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WW1 Trench Assignment: A Clear and Personal Letter from the Front Lines

Discover the raw and unfiltered emotions of soldiers in World War I with this easy-to-read letter from the trenches assignment. Gain a unique insight into the daily struggles and triumphs of those on the front lines, as they express their hopes, fears, and experiences in their own words. This powerful assignment offers a glimpse into the humanity and resilience of those who lived through one of the most tumultuous periods in history. Dive into this compelling piece of history and let the voices of the past speak to you directly.

What are some examples of letters from the trenches in World War 1?

During World War 1, soldiers wrote letters to their loved ones from the trenches, describing the harsh conditions they faced. One soldier wrote, "Dear Mother, the trenches are filthy, brutal, cold and uncomfortable. Well, at least I'm alive, although the trenches are boring me to death. Everybody is so lifeless and gloomy." This heartfelt letter captures the grim reality of life in the trenches, where soldiers endured unimaginable hardships.

Another soldier wrote, "My dearest wife, the trenches are a living hell. The constant fear of enemy attacks, the stench of death, and the never-ending mud are taking a toll on my spirit. I miss you and our children more than words can express. I pray for the day when this war will be over, and I can hold you in my arms again." This emotional letter reflects the deep longing and despair experienced by soldiers as they fought in the trenches.

In yet another letter, a soldier wrote, "Dear Father, the trenches are a place of unrelenting misery. The cold seeps into my bones, and the constant shelling leaves me on edge. But I find solace in the camaraderie of my fellow soldiers, who keep me going through the darkest of times. I hope and pray for a swift end to this war, so I can return home to you and Mother." These letters from the trenches provide a poignant glimpse into the experiences of soldiers during World War 1, showcasing their resilience and unwavering hope amidst unimaginable suffering.

What was read by soldiers in the trenches?

Soldiers in the trenches were not just reading sensational fiction, but also delving into poetry, handicrafts, and even railway timetables, as noted by Theodore Wesley Koch in his 1917 book. The demand for Hundred Best Poems anthologies and books on various subjects suggests that soldiers sought a diverse range of reading material to occupy their time and minds during wartime.

What was written in letters by soldiers during WW1?

During World War 1, soldiers wrote letters detailing their experiences in the trenches, discussing injuries sustained in battle, and recounting their active service in various regions such as the Dardanelles and India. These letters provided a personal and raw insight into the realities of war, giving loved ones a glimpse into the day-to-day struggles faced by soldiers on the front lines. Additionally, some soldiers wrote about the advancements in technology, the movement of troops, and the harsh conditions at the railheads in France, providing a comprehensive view of the war effort.

Soldiers also used their letters to convey the challenges they faced during training before being deployed overseas. The letters served as a means to share the physical and mental preparation required for combat, giving recipients a better understanding of the rigorous process soldiers underwent before entering the battlefield. Furthermore, the correspondence touched on the logistical aspects of war, such as the movement of troops and the conditions at railheads in France, shedding light on the infrastructure and support systems essential for military operations during WW1.

In their letters, soldiers painted a vivid picture of their wartime experiences, giving insight into the harsh realities of combat and the emotional toll it took on them. These letters provided a personal connection to the war, giving readers a deeper understanding of the sacrifices made by soldiers and the challenges they faced on a daily basis. From the trenches to the training grounds, the letters conveyed the multifaceted nature of war and the diverse experiences of those who served during WW1.

A Soldier's Perspective: Life in the Trenches

Life in the trenches was grueling, yet it forged an unbreakable bond among soldiers. The constant threat of enemy attacks, the harsh living conditions, and the ever-present fear took a toll on one's physical and mental well-being. Despite the adversities, camaraderie and loyalty flourished in the trenches, as soldiers relied on each other for survival. The daily struggle for survival and the shared experiences created a profound sense of brotherhood that transcended the horrors of war.

From the soldier's perspective, life in the trenches was a relentless battle against the elements and the enemy. The never-ending cycle of trench warfare brought about a sense of hopelessness and despair, yet it also instilled a deep sense of resilience and determination. Soldiers endured long hours of monotony, interspersed with moments of intense combat. The relentless bombardment and the constant threat of gas attacks created a constant state of alertness and vigilance. Despite the hardships, the soldiers found solace in the bonds they formed with their comrades, as they stood together in the face of unimaginable danger.

The Harsh Realities of War: A Firsthand Account

As a soldier on the front lines, I witnessed the brutal and unforgiving nature of war firsthand. The deafening sounds of gunfire, the sight of comrades falling, and the constant fear of death were the harsh realities that defined my experience. The emotional and physical toll of war is something that cannot be fully comprehended unless experienced firsthand, and it is a reality that stays with me long after the battle has ended.

Surviving the Front Lines: A Letter Home from WW1

Dear family,

I write to you from the front lines of the Great War, a place of unimaginable horror and suffering. The constant bombardment, the stench of death, and the ever-present fear are a heavy burden to bear. Yet, amidst the chaos and destruction, I find solace in the camaraderie of my fellow soldiers and the hope for a better future.

Every day is a struggle for survival, as we face the relentless onslaught of enemy forces. The trenches provide little respite, and the harsh conditions take a toll on both body and mind. But I am determined to endure, to fight for our freedom and for a world where such atrocities will never be repeated. I cling to the memories of home and the love of my family, knowing that they are my anchor in this sea of turmoil.

Although I am thousands of miles away, your love and support sustain me in the darkest of times. I long for the day when I can return to you, to embrace you once more and to share the stories of our triumphs and hardships. Until then, know that I am fighting with every ounce of strength within me, and that your unwavering faith in me gives me the courage to carry on. Together, we will survive this war, and build a better future for generations to come.

With all my love,

[Your Name]

In conclusion, the letters from the trenches of WWI offer a poignant and personal insight into the harsh realities of war. The soldiers' accounts are not only a valuable historical resource, but also a reminder of the human cost of conflict. Through their vivid descriptions and heartfelt sentiments, these letters convey the courage, resilience, and sacrifice of those who endured the unimaginable hardships of the battlefield. It is important to continue to preserve and share these invaluable firsthand accounts to ensure that the experiences of those who fought in the trenches are never forgotten.

Relacionados

Home Lessons IBDP History IB History Paper 2 Topics Causes and Effects of 20th Century Wars First World War (1919-1918) World War One Letter From the Trenches

World War One Letter From the Trenches

World War One Letter From the Trenches

This modern history lesson idea ‘World War One Letter From the Trenches’ is a great opportunity for students to immerse themselves in the lives of soldiers during World War One. Writing letters home from the trenches was an integral part of communication for those fighting on the front lines, often providing solace amidst hardship. Through this activity, students will gain insight into life in the trenches and develop an understanding of what it was like to endure such a challenging and emotional experience.

Students can hone their skills of using correct historical terminology to accurately depict events and feelings they are likely to encounter when writing a letter home from the frontline. This can be a meaningful exercise that promotes empathy while generating a sense of appreciation for all that brave men and women endured during this tumultuous time.

They will also gain an even greater understanding of why writing letters home provided much needed solace for soldiers who had been through so much and had to leave behind loved ones – even if the letters never arrived due to censorship measures. By reflecting on some of these wartime stories, feelings of sympathy and admiration can be cultivated within your classroom as your students discover our shared human history.

The Cunning History Teacher lesson plan offers guidance on how to effectively approach this topic with your class, developing their understanding by prompting them think more deeply about life in the trenches. It encourages creative thinking while teaching appropriate language when talking about war, enabling them to have powerful conversations around difficult topics which could later help shape their wider views on current conflicts still being fought today.

Ultimately, this activity is an invaluable addition to any modern history curriculum as it allows students explore topics with sensitivity while focusing on one of history’s most iconic wars: World War One!

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The National Archives

Trenches: ‘dodging damned great bombs’

One of a collection of letters written by staff of the Great Western Railway, Paddington, who went to war (RAIL 253/516)

This is one of many letters sent by staff of the Great Western Railway Audit office at Paddington who had enlisted to fight in the First World War. This letter was typed out so that it could be circulated in the office where Effie (F.E. Lewis) worked. (RAIL 253/516)

William Albert Hastings, 11 July 1915, France.  Born: 17 March 1888, Regiment: 4 th Seaforth Highlanders, Regiment number: 2092, Rank: Sergeant, Died: 1937

Dear Effie,

Very pleased to receive your letter, like yourself I find my correspondence voluminous for me at times, especially since I have taken on the duties of Platoon Sergeant which takes up more time than one realises at first. We are still in the trenches and have been in action twenty four days consecutively and I don’t know long we shall keep it up. Had a dirty time yesterday morning dodging damned great bombs the blighters were presenting to us without exaggeration they were eighteen inches to a two feet long and made a hole about ten feet deep and fifteen feet diameter at least we did not wait to see them burst. They can be seen descending through the air and then a scoot is made to get as far as possible round the corner, the iron and dirt seem to be falling for a minute afterwards, they are disturbing. Dicky Gilson has not been with us the last twenty four days, he broke his glasses and would not buy new ones (went to the doctor and all that and worked the oracle and was left behind with the Transport, don’t know whether he worked the ticket properly and got a safer job farther back, should not blame him if he has, his nerves have been in a shocking state, he’d brood a lot as you know that is absolutely fatal when you have a dirty job on like this. I have not seen either Frost or Kemball out here, do not seem to meet anybody fresh as we are always in the same district and relieve the same crowds generally.

Our pals the French in my opinion scrap jolly well except in the isolated instances which are given undue prominence by our chaps by prejudice probably. The casualties have certainly been enormous but a lot of them are a week old and one cannot form any opinion of what is going on by the lists, and I should not be allowed to say what I thought of our doings lately. Cronin is still with the 5 th Bedfordshires and not out yet, I think not likely to be in all probability. Only wish we could repeat our swimming performance off Penarth ‘specially the Wednesday evening ones. Have heard rumours of leave being given shortly but do not rely much on it, have been offered a Commission in this Battalion and I may take it up if my papers go through satisfactorily.

Kindest regards and wishes to Mrs Lewis,

Your old Pal,

Documents on the same theme

Extract from the diary of Guy Liddell, Deputy Director General of the Security Service, September 1946 to March 1947 (KV 4/468)

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Letters from the trenches in WW1

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September, 1914.

It has been over one month since I have been fighting in this war and it is appalling. I have seen men with no arms or legs. Breathless bodies are all over the place. I miss my family so much. I hope Momma, Poppa, and Little Sarah are okay. Oh yeah, and my girlfriend Louise. She says that she is working in a factory now. I miss her so much.

It is very chilly outside. My limbs are weak and it is painful to walk. The living conditions here are very poor. There are enormous rats the size of cats that fed upon the corpses. Besides the constant loud firearms and bombs, the rain is the worst thing. It collects in our trenches and we must remove it using buckets and pots. Also, the mud! It is so deep and ruins everything.

Join now!

The sounds of exploding bombs and the screams of agony do not give me any hope. I just keep thinking “am I next”? You can feel death in the air.

Every single hour, someone I know is dead. This is truly not the experience I thought it would be.

-Jeremiah Watts

Christmas Day, 1914

This is a preview of the whole essay

It was Christmas yesterday! The events that took place yesterday seemed so unreal. It was unbelievable! When I awoke there were no rifles firing from the Germans and it was very quiet. I kept waiting for the Germans to secretly attack but there was nothing. I was hoping for the best because it was Christmas and I wanted to enjoy the holiday, however, I was expecting the worst. During the afternoon our captain announced that the Germans agreed not to attack for the rest of the day. I was so surprised but I was even more surprised when I saw some of the Germans holding hands with our soldiers and singing Christmas carols around a bonfire. It was shocking to think that we had just been trying to kill each other a few hours before.

-  Jeremiah Watts

Just when I thought this war couldn’t get any worse, it got worse! This last week was one of the worst experiences in my life. My best friend William was injured in a battle a few days ago. It all started when the Germans released a green poisonous gas. Not one but twice! It was dreadful! I saw some of my fellow soldiers lying on the ground breathless and there was nothing I could do about it. I saw hundreds of soldiers lying in a ditch, gasping for air. This green gas turned their buttons green and their bodies were “boursouflé”. I was very scared but I knew I had to be strong for my fellow soldiers, my country, my family and myself. We tried our best. We really did. Despite our efforts thousands of our soldiers died.  

Letters from the trenches in WW1

Document Details

  • Author Type Student
  • Word Count 478
  • Page Count 3
  • Subject History
  • Type of work Homework assignment

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World War One Trenches

Students will use Erich Maria Remarque’s All Quiet on the Western Front, Henri Barbusse’s Under Fire, and letters written home by American soldiers to compare the experiences of different participants in World War I.  Remarque describes life in the trenches from a German perspective, the losing side; Barbusse’s book approaches the same time and place from the French viewpoint, the winning side.  The letters, as primary source material, will provide an experience from the outlook of the American soldiers, coming fresh to the fighting, not as weary and worn as their European counterparts.  This lesson plan can be done as a group or individual project, and certainly can serve as a cross-curricular activity with the Language Arts department.  It makes use of primary sources, literary sources, and provides the students with the opportunity to analyze and synthesize information.

Students can often use literature contemporary to an era to determine facts about a specific time or event.  World War I lends itself readily to this exercise since a great deal of classic literature came out of the war. 

Through this activity, students will learn to analyze primary source materials such as letters and diary entries, and literature contemporary to the period.  It exercises reading, analyzing, and writing skills, and allows the students to visualize the war experiences of the soldiers of World War I.

  • Read and analyze literature contemporary to World War I.
  • Find specific examples in their readings to support a comparison/contrast chart of the three perspectives
  • Write a 3-5 paragraph essay explaining what they discovered through their analysis and what they think constituted or created the differences in viewpoints.

SHOW ME STANDARDS

2. Continuity and change in the history of Missouri, the United States and the world

6. Relationships of the individual and groups to institutions and cultural traditions

7. The use of tools of social science inquiry (such as surveys, statistics, maps, documents)

KANSAS STANDARDS (High School-US History)

Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of the modern United States (1890-1930).

6. (A) analyzes the reasons for and impact of the United States’ entrance into World War I.

7. (A) analyzes how the home front was influenced by United States involvement in World War I (e.g., Food Administration, Espionage Act, Red Scare, influenza, Creel Committee).

Benchmark 5: The student engages in historical thinking skills.

1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.

2. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.

3. (A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).

  • Books and films selected by the teacher in reference to World War I. 
  • Henri Barbusse, Under Fire
  • Erich Maria Remarque, All Quiet on the Western Front
  • Letters from website:  American Letters and Diary Entries

http://www.theworldwar.org/s/110/display.aspx?sid=110&gid=1&pgid=892&sparam=letters&scontid=0  

During the unit on World War I, the teacher will provide the Remarque and Barbusse books to the students to read as homework.  Both books are relatively short, and should be easy for the students to read.  It would be advisable to divide the class in half, with each group reading one of the two books.  As an alternative, the teacher may provide certain chapters for students to read, for example, in Remarque, Chapters 4, 5, 6, and 10 are very useful.  Give the students about a week to read their book.  The night before this exercise takes place, provide the students with copies of the letters from the Liberty Memorial Website to read.  Have students bring all materials to class on the day of the lesson.

The teacher will place the students into small groups, making sure that each group has representatives who have read both books.  Each student will fill in their own chart (see attached) comparing each documents descriptions of life in the trenches and hospitals of World War I.  At the end of class, have each group share their findings with the class, allowing students to make additional notes on their charts

For homework, have each student, individually,  write a three to five paragraph essay detailing their findings and providing their own explanation as to the reason for differences in perspective between the three sources.

SCORING RUBRIC FOR Life in the Trenches

A 5 paper presents a well-developed story and demonstrates good control of the elements of effective writing.  A typical paper in this category

  • clearly identifies important features of the analysis and develops them in a generally thoughtful way.
  • develops ideas clearly, organizes them logically, and connects them with appropriate transitions
  • sensibly supports the main points of the analysis
  • demonstrates control of the language, demonstrating ability to use the conventions of standard written English but may have occasional flaws.

A 4 paper presents a competent analysis and demonstrates adequate control of the elements of writing. A typical paper in this category

  • identifies and analyzes important features of the analysis
  • develops and organizes ideas satisfactorily but may not connect them with transitions
  • supports the main points of the analysis
  • demonstrates sufficient control of language to convey ideas with reasonable clarity generally follows the conventions of standard written English but may have some flaws. 

A 3 paper demonstrates some competence in analytical writing skills and in its control of the elements of writing but is plainly flawed. A typical paper in this category exhibits one or more of the following characteristics:

  • does not identify or analyze most if the important features of the discussion, although some analysis is present
  • devotes most of its time to analyzing irrelevant issues
  • is limited in the logical development and organization of ideas
  • offers support of little relevance and value for points of the analysis
  • does not convey meaning clearly, or contains occasional major errors or frequent minor errors in grammar, usage, and mechanics

A 2 paper demonstrates serious weaknesses in analytical writing skills. A typical paper in this category exhibits one or more of the following characteristics:

  • does not present a critique based on logical analysis, but may instead present the writer’s own views on the subject
  • does not develop ideas or is disorganized
  • provides little, if any, relevant or reasonable support
  • has serious and frequent problems in the use of language and in sentence structure, containing numerous errors in grammar, usage, and mechanics that interfere with meaning.

A 1 paper demonstrates fundamental deficiencies in analytical writing skills. A typical paper in this category exhibits more than one of the following characteristics:

  • provides little evidence of the ability to understand and analyze
  • provides little evidence of the ability to develop an organized response
  • has severe and persistent errors in language and sentence structure, containing a pervasive pattern or errors in grammar, usage, and mechanics that results in incoherence

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  • Military History

Trench Warfare

Black and white photograph of a narrow trench. One side is lined with wooden structures. Several men in military combat gear peek out from under the eaves of the structures or stand next to them.

World War I was a war of trenches.

After the early war of movement in the late summer of 1914, artillery and machine guns forced the armies on the Western Front to dig trenches to protect themselves. Fighting ground to a stalemate. Over the next four years, both sides would launch attacks against the enemy’s trench lines, attacks that resulted in horrific casualties.

Black and white photograph of the inside of a trench lined with sandbags and wooden stakes.

Inside a trench, all that is visible is just a few feet on either side, ending at the trench walls in front and back, with a patch of leaden sky visible above. Trenches in WWI were constructed with sandbags, wooden planks, woven sticks, tangled barbed wire or even just stinking mud.

Black and white photograph of two men in military combat gear and steel helmets walking toward the viewer in a trench. They are up to their ankles in water.

Despite the use of wooden plank ‘duckboards’ and sandbags to keep out the water, soldiers on the front lines lived mired in mud. “The mud in Belgium varies in consistency from water to about the thickness of dough ready for the oven,” one British infantry soldier wrote. The constant damp often led to a condition known as ‘trenchfoot,’ which if left untreated, could require amputation to stave off severe infection or even death.

Faded black and white photograph of the inside of a narrow trench. A handful of soldiers wearing steel helmets sit or stand inside.

Trenches became trash dumps of the detritus of war: broken ammunition boxes, empty cartridges, torn uniforms, shattered helmets, soiled bandages, shrapnel balls, bone fragments. Trenches were also places of despair, becoming long graves when they collapsed from the weight of the war.

Black and white photograph of a snowy trench stretching directly away from the viewer. It is lined with wooden supports and wooden roof scaffolding. Several soldiers holding shovels pose for the photograph in the trench.

‘No-man’s land,’ was an ancient term that gained terrible new meaning during WWI. The constant bombardment of modern artillery and rapid firing of machine guns created a nightmarish wasteland between the enemies’ lines, littered with tree stumps and snarls of barbed wire. In battle, soldiers had to charge out of the trenches and across no-man’s land into a hail of bullets and shrapnel and poison gas. They were easy targets and casualties were enormously high. By the end of 1914, after just five months of fighting, the number of dead and wounded exceeded four million men.

Black and white aerial photograph of a large flat area of fields and dirt criss-crossed with dark squiggly lines.

The trench systems on the Western Front were roughly 475 miles long, stretching from the English Channel to the Swiss Alps, although not in a continuous line. Though trenches offered some protection, they were still incredibly dangerous, as soldiers easily became trapped or killed because of direct hits from artillery fire.

Learn more about WWI trenches

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COMMENTS

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    Discover the raw and unfiltered emotions of soldiers in World War I with this easy-to-read letter from the trenches assignment. Gain a unique insight into the daily struggles and triumphs of those on the front lines, as they express their hopes, fears, and experiences in their own words. This powerful assignment offers a glimpse into the ...

  5. PDF Life in the Trenches

    Imagine that you are a soldier fighting in the trenches on the Western Front. Write a letter home describing the conditions in the trenches. Two page, or 500 word length minimum. The stench of the dead bodies now is awful as they have been exposed to the sun for several days, many have swollen and burst. The trench is full of other occupants ...

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    ASSIGNMENT: Imagine you are a young US soldier sent to fight on the Western Front during World War I. Describe your experiences in the trenches in a letter home. The requirements are as follows: § The letter should be historically accurate.

  7. DOCX Trench Letter Assignment

    the second paragraph, discuss how you, in your role, feel about the war. 6. In. the third paragraph, write about what you miss the most about home while you are at war. 7. In. the fourth paragraph, include requests you have of your family (i.e. to send snacks over). 8. Include a sign-off in your letter (Love, Warm Wishes, etc.) and your name. 9.

  8. PDF Letters from the First World War, 1915

    Letters from the First World War, 1915 Trenches 6 http://www.nationalarchives.gov.uk/education/ smashed the top glasses in two periscopes within half an hour one

  9. World War One Letter From the Trenches

    This modern history lesson idea 'World War One Letter From the Trenches' is a great opportunity for students to immerse themselves in the lives of soldiers during World War One. Writing letters home from the trenches was an integral part of communication for those fighting on the front lines, often providing solace amidst hardship.

  10. "Letters from the Trenches" Assignment: Letter

    "Letters from the Trenches" Assignment: Letter Canadian History since World War I (Academic) #YpresSalient #WorldWarI #MilitaryOperations #InBelgium #SecondBattleOfYpres #MilitaryHistoryByCountry #Trenches #TechnologyDuringWorldWarI #TrenchWarfare 5 Pages • Essays / Projects • Year: Pre-2021

  11. World War One Letter From the Trenches

    This assignment requires students to write a fictional letter home to their parents as if they are a soldier fighting in the trenches of World War One. Students are required to include specific words related to the experiences of trench warfare to demonstrate their understanding of what it was like...

  12. Trenches: 'being under fire'

    Trenches: 'being under fire'. View full image. This is one of many letters sent by staff of the Great Western Railway Audit office at Paddington who had enlisted to fight in the First World War. (RAIL 253/516) Richard James, 10 August 1915, France. Born: 8 January 1894, Regiment: Royal Field Artillery, Rank: Corporal, Died: 1969.

  13. Trenches: 'dodging damned great bombs'

    Trenches: 'dodging damned great bombs'. View full image. 00:00. 00:00. This is one of many letters sent by staff of the Great Western Railway Audit office at Paddington who had enlisted to fight in the First World War. This letter was typed out so that it could be circulated in the office where Effie (F.E. Lewis) worked.

  14. Letters from the trenches in WW1

    Letters from the trenches in WW1 - GCSE History - Marked by Teachers.com Home … Letters from the trenches in WW1 Letters from the trenches in WW1 by kcah123 (student) GCSE History September, 1914. It has been over one month since I have been fighting in this war and it is appalling. I have seen men with no arms or legs.

  15. World War 1 A Letter From The Trenches WW1

    Although Soldiers in the trenches were allowed to send letters home to their loved ones, the letters that they sent were heavily censored by the Ministry of Defence, details of where the soldier was stationed were deleted as were details of any movements that the soldier was involved with, letters home were often unreadable because of the ...

  16. World War One Trenches

    Students will use Erich Maria Remarque's All Quiet on the Western Front, Henri Barbusse's Under Fire, and letters written home by American soldiers to compare the experiences of different participants in World War I. Remarque describes life in the trenches from a German perspective, the losing side; Barbusse's book approaches the same time and place from the French viewpoint, the winning ...

  17. World War 1 Letter Teaching Resources

    These no-prep activities are included in both print and digital formats.This download includes two original reading passages:1. A non-fiction article about life in the trenches during World War 12. A historical fiction story about a British soldier living in the trenches during World War 1, focusing on the Christmas Truce of 191

  18. Trench Warfare

    World War I was a war of trenches. After the early war of movement in the late summer of 1914, artillery and machine guns forced the armies on the Western Front to dig trenches to protect themselves. Fighting ground to a stalemate. Over the next four years, both sides would launch attacks against the enemy's trench lines, attacks that ...

  19. Letters from the First World War, part one

    Letters from the trenches of WWI. Set cookie preferences. Omit to Main Content. Search our web; Research Discovery, our catalogue; ... Home > Education > Schulzimmer resources > Letters from this First World War, part of. Letters from aforementioned First World Wartime, part one . How did these men experience the conflict? (1915)

  20. John Christian Dela Cruz

    You can make up some of the facts for fun, but, each letter should include the following information : One major WWI battle (like Ypres) and real details of the battle One new type of real weapon or real technology used during WWI Life and experiences in the trenches that are similar to what really happened and what the soldiers really had to...

  21. World War I in Letter from the Trenches

    World War I in Letter from the Trenches Categories: Ww1 Download Essay, Pages 8 (1796 words) Views 3745 My dear Lucy, I understand that I am not supposed to be writing to you right now however I just couldn't help it; I require to reveal myself to you on everything that has actually been going on here in the trenches.

  22. WW1 letter assignment 1 .docx

    Process: 1. Choose an identity that you can closely relate to and put yourself into that person's perspective. 2. Conduct research into the experiences / issues of people from that group to inform your letter. 3. Apply your knowledge and understanding of events during WWI to make your letter realistic. 4.

  23. WORLD WAR I

    ChallengesSoldier (1) (1).docx. Canada College. HISTORY. L WORLD WAR - TRENCH LETTER ASSIGNMENT I You are a soldier, age 18, from Toronto, Canada. The yearis 1917. You have been fighting in the trenches for well over a year. Write one page letter home to one of the following: your parents girlfriend fiancé wife brother sister best friend In ...