected the front-line Ernest describes a soldier crying out in agony from No Man's
disease were rampant in the trenches. trenches. Land. Annoyed by the constant screams, two soldiers try to save
the man, but are shot by the enemy. The man eventually dies
after three days of agonizing cries for help.

4. Trench Foot S. Trench Rats and Lice 6. Shell Shock

A. What was trench foot? A. Why was it difficult to get rid of lice in the trenches? A. What was shell shock?
Trench foot was an infection of the feet caused by prolonged Lice were nearly impossible to get rid of because the conditions Shell shock was a condition in which men suffered mental
exposure to wet, cold, unsanitary conditions. of the trenches were filthy and the men did not have the ability to breakdowns from the trauma of warfare.
wash properly.

B. What were the symptoms of shell shock?

B. What were the symptoms of trench foot? B. What attracted rats to the trenches? Troops suffered headaches, dizziness, amnesia and tremors.
The feet would become numb and begin to swell. The feet The rats were attracted to the abundance of garbage that Their ability to walk and talk could be affected, and occasionally,
usually turned red or blue and open sores would form. collected in the trenches. they experienced fits of rage and terror.

C. Besides killing rats themselves, what other method did soldiers C. How was shell shock treated?
use to rid the trenches of rats? The most common treatment was to remove the victim from the
C. How could trench foot be prevented? Soldiers trained dogs to hunt and kill the rats front-lines to provide relief from the trauma of war.
Trench foot could be prevented by keeping the feet clean, warm
and dry.

Little History Monster 2018

 World War I Domino Effect
What is the Domino Effect?
In the context of the First World War, the Domino Effect
refers to the idea that a trigger, the assassination of
Archduke Ferdinand of Austria, led to a series of events that
ended with all of the major European powers at war.

Assassination of Archduke Ferdinand

Archduke Franz Ferdinand's assassination on Tune 28th, 194 was
the triggering event of World War I. Ferdinand, heir to the throne of
Austria-Hungary, was visiting Bosnia with his wife when he was killed by the Black
Hand Gang, a terrorist group. lq year old Gavrilo Princip was responsible for
shooting and killing Ferdinand and his wife. The government of Austria-Hungary
wanted military revenge for his death. They worried Russia may become involved
to protect Serbia, but were willing to take that risk. They felt they had the
support of Germany behind them. On July 28th, 1q14, one month after Ferdinand's
assassination, Austria-Hungry declared war on Serbia.
Russia
The Russian Empire was unwilling to let Austria-Hungary eliminate their influence
on the Balkan region. They ordered a partial mobilization of troops on July 2q,
1q14, in support of Serbia. In reaction, Germany mobilized their troops the next
day, July 30. Germany gave Russia an ultimatum- to demobilize within 12. hours of
face war. Russia offered to negotiate the terms, but Germany refused and
declared war on Russia on August 1, 1q14. Italy and Belgium announce their
neutrality.

Luxembourg. France, and Belgium

The German government demanded France to remain neutral.
Germany attacked Luxembourg on August 2 and declared war
on France August 3. Belgium refused to allow the German
troops to cross its borders into France, so Germany declared
war on Belgium too. Great Britain gives order for their troops
to mobilize.

Britain
On August 4, 1q14, Britain declared war on Germany after an
"unsatisfactory reply" to the ultimatum that Belgium should
be kept neutral. The United States declares neutrality. Great
Britain gives Austria-Hungary the ultimatum to stand down
from hostilities, but they do not. A state of war is declared
at 11pm.
r World War I Domino Effect 1
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