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

Why did the attitudes of soldiers towards the was change between 1914 and 1916?

Extracts from this document...

Introduction

History Essay Question: Why did the attitudes of soldiers towards the was change between 1914 and 1916? Introduction After years of conflict, the first ever world war eventually broke out in Europe. Britain, France and Russia were fighting against Germany, Austria-Hungry and Turkey. The war only lasted four years, but during this time, was very brutal and killed many people. Why did men join up? Many men joined up, but for a number of different reasons. Some were to stand up for their country or nation, some to make their families proud and others just because of peer pressure and because everyone else was doing it. Another thing which convinced many men to join up was the use of Propaganda. Propaganda was information put out by other organisations to persuade people to do things, but in this case, persuading men to join up to the war. ...read more.

Middle

I then thought about if I would have join up, and happy, cheerful memories came to mind. This made it un-doubtable and I joined up the next morning. What was the experience of training like? The one thing which made it easier for absolutely anyone to join was that no training or experience was needed at all. The only 'rule' was that you had to be at the age of eighteen or over, but for the Recruiting Sergeant, anyone could say however old they were and he would believe them. George Parker said 'Inside the office there was a Recruiting Sergeant and an Officer, as well as a Medical Officer. I was really scared, but the Sergeant asked me what I wanted, I looked so young. ...read more.

Conclusion

The trenches were the front lines which were the most dangerous places within a war, but behind them were tons of supply lines, training establishments, stores, workshops, headquarters and all the other elements of war, which is where most of the troops were employed. The trenches were the main place where the infantry were, with the machine-guns and other weapons. There were also engineers and the forward positions of the artillery observers. The trenches were supposed to be protective but there were rats in them, frogs and lice and they stank from nearby dead bodies and when the soldiers needed to go to the toilet, they had to go in the trenches, which also made it smell. Some trenches usually got bombed at least once a day and they had to sleep in some of the worst conditions. How were ideas shaped through propaganda and censorship? ????????????? What was the experience of battle like? Different men found their experiences different, ...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. Describe the conditions that soldiers experienced on the western front in the years 1915-1917.

    However, many soldiers avoided rubbing whale oil on their feet, so that they could get 'trench foot,' and get sent to a hospital behind the front line. Or if the soldiers were lucky and the condition was extremely bad it would result in them being sent home, away from the horror of the trenches.

  2. To What extent was Britain a Democracy by 1914

    %'#mi�s2A�@��E`p(c)��3/4F�1­#�+Rpfa5 �l�"1�h=� B��R.�N)�(r)�/-�/�q--�� _�e �U �-'5x��yI��"�Ԫ�1/4�� @�l��"G��!q>LbQ*"�(c)b[''"Q��=sJ?�4��β��ydVgÉx�Q��IO"�&��E3On(r)1/2v��$�M���޸\�1�~��J�5s�ÑG�ZÑ� �E��7grl;�{lt��Ai��t��(c)�Y�x B%T4�Y 'Z{�79��u"S�a���u_����L��f7�� c���G��T��+��� �n� ���<�D-�p=AxGdd����4B�;I�vb@"�W�C-$_�FpH��qǣ���__<�C"�K[�Zy�f��A"\���;��6wZ��7�$��W�BT�pR�i�G^1/2p"�+��=''�o^�f ���"�<���'c�0~� h7\g�& ��Eq��-M.+���1/2F�v�����O��.0T����y��r0�+�"f�����pgb-"��.fh L��CL� ��3�o������JηY|�>{�J�z? Mt;nM�\N��S�Q|A��^_�QzF�@��_�(tm)K(c)��\7ZO�N'I����sH< T���F�^�RÌ��fr����fR�5N'?��%N�oX����d�t5+���m30���5�f[fY�uK�_c?����(��l��x��e4Ĥ-�QOz���Jâ²ï¿½ï¿½--1~�cFJ��Ü�!gÙ¦ ,�" $k�'�y$M��J��IL �*�ڷ�8�3��'(r)�V �� ��h1/4<���N��ܲ&�ʸH�"�Sw3w6�-{����1/4o�=��8i�y1/2;HyO[Ð\"ȷ�X�,c"?-�#s_� (tm)�,�{�c�^�Û�j������gï��[��\�bYlÆ?�K5�bOn��w.�p��0� ��eH�+�y��"��]/u�B�?<$�� +C� |�<3/4�m�:Ξ!`�ϱ��'��۳ �h�-p�7h1/4'A��e-1�3Ӳ���&&+3AX$���(r)�1/47��"{Ѷ�<5*`� `@+'UYA(r)Y�x � _�������� �1/2��p^UL"$�%��Ä�ެ��"U�*<�|v"�(r) ��M`P|/����<جW� �o> �Fwجu(�Q� ��|B"C����`M[�M��5�C?�È�y���(>*�';�-q gvT�B�q�L( ��L��YV�c��Ymc ��iFG8�P����F�L"�K��(c)�<LLl����'�K(tm)�� �8���q(c)1/2p"}F8�7N*�� v �U� Ð�l�{��V�r�C-�3�ÛÏ�a��P�9"]m�?

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