• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Was there much change in warfare on the Western Front between the end of 1914 and March 1918?

Extracts from this document...

Introduction

Was there much change in warfare on the Western Front between the end of 1914 and March 1918? I believe there was a large amount of change to the warfare from 1914 to 1918. War always speeds up technology and other advancements and I will show that that was the case in world war 1. Command and organisation changed dramatically during the course of the war. The way the troops were arranged changed from having groups of 100 men to small squads of about 10, this was part of the counter action against the machine guns. At the beginning of the war when the troops were still being sent over in 100's they would just get mowed down by the machine guns. The idea of putting men into small squads made them more mobile and independent, this narrowed down the chances of the m all getting wiped out by machine guns. ...read more.

Middle

These weapons drastically changed the warfare on the western front, new tactics had to be created and each side were trying to get better rifles than each other. There was also a large step up with artillery, at the beginning of the war artillery was hard to move, very heavy and not very accurate. By the end 1918 artillery was a lot more mobile, it could fire further and it was more accurate. Also different types of shells were invented to allow different methods of attack, poison gas was used to bombard an enemy trench before an attack, this gave the attackers a brief advantage when attacking. A tactic called counter battery fire was invented which allowed the enemy to locate where artillery was firing at them from and fire back, sometimes even before the shell had hit and exploded. Also the creeping barrage was created where artillery fired just in front of the men as they advanced forward, this was quite risky as friendly fire was hard to avoid and the enemy could just fire behind where the attacker barrage was hitting. ...read more.

Conclusion

Also pillboxes were used to house machine guns and other things. Making strong and secure trenches like this meant that neither army really wanted to move out of their trenches. The final area of advancement was in the air, the war started with very basic bi-planes with hardly any weapons on them. As the war progressed planes were created that could stay in the air far longer and that had guns mounted on the front of the plane so the pilot could fire. There became an arms race between the fighting countries with planes. This made attack by air a lot more effective and a lot more frequent. In WW1 there was constant competition between each side to design something new to trump the enemy's new tactic or equipment. Arms races in all different fields occurred and technology changed. By the end of the war the warfare had undergone a large transformation and was very different from warfare at the start. War always speeds up advancement, and with new technology and tactics new things become possible. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our GCSE Britain 1905-1951 section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related GCSE Britain 1905-1951 essays

  1. Britain And The Western Front - Sources Questions

    The Somme was the perfect place to attack, the land was flat and undisturbed; the ground was also chalk which removed the chance that it could flood. Section C: The Battle Of The Somme Question 11: What evidence is there in source J to suggest that the bombardment was a failure?

  2. 'Lions Led by Donkeys' How Valid is this Interpretation of the Conduct of the ...

    agenising deaths just because they didn't know what the conditions were like for living and fighting. Haig also has forgotten victories. Between August and November 1918 is known as 'Hundred Days'. A dozen major victories were won; the greatest series of victories in the British Army's entire history.

  1. How important were Haig's tactics in bringing an end to WW1?

    They were also attacking uphill at a concealed enemy because the Germans had the high ground and through barbed wire. They also had heavy equipment. Twenty thousand allied troops died on the first day and there were forty thousand casualties.

  2. What Happened At Sharpeville On 21st March 1960-MassacreOr Self-Defence?

    Although it is difficult to tell when there are only 4 sources to compare. 3) Study Sources E and F How reliable is Source F as evidence of what happened at Sharpeville? Use the sources to explain your answer. Source F is contradicting the government's version of the 'true' events at Sharpeville on March the 21st.

  1. Did all of Lord Kitchener's Volunteer army march to war with Zest and Idealism ...

    They had joined up for this. This showed the presence of Zest and Idealism. However from the other sources describing the following day, we know that these "great expectations" would soon be squashed. In the second part of the Source the MPs threaten the men as we've heard.

  2. Why did a stalemate develop on the Western Front??

    Although the plan was mainly concerned with territorial gain, it was also an effort to annihilate German manpower. At first Joffre intended the plan to use mainly French soldiers. However circumstances change cases this was proved here -the German attack on Verdun in February 1916 turned the Somme offensive into a large-scale British attack.

  1. Describe the conditions that soldiers experienced on the western front in the years 1915-1917.

    The food was just as worse as the conditions the soldiers had to endure in the trenches. A British soldier's meal would usually consist of bully beef and jam. The biscuits given to soldiers were sometimes so hard that soldiers would use rocks to split the biscuits into smaller manageable sizes.

  2. To What extent was Britain a Democracy by 1914

    ���n�g��9M����1/4w��qQ~V��{s���n�ת�21/4-�{�"Qê¹£é´W�u�W|\����S�×1/4+��tU���"��ɥ[A%�1/2�6�� 4�a �'K�t� �,k���'�w|*�a�'�3/4'x�&-d��d�<]�O_'/R$XV�g��kB�HӦ�$�...!� �p����0�o |o�u����'`Ú��O^3ab1/4u��^�Ä�!�2�e&�9{{_�G���O�?x{��+Yx'�<��7����M)����<��B�cY�m...���*�9iͪk�owg�Ih�ۿK���'�Qi�)&�IÛ²v�M�~j�X"�~Â���"�m[L���}i㣪Ow�E���"�h�ͶkY-...�...�8�!�-�� �&Eg/P�;� ����O�a�x _��\�Ƶ������-"K�&���5+�H��y,H�)7"(r)�7'��M#�J���\� "�J��O YX�u �z�ˬ�n�~\�i-�i<Ѷ�-mQ�'d�;o�߳7�ק�xoÂ'�W�1/45a�K]b�F���Y��Mb����t�.R�=�~[��q+- �g+�5i�(r)�$կ�{�_uuq�V8lMH%8"5f�u"���I(r)�IYJM���;���4o�������'��ZO�k�j�n��"���r�mr�Y�F...`"H�... �Ƿ����h���G���3/4 �|#� H�]�(c)g(c)A�'ZKR���-ñ¡¹1�K�c '� ](c)@[�<I�?~�Z×��q�y�^x�F���|E�#��}f�/��vKÈ£YC�oop(r)�"bH�2��?eÏ~2�_��:��<m���ïµï¿½U|i5��=���.V#W� w�(tm)-GG y+�ҿ���"�f3/4M�+_>�S�"Z'��'��^-�i"G�W_��v?��V�53/4���(r)�j:Ư?�-R �h��e76�"D��H�9l\�d�-�*$i=��3���h�"�4�k��:� �<#/�., ����\���"��-��Ufy��T"4�hS#v?~~�~���"��U�����.�c�!"��|?� -b;[�q&��ڲ�c�q�3��Yx_��g�ɨk~"�3/4�q��i��1/2�֡cg���XG��P�I`���-&�w�eXm~x�>bN{��m����[ZÄ��+$�w{i�(tm)��mt|~�?�Ŭ^&:��iw��&U�-�OOj�[�J�q�5��hn�&���\ ��&��K'�Ò�K����A"iß´'Å�z�Vk�E7�mQ��-Z{��-:\��췴�`���&�d�6'��?�'� �Z�h?3/4.i3/4'�E�"�v"(r)2_[ǧ�Vmc9t�_6I�'��l�#�����>��,>:��i���\�_-�:"�(r)XDtmme�%D{y.!�.��-)=�"'���-/�o]���en��"�+ŧc:���v�m�}���"��o��2�%� �ri�Q\� (�� (�� (�� (��?)j?���|U���|�n�o<=�xn�Fn|2ol�X5i��I��kio8��E�d�~�5�!Ö´}Q���9�"�~&-�Z�ƣe���co�I�EH`�ɦ<�(��!g3��M�Ҭb/F��|e�pZ~�: �>�$��Y6"�j7�H��-��X]�d�6�h(r)b�M�q:�"0�2 �6�z��:��C�<��O�W3/4��5ä¿ï¿½KÓ¬4=wCf�oi(c)jrA���:xÑ� ��-�C�...v�zw��S��oW�3/4h1 4省��]1/2tV��"W��cL������|Kw��Ä"L���t�� ���m4H�-׺�*N.��"�Æf0�-;UoF���� �U�G�I�� �U��<k�h:×�_�i&��-Ê�Em}1/4ѳ�.$C!;8��W��শ�'������� i�!��4�Z��ÚkH"=խ�-Ci"\Y�� [H&��o6�IG(r)�)������w�/i�...�?

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work