1. Mr. Giesler Global Studies

2. My Idiosyncrasies and Teaching Method You will see the following a lot -- TTYN: Talk To Your Neighbor or in other words, an opportunity to incorporate cooperative learning Do Now’s: Every class period begins with some type of “Do Now” If I have given homework (usually reading), I will assess what was learned. If the class period revolves around an activity, the Do Now will set up what we are about to learn. Common Core: I believe all of lessons and activities align with the Common Core. Quizzes and Tests: You are on your own. I generally structure my exams after NYS Regents. In other words, a little bit of everything, which includes a major writing element. Unit exams generally take two days. The second day will feature the writing element. Quizzes – Always involves some type of literacy activity such as mini DBQ’s, short-answer response, thesis statements, etc….

3. What to expect during this unit  To learn about the events leading up to World War I  To learn about World War I  To learn about the results of the war  DBQ Practice  Plenty of group work  Maybe a surprise quiz or two  Unit Test

4. What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out 3 their hasty orisons. 4 No mockeries 5 now for them; no prayers nor bells; Nor any voice of mourning save the choirs, – The shrill, demented 6 choirs of wailing shells; And bugles 7 calling for them from sad shires. 8 What candles 9 may be held to speed them all? Not in the hands of boys but in their eyes Shall shine the holy glimmers of goodbyes. The pallor 10 of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk 11 a drawing-down of blinds - Wilfred Owens What passing-bells for these who die as cattle? Only the monstrous anger of the guns. Only the stuttering rifles' rapid rattle Can patter out 3 their hasty orisons. 4 No mockeries 5 now for them; no prayers nor bells; Nor any voice of mourning save the choirs, – The shrill, demented 6 choirs of wailing shells; And bugles 7 calling for them from sad shires. 8 What candles 9 may be held to speed them all? Not in the hands of boys but in their eyes Shall shine the holy glimmers of goodbyes. The pallor 10 of girls' brows shall be their pall; Their flowers the tenderness of patient minds, And each slow dusk 11 a drawing-down of blinds - Wilfred Owens TTYN: What is the author of the poem trying to tell us?

5. What I Know about WWI What I Learned about WWI What I Want to Learn about WWI K-W-L World War I - TTYN

6. Causes of World War 1  War Guilt Question  Rise in Nationalism  Imperialism and International Rivalry  Internal Stability  Complex Alliance System  Assassination of Franz Ferdinand  German Blank Check and Quick Mobilization

7. Activity  Learning Stations: Causes of World War I LESSON TITLE: Causes of WWI SUBJECT/GRADE LEVEL: Global Studies II TIME PERIOD: Two Class Periods STUDENTS WILL BE ABLE TO:  Students will be able to Identify and describe the events that caused the start of World War I MATERIALS: Do-now question, Primary Source Reading, Learning Stations Material, PowerPoint, 3-2-1Organizer WARM-UP: 1. Do Now: - Describe why the assassination of the Archduke is considered a trigger to the start of WWI

8. Activity  Learning Stations: Causes of World War I 2. Big Group Discussion: -Students and teacher will work cooperatively responding to previous night’s primary source reading on the assassination of the Archduke Franz Ferdinand. 3. Small Group Activity: - Working in small groups, students will rotate through Learning Stations examining the four primary causes associated with the start of WWI in Europe. 4. Big Group Discussion: - Utilizing the WWI PowerPoint, the students and teacher will examine their interpretations regarding what was during learned during the Learning Station Activity. 5. Assessment: Students will complete a 3-2-1 Graphic Organizer

9. Activity  Learning Stations: Causes of World War I BRIEF DESCRIPTIONS OF THE LESSON/ACTIVITY: Begin class with an anticipatory set to encourage students to call upon what was learned from the previous night’s reading and corresponding summary statement from the article, The Killing of the Archduke. Next, working in small groups, each group will analyze primary and secondary source material while rotating through four stations, which examines the primary causes of WWI. Next, in a big group format, the students and teacher will examine a teacher-designed PowerPoint that highlights the primary causes of the start of WWI. Finally, in an effort to measure student assessment, the students will complete a 3-2-1 Graphic Organizer.

10. Timeline Notice How the U.S. responds to the start of the war

11. War Guilt Question  Few issues in modern history have received as much attention as assigning responsibility for the outbreak of the World War in 1914.  Leaders reacted to events instead of proactively managing the crisis  Austrians, Hungarians and Serbs made important decisions early in the crisis, they consistently avoided compromise and risked war  There was plenty of time for calculation, caution and decision.  Who chose to risk war, and why?  Let the dominos fall

12. Rise in Nationalism TTYN: Describe nationalism How nationalism was a long-term cause of WWI  Germany was extremely proud of the military power that they had become after the Franco-Prussian War.  As a new unified nation after January of 1871, the Germans felt nearly unstoppable as a world power.  The French on the other hand had been embarrassed by the Germans and found it necessary to regain their pride.

13. How nationalism was a long-term cause of WWI  Feelings of resentment led to the massive militarism between Germany and France  Growth of Pan-Slavism and the unification of all Slavic peoples  Protected by Russia, the areas around Serbia became very unstable.  The Serbians were prepared to create their own independent Slavic state supported by the Russians.  This will lead to what we call the “Balkan Powder Keg” or an area in the Balkans that would only take a minor issue to explode into full on war Rise in Nationalism

14. The Trigger: Serbian Nationalism The Archduke Franz Ferdinand and his wife, Sophie, assassinated in Sarajevo on June 28th, 1914 by young Bosnian terrorist Gabrillo Princip. Assassination of Franz Ferdinand

15. Rise in Nationalism  Why the “European or Balkan Powder Keg” exploded  Principal Players: Austria-Hungary and Serbia  The Black Hand - an anti-Austrian secret society…A nationalist Serbia group  Archduke Franz Ferdinand, the Hapsburg heir to the Austro-Hungarian throne  The decline of the Ottoman Empire and rise of nationalism in the Balkans threatened the stability of Austria-Hungary, which did not want to be the next “Sick Man of Europe”

16. Rise in Nationalism  Why the “European or Balkan Powder Keg” exploded  Large Slavic population with Russia acting as their mother  Austria-Hungary issued Serbia with various ultimatums  No more anti-monarchist propaganda  Purge the Serbian military  Quick sentencing for the guilty  Germany promises to support Austria’s decisions  July 28, 1914, Austria declares war on Serbia

17. Rise in Nationalism  Why the “European or Balkan Powder Keg” exploded TTYN:  What was the purpose of the assassination of Franz Ferdinand in Sarajevo  Who was responsible for the killing, besides the assassins themselves?

18. Complex Alliance System  Two major alliances that developed prior to WWI  Triple Entente (Allies)  Triple Alliance (Central Powers).  The Triple Entente consisted of Great Britain, France and Russia.  Created in an effort to counter the Triple Alliance  Triple Alliance consisted of Germany, Austria-Hungary, and Italy.  Italy finds that it is in their best interest to wait and see what unfolds during the war; thus, allowing them to further their growth as a nation. TTYN : What is an alliance?

19. Complex Alliance System The Central Powers will eventually consist of Austro-Hungary (1914), the German Empire (1914), the Ottoman Empire (1914), and the Kingdom of Bulgaria (1915).  The Triple Entente would become known as the Allied Powers and grow considerably, consisting of the Kingdom of Belgium, Kingdom of Serbia, the French Third Republic, the Russian Empire, the British Empire, the Kingdom of Italy, the Empire of Japan, the United States, the Portuguese Republic, the Kingdom of Romania, the Kingdom of Greece and many others who lent military and financial aid. July 28, 1914, Austria declares war on Serbia TTYN: What event can we conclude was the start of WWI

21. Small Group Activity Refer to Notes Packet Identify country and allegiance (Alliance or Entente) Identify other countries missing from map and their respective allegiance

23. 1879 The Dual Alliance Germany and Austria-Hungary made an alliance to protect themselves from Russia 1881 Austro-Serbian Alliance Austria-Hungary made an alliance with Serbia to stop Russia gaining control of Serbia 1882 The Triple Alliance Germany and Austria- Hungary made an alliance with Italy to stop Italy from taking sides with Russia 1914 Triple Entente (no separate peace) Britain, Russia and France agreed not to sign for peace separately. A Path towards Friendship or War 1894 Franco-Russian Alliance Russia formed an alliance with France to protect herself against Germany and Austria-Hungary 1907 Triple Entente This was made between Russia, France and Britain to counter the increasing threat from Germany. 1907 Anglo-Russian Entente This was an agreement between Britain and Russia 1904 Entente Cordiale This was an agreement, but not a formal alliance, between France and Britain.

24. TTYN: Was a war inevitable after the murder, or did policy-makers let the crisis escape their control?  Why did a Balkan crisis lead to a world war in 1914, when other crises had not? Complex Alliance System Why can we consider Austria declaring war on Serbia as the start of WWI?  Chain Reaction  Russia Mobilized Along Austria-Hungarian Border  Germany Declared War on Russia and France….Why France?  UK and France Declared War on Germany and Austria-Hungary

25. Imperialism and International Rivalry  Nations from around the globe were competing for control of colonies in order to gain….to gain what?  Germany attempts to control lands in Africa, a place that Britain and France were already established.  In 1905 and 1911 Germany was attempting to keep France from imposing a protectorate on Morocco.  Resulting in Britain and France became closer allies in the conflict against Germany.  Britain and France believed that keeping Germany out of Africa, the Germans would not be able to build themselves into a threatening power. Land, Resources, and Influence TTYN : Describe Imperialism

26. International Rivalry The race to imperialize came with consequences The race to militarize. TTYN: What does it mean to militarize? The glorification of one’s military. Also the belief of a nation or its people to build and maintain a strong military, with the intention to use it whenever it is felt necessary.  Remember Bismarck? Bismarck made it his goal to keep the unified German State prepared to defend itself against France.  He felt that it was necessary to keep France isolated and weak at all cost.  France---Understanding that Germany was building a large military, saw it as a necessity to in turn build a large military to protect themselves against the Germans.  In other words, two nations doing their very best to prepare to annihilate the other.

27. International Rivalry  The Germans were also threatening the British by building a large Navy, making the British feel insecure about their place amongst the world’s elite navies for the first time in nearly a hundred years.  British reaction - building a larger navy.  Not in a vacuum - Prior to the outbreak of WWI. It does not take long for these countries to find a reason to use their militaries against each other in an attempt to prove who is superior.

29. What I Know about WWI What I Learned about WWI What I Want to Learn about WWI K-W-L World War I - TTYN

30. Recapping the Causes of World War 1  War Guilt Question  Rise in Nationalism  Imperialism and International Rivalry  Internal Stability  Complex Alliance System  Assassination of Franz Ferdinand  German Blank Check and Quick Mobilization Each of the above underlying causes can be neatly packed into the following acronym: M.A.I.N.  TTYN: Thinking about what we have learned so far about WW1 and the potential causes: breakdown the acronym M.A.I.N. What does each letter represent and how does each reflect a potential cause of WW1?

31. DBQ Time Task:  Working cooperatively, each group shall respond to the seven documents  Individually, each student must prepare a thesis statement, which answers the following essay prompt:  What were the primary causes of World War I  Individually, each student must complete a well-organized outline that would be used if writing a thematic essay AND compliments thesis statement.

32. DBQ Time

39. Total War Topics we will learn about:  Schlieffen Plan  Trench Warfare  Battle of Verdun  Turning Points  Technology

40.  The First World War was truly ‘the Great War’  A Global Conflict.  Thirty-two nations would eventually be involved  28 nations constituted the Allied Powers  Geography – meant that the scale of the conflict meant that it was not one war but many  Geography - made it very difficult for political and military leaders to control events. Total War TTYN: What is Total War?

41.  Criticism - Europe's political and military leaders believed that the ‘war would be over by Christmas'. Why???  This belief was not based on complacency. The war was expected it to be brutal and costly, in both blood and treasure. Many believed that no state could be expected to sustain such a war for very long without disastrous consequences.  Nations mobilize  People uprooted  Human Targets – factories, nobody was immune  All resources were mobilized  All available resources used in order to destroy another nation's ability to engage in war. Total War

42. Schlieffen Plan  Germany feared a war on two fronts  Diplomatic solutions not viewed as options by the German government.  A military solution was sought instead.  The German high command decided that the best form of defense was attack.  The Plan – Germany would avoid a war on two fronts by knocking out one of their enemies before the other could take the field. The enemy with the slowest military mobilization was Russia. The French army would be in the field first. France was therefore chosen to receive the first blow. Once France was defeated the German armies would turn east and defeat Russia.  Two Assumptions: that it would take the Russians six weeks to put an army into the field; and that six weeks was long enough to defeat France.  Wake-up Call - Russia put an army into the field in fifteen days.

48. Resources found at end of Unit Plan

49. TRENCH WARFARE A form of combat in which soldiers dug trenches, or deep ditches, to seek protection from enemy fire & to defend their positions TTYN: What is Trench Warfare?

50. Trench Warfare  Failure of the Schlieffen Plan  Brits and French uncertain about how to stop the German advance decided to ‘dig in’ and ordered the construction of Trenches to act as a barrier against the attack.

54. LIFE IN THE TRENCHES  lived very close to other soldiers  not much room

57. LIFE IN THE TRENCHES  trenches could be miserable sometimes rainstorms ○ “trench foot” sanitation lice & rats

60. POISON GAS  a new weapon used in the war  different types  blind  choke  burn  limited value  wind  gas masks

65. Trench Warfare  Offensive attacks into No Mans Land  Shell fire  Going over the top  Retreat  The enemy goes forth  Rats  Lice  Latrine marks the spot – Germans often shelled the latrines  Trench Foot  Gas

66. What I Know about WWI What I Learned about WWI What I Want to Learn about WWI K-W-L World War I - TTYN

67. Battle of Verdun “The Greatest Battle Ever”  The Battle of Verdun was the longest and most costly battle of the war.  It would dominate much of the fighting of 1916, forcing France’s allies to fight battles that might otherwise not have been fought, or to alter the timing of their offensives to provide indirect aid to the French.  By the end of the battle the French and Germans between them had lost close to one million men.  By the winter of 1915-16, German General Erich von Falkenhayn was convinced that the war could only be won in the west

68. Battle of Verdun “The Greatest Battle Ever”  The Germans massed artillery to the north and east of Verdun to pre-empt the infantry advance with intensive artillery bombardment.  Although French intelligence had warned of his plans, these warnings were ignored by the French Command.  Consequently, Verdun was utterly unprepared for the initial bombardment on the morning of 21 February 1916.  German infantry attacks followed that afternoon and met little resistance for the first four days.

69. Battle of Verdun “The Greatest Battle Ever”  French reinforcements managed to slow the German advancement  By July, the Germans could no longer afford to commit new troops to Verdun and, at a cost of some 400,000 French casualties and a similar number of Germans  Germany had failed to bleed France to death and from October to the end of the year  French offensives regained the forts and territory they had lost earlier.  French losses were 61,000 dead, 101,000 missing and 216,000 wounded, a total of 378,000 while German losses were 142,000 killed or missing and 187,000 wounded, for a total of 329,000. Other sources give higher figures – French losses of 543,000 and German losses of 434,000.  Battle lasted almost an entire year

74. Turning Points  Two crucial events which made 1917 a turning point in world history were the US entry into the war and the Russian withdrawal from the war  Ludendorff's Spring Offensive and the Allied Response MobilizedKilledWounded British Empire8 900 0001 000 0002 000 000 France8 400 0001 360 0004 000 000 Russia12 000 0001 700 0005 000 000 USA1 750 00080 000180 000 Italy5 600 000460 000900 000 Germany11 000 0001 800 0004 200 000 Austria-Hungary7 800 0001 200 0003 000 000 Turkey2 850 000650 000950 000

75. Technology World War I is significant because it marked the debut of many new types of weapons and was the first major war to “benefit” from technological advances in radio, electrical power, and other technologies TTYN: How might technology change or influence war?

80. Women of War  Women in factories  Police Forces  Nurses  Suffrage in 1919-1920

83. Pair and Share: The Technology of WWI ?

85. What I Know about WWI What I Learned about WWI What I Want to Learn about WWI K-W-L World War I - TTYN

86. Poets of the Lost Generation  Siegfried Sassoon  Wilfred Owen  Robert Graves

87. Wilfred Owen (1893-1918) "Dulce et Decorum Est " Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs And towards our distant rest began to trudge. Men marched asleep. Many had lost their boots But limped on, blood-shod. All went lame; all blind; Drunk with fatigue; deaf even to the hoots Of tired, outstripped Five-Nines that dropped behind. Gas! GAS! Quick, boys! -- An ecstasy of fumbling, Fitting the clumsy helmets just in time; But someone still was yelling out and stumbling And flound'ring like a man in fire or lime... Dim, through the misty panes and thick green light, As under I green sea, I saw him drowning. In all my dreams, before my helpless sight, He plunges at me, guttering, choking, drowning. If in some smothering dreams you too could pace Behind the wagon that we flung him in, And watch the white eyes writhing in his face, His hanging face, like a devil's sick of sin; If you could hear, at every jolt, the blood Come gargling from the froth-corrupted lungs, Obscene as cancer, bitter as the cud Of vile, incurable sores on innocent tongues, -- My friend, you would not tell with such high zest To children ardent for some desperate glory, The old lie: Dulce et decorum est Pro patria mori.

88. Dreamers BY SIEGFRIED SASSOON Soldiers are citizens of death's grey land, Drawing no dividend from time's to-morrows. In the great hour of destiny they stand, Each with his feuds, and jealousies, and sorrows. Soldiers are sworn to action; they must win Some flaming, fatal climax with their lives. Soldiers are dreamers; when the guns begin They think of firelit homes, clean beds and wives. I see them in foul dug-outs, gnawed by rats, And in the ruined trenches, lashed with rain, Dreaming of things they did with balls and bats, And mocked by hopeless longing to regain Bank-holidays, and picture shows, and spats, And going to the office in the train.

89. Cultural Disillusionment  Otto Dix  Focus on Disfigurement and Trauma  Hatred for Authorities

93. The War to End All Wars  Fourteen Points  Reduce Armaments  The Paris Peace Settlement  Association of Nations  Popular Determination  Versailles Treaty  War Guilt Clause  Reparations  Weak League of Nations

94. Readings & Resources

95. Readings:

97. Trench Warfare Resources Use your split note-taking skills! Essay on Trench Warfare Although trench warfare defined the First World War, none of the combatants expected it. All the armies and commanders planned for wars of movement. Within months, however, it became clear that the power of modern weapons -- particularly quick firing artillery and the machine gun -- made it too dangerous for soldiers to remain in the open. The solution was to dig trenches from which the soldiers could fight while remaining under cover. Attacks against these dug-in defenders were usually repulsed with appalling casualties. The war was reduced to a stalemate. The early trenches were unconnected holes in the earth. They quickly developed into a complex system. Behind the front line of trenches lay a secondary trench line. The trenches themselves were built in a ziz-zag pattern, to contain the blast from enemy shells and prevent the enemy, should he capture part of a trench, shooting along the entire line of the trench. The trenches, usually four or five feet deep (less than 2m), were further built up with three (1m) feet of sandbags. Wooden duckboards formed a walkway over the sludge of water and mud. There were dugouts to shelter troops, firing steps to let the soldiers see above the sandbag parapet to shoot at the enemy, and periscopes to let them observe the other side without exposing themselves to fire. No matter how well built, trenches were wet and muddy, infested with rats, and worst of all, within range of enemy artillery and sniper fire. The great offensives of the war are well known, but most of the soldiers' time in the trenches was spent doing sentry duty, working on improving defences, writing letters, or just waiting for something to happen. Units staged night raids to capture prisoners and gain information; these raids could vary from a few men to hundreds of attackers in multiple parties. Unless actually attacking, soldiers were relatively safe in the trenches. But the front line troops suffered from great stress. Units were rotated through the front lines regularly, to give the men time in the rear areas. When an attack was ordered, the men "went over the top," and advanced towards the enemy trenches. They were now vulnerable to artillery and machine gun fire. With the ground churned up into craters full of thick mud, the troops could only move slowly. The results could be terrible and units could lose most of their men in just a few hours.

98. “Break of Day in the Trenches’ By Isaac Rosenberg The darkness crumbles away It is the same old druid Time as ever, Only a live thing leaps my hand, A queer sardonic rat, As I pull the parapet’s poppy To stick behind my ear. Droll rat, they would shoot you if they knew Your cosmopolitan sympathies, Now you have touched this English hand You will do the same to a German Soon, no doubt, if it be your pleasure To cross the sleeping green between. It seems you inwardly grin as you pass Strong eyes, fine limbs, haughty athletes, Less chanced than you for life, Bonds to the whims of murder, Sprawled in the bowels of the earth, The torn fields of France. What do you see in our eyes At the shrieking iron and flame Hurled through still heavens? What quaver -what heart aghast? Poppies whose roots are in men’s veins Drop, and are ever dropping; But mine in my ear is safe, Just a little white with the dust. Trench Warfare Resources Use your split note-taking skills!

99. SUICIDE IN THE TRENCHES By Siegfried Sassoon I knew a simple soldier boy Who grinned at life in empty joy, Slept soundly through the lonesome dark, And whistled early with the lark. In winter trenches, cowed and glum, With crumps and lice and lack of rum, He put a bullet through his brain. No one spoke of him again. You smug-faced crowds with kindling eye Who cheer when soldier lads march by, Sneak home and pray you'll never know The hell where youth and laughter go. Trench Warfare Resources Use your split note-taking skills!

100. Trench Warfare Resources Use your split note-taking skills! Letters from Reg Knight, on active service during World War I. My Dear Brother, A few lines to try and tell you what it is like out hear. I am giving no state secrets away, only telling bare facts, so I think I can sighn my name on the back, I did intend to write to you a few days ago, but there was an awful din going on we were staying in a cellar in the day and working in the trenches or in front of the trenches at night. It was impossible to sleep on account of the noise and the shells kept stricking the house and pieces of it kept falling, so I thought I would leave it till we got back, for we go back for a day or two, but work just as hard when we get back, but we get two or three nights in, so we don’t mind. As you will see there has been some very heavy fighting round this way for the last two weeks, you say Brother you were confused to hear of me being in the front line of trenches, why. I have been at it since the end of August, and without a rest we out here are wondering if ever they will relieve us, and wonder “Will they ever come” It takes us all our time to keep together. You will understand that when I tell you we keep being moved to the places where the fighting is going on, at the present time I have got a splitting headache, owing to the use of the Gass used against us, but that is nothing, there was a big movement in this place a few days ago, and we went to the trenches in daylight; we saw the Germans coming in to attack but no one knocked us off work. I was Orderlie to one of our officers that day; and during the day we went across a piece of open ground, and they turned a machine gun on us but thank God I had the presence of mind to lay flat down, or I should not be telling you this, after they had found their position they started shelling, and it was hell with the lid off what with gasping for Breath and expectin to be blown to pieces, to say nothing of being unable to see. we have lost a lot of men this last few weeks, and about twenty horses, rather a sad thing happened the other night we were out doing barbed wire in front of the trenches, they had been warned that we were out there, we had almost finished when two of our men were shot right through the head by our own people, but things like that are not talked of in the papers.

101. Trench Warfare Resources Use your split note-taking skills! Letters from Reg Knight, on active service during World War I….continued I was in the ‘City’ the other day I expect you know the one I mean, and it was one mass of ruins, and two or three streets were on fire in fact it has been burning for eight days, and the sights were horrible, dead horses in the streets and the stench was vile, wounded horse wandering about leaving a trail of blood in their wake, and..?? horses ??… in fact it was a city of the dead, one part of horses in one place and the other in another. I caught one the other night while out on a message and the poor thing was frightened to death, I gave it a feed and tried to get it along with me out of shell fire; but it was too frightened to move and I though I should have to give him up as the shells were coming a bit close but he came around and one of the Officers was good enough to bring him back to our dug outs, when I got back to our cellar they were collecting the wounded, there was about a hundred of these on stretchers, RAMC had brought them out and put them on the road, and the poor Devils were groaning and shivering with the cold, while the RAMC were crouching in the houses, our cook made some tea we giving him our rations to do so, so that the wounded could have a drink to warm them, and before God in Heaven, the RAMC were drinking the tea and leaving the wounded with out any, the same night a shell burst in the next door to ours and a scotchman had his foot blown off, all the medical chaps made a scoot for it. And the sight it was to see that poor chap try to run, with a footless leg, almost turned me over, but I managed to stop his rush, and between us we did our best. It is only this last month that I have seen a private of the RAMC within half a mile of the firing line, the same night as this scotchman was wounded, the medicals left two dead men by the roadside they were there two days, till we buried them. The other day I was with the Officer and the sight I saw would make you cry there were men lying in the road like cattle, they had been killed two or three days before, some of them in their full kit I saw one poor chap belonging to the same Company as Greg, he had been on carrying ammunition, we asked him what he was doing and he told us his mates had been killed in the afternoon, and there he was in the evening still watching them and sure enough we found his mates all in a heap by a ditch. Dear Brother I hope I have not wearied you but I hope you will understand, for I believe those at home think we are having a fine time, what with yarns of Coffee Shops just behind the fighting lines and the yarns we get baths, and have reading tents is all damn lies, all we have is filth and misery. Will tell you more if you want to know. One favour if you can. and it is a disk about as big as a penny: like this – with this on it

102. Trench Warfare Resources Use your split note-taking skills! 21704 R.F.Knight C. of E. Royal Engineers For I have lost my one and cannot get another one. I hope you can manage it. love to all at Home xxx Brother Reg hope you will manage to sort it out, mind the pages are mixed. love to all Reg xxx

103. Trench Warfare Resources Use your split note-taking skills!

104. Trench Warfare Resources Use your split note-taking skills!

105. Trench Warfare Resources Use your split note-taking skills!

106. Trench Warfare Resources Use your split note-taking skills!

107. Trench Warfare Resources Use your split note-taking skills! Audio http://www.collectionscanada.gc.ca/first-world-war/interviews/025015-1510-e.html