Trench Warfare Realities

Year Level

Year 11

Duration

60 minutes

Class Size

25 students

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Learning Area

Humanities – Social Sciences Aligned with the New Zealand Curriculum Refresh focusing on senior social sciences, Year 11 level.

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Learning Objectives (WALT)

• WALT understand what trench warfare was and why it was a significant feature of World War One.
• WALT explore the realities faced by soldiers in trenches, including living conditions and daily challenges.
• WALT begin to recognise the psychological impacts of trench warfare including shell shock (now known as PTSD).
• WALT engage empathetically with historical experiences and reflect on the human cost of war.

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Curriculum References

Social Sciences Learning Area

• Achievement Objective: Understand how people’s perspectives on events that have shaped the world, including how those perspectives are developed and communicated (Curriculum Level 6, Year 11).
• Key Competencies:
• Thinking: critical and creative thinking about historical events.
• Relating to others: empathising with people’s experiences historically.
• Using language, symbols, and texts: interpreting historical sources and communicating ideas effectively.

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Success Criteria

By the end of this lesson, students can:

• Describe the structure and purpose of trenches in World War One.
• Identify and explain at least three harsh realities soldiers faced in trench warfare.
• Explain the concept of shell shock and its symptoms.
• Discuss how trench warfare affected soldiers psychologically, using evidence and historical empathy.

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Resources

• Visual slideshow of trench images and maps.
• Short video/audio excerpts or soldier’s diaries/letters describing trench conditions and shell shock symptoms.
• Handouts with key terms and a trench warfare diagram.
• Whiteboard/markers or digital board.
• Paper and pens for student reflection notes.

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Lesson Outline and Timing

1. Introduction (10 minutes)

• Briefly contextualise WWI and the emergence of trench warfare.
• Show images/map of trenches; explain layout and their tactical purpose.
• WALT and success criteria shared with the class.

2. Exploration of Trench Life (15 minutes)

• Show selected primary source extracts (diaries, letters) describing daily life in trenches.
• In pairs, students read and highlight key challenges (e.g., mud, rats, cramped space, risk from shellfire).
• Class discussion summarising the harsh realities of trench life.

3. Introduction to Psychological Trauma (15 minutes)

• Present a short, age-appropriate video/audio or read an excerpt about shell shock.
• Discuss what shell shock was, symptoms soldiers experienced, and why it was not well understood at the time.
• Link to modern understanding of PTSD and mental health supports.

4. Empathy and Reflection Activity (15 minutes)

• Individual reflective writing: "Imagine you are a soldier in the trenches. Write a diary entry expressing your thoughts and feelings about the conditions and the impact on your mental health."
• Volunteers share reflections if comfortable.

5. Conclusion and Recap (5 minutes)

• Summarise key points learned.
• Review success criteria as a class (“tick” achieved goals).
• Briefly introduce next lesson topic (e.g., major battles or New Zealand’s role in WWI).

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Differentiation

• Support for diverse learners:

• Provide glossary of key terms for vocabulary support.

• Offer visual and audio content for multiple learning styles.

• Pair reading for peer support during source exploration.

• Allow alternative formats for reflection (oral response or drawing if writing challenging).

• Extension for advanced learners:

• Research and present on different countries’ experiences of trench warfare.

• Analyse medical reports or historical debates on shell shock treatment in WWI.

• Write a short argumentative piece on whether trench warfare was an effective military strategy.

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Assessment Opportunities

• Formative: Observation of group discussions and reflections demonstrating understanding and empathy.
• Summative: Students’ reflective diary entry assessed for historical empathy and factual accuracy.
• Oral contributions during class discussion and ability to connect trench conditions with psychological trauma.

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Teaching Notes

• Ensure sensitive and respectful discussion around psychological trauma, acknowledging contemporary understanding and destigmatising mental health issues.
• Use stories from New Zealand soldiers to make connections with local histories and identities.
• Embed Māori perspectives on war and acknowledge diverse participant experiences if applicable.

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This lesson embraces the aspirational aims of the New Zealand Curriculum Refresh by fostering historical understanding, empathy, and critical thinking, while developing students’ competencies in communicating and relating to others in the context of a significant world event.