PAGE 1
ENQUIRY 2
Why did the First World
War end in stalemate for
so long?
Key stage 3
ENQUIRY OVERVIEW
This enquiry examines why stalemate occurred during the First World War and how it was finally ended.
Students are also asked to consider the impact of technological developments in warfare from 1914-18 and
their effectiveness in ending the conflict.
It may be necessary to define the term ‘stalemate’ with students, and the enquiry begins by considering the
use of this term in differing contexts. Students are then asked to focus upon stalemate in the context of the
First World War with a range of sources utilised to identify the scale of stalemate (over the period 1914-18),
and why this occurred. The emphasis is on identifying a range of reasons to explain the stalemate, and for
some students to further develop the enquiry by analysing and explaining a range of factors, either linking
these or placing them in order of significance.
Finally, students are provided with photographic and written evidence of the technological and military
developments during the First World War and their impact on breaking the stalemate. Students are required
to consider the effectiveness/significance of each factor in ending the stalemate.
Students will look at a wide range of sources of evidence, including film, diaries, photographs, letters, memoirs
and secondary accounts. The end product will be a presentation in response to the enquiry question with
outcomes ranging from identifying several factors to placing these within a hierarchy of importance or linking
the reasons for stalemate.
There are ample opportunities throughout this enquiry to relate each section to the visible evidence of the
battlefield sites of the Western Front. These will be referred to in the lessons below, with examples of activities
that could be used on a battlefield site.
There are opportunities through this topic to make links to English (e.g. developing vocabulary, speaking
and listening skills, inferring meaning from text, identifying causes and constructing a written case to
highlight factors in order of significance), and citizenship (e.g. looking at the actions of individuals and their
impact upon others and the wider society) and geography (e.g. the use of maps and location of places and
environments).
Find out more by visiting:
www.centenarybattlefieldtours.org
PAGE 2
LESSONS
STAGE 1 What do we mean by stalemate? (Define stalemate in the context of WW1)
To ensure that students have an understanding of the term ‘stalemate’, an initial activity (see Resources 1)
requires a focus upon the use of stalemate to describe a range of situations in a variety of contexts. Students
should understand the concept of stalemate as ‘a lack of progress/advancement’ and how this is applied to war.
(Small group/pairs discussion activity)
To introduce a contemporary theme, students could be asked to identify 20th and 21st Century conflicts where
the term ‘stalemate’ could apply (e.g. Vietnam, Afghanistan – 1980s and present).
(Whole group discussion activity)
The second part of the lesson should utilise Presentation 1 and maps from 1914, 1916 and 1918 which show
the Allied trench lines at these given points during the War. Students are asked to consider the progress made
throughout the War focussing upon 3 towns which can be identified on each map.
(Written activity – see Presentation 1, slide 5)
On a battlefield site (using guide maps) students could consider whether the location was held by the Allied or
German troops and whether control changed hands between 1914 and 1918.
List of resources, worksheets, video clips and interactive activities for use with Stage 1
Resources 1 & Presentation 1
STAGE 2 Why did stalemate occur on the Western Front?
This stage develops students’ understanding of the causes of stalemate during the First World War.
Presentation 2 shows four causes of stalemate:
• The Trench system (also use British Pathé video footage...see resources).
• The effective use of a machine gun as a defensive weapon.
• The difficulty of crossing No-Man’s Land (also use British Pathé video footage...see resources).
• The use of railways to mobilise/transfer troops.
Find out more by visiting:
www.centenarybattlefieldtours.org
PAGE 3
LESSONS
STAGE 2 Why did stalemate occur on the Western Front? (continued)
Students could write a short explanation to highlight why each of the above factors caused stalemate.
(Written activity)
Introduce Resources 2 – featuring quotes from the front line – which detail the conditions of No-Man’s Land
and the role of senior officers/tactics as a prelude to the next activity – other reasons for stalemate.
Students should highlight other reasons for stalemate (e.g. planning/tactics, poor communication between
front line & Generals etc.)
(Group discussion)
‘Stretch activity’
Students identify a hierarchy of causes, placing the causes of stalemate in order of significance or identifying
the most important factor(s) with explanation.
(Teacher led)
Note: Presentation 2, slide 2 details the above tasks.
At Tyne Cot cemetery, take the students to the concrete machine gun post and ask them to consider how
difficult it would be to attack such a position on higher ground, and how this would aid the stalemate.
Use one of the reconstructed trench systems on a visit to the Western Front to highlight how well reinforced
they were and how difficult they were to attack.
List of resources, worksheets, video clips and interactive activities for use with Stage 2
Resources 2 & Presentation 2
To highlight how well trenches were built and difficult to attack
http://www.britishpathe.com/video/trenches-taken-from-germans/query/ww1+trenches
To highlight how difficult it would be to cross no-man’s land
http://www.britishpathe.com/video/no-mans-land-shelling/query/no+mans+land
Find out more by visiting:
www.centenarybattlefieldtours.org
PAGE 4
LESSONS
STAGE 3 How was the stalemate on the Western Front broken?
To complete the enquiry, students are asked to consider how the stalemate was broken. All students will
identify at least two factors which ended the stalemate, with an activity to stretch students focussing upon a
hierarchy of significance or linking factors to highlight that no one single reason ended the stalemate.
Presentation 3 shows three factors that helped to break the stalemate:
• The introduction of the tank.
• The German Spring Offensive of 1918.
• USA entry into the War.
The tasks are included within the presentation and are aimed at encouraging students to consider the impact
of each factor in ending the stalemate.
(Individual/pairs activity)
The whole class should be shown the footage of French children giving thanks to the USA entering the War
(see resources) and a discussion should be held to ascertain the psychological impact upon the Allies as a result
of the USA’s decision to join the War on their side...and how this would be viewed by Germany. Students
should be encouraged to link the timing and speed of the German offensive to USA entry into the War.
(Group discussion)
Research task – students to identify other reasons to explain the end of stalemate (e.g. the Russian advance on
the Eastern Front, over-stretching of German resources, blockading of German ports etc.). Individual students
to devise a written answer/display to explain ‘why the stalemate on the Western Front was finally ended’. The
display can start with an appropriate image in the centre and reasons leading from this.
(Individual/pairs activity)
‘Stretch activity’
Students may attempt to place factors in a hierarchy, or more likely, explain how these factors worked in
conjunction to end the stalemate. To aid students they should consider factors in pairs and link these, for
example, the haste with which the German Spring Offensive was arranged/carried out and USA entry into the
War, or blockading of German ports and the subsequent reduction in supplies and USA entry into the War etc.
(individual/pairs activity)
At several battlefield sites, ask the students to consider the impact of tanks in such an area (for example, when
attacking a trench). Students should also consider the psychological effect upon the soldiers on trench life and
how the news of USA entry into the War, blockading of German ports (generally the events of 1917/18), would
have affected the morale of the German soldiers in particular.
Find out more by visiting:
www.centenarybattlefieldtours.org
PAGE 5
LESSONS
STAGE 3 How was the stalemate on the Western Front broken? (continued)
List of resources, worksheets, video clips and interactive activities for use with Stage 3
Presentation 3
Footage of French children giving thanks to the USA entering the War.
http://www.britishpathe.com/video/french-children-show-thanks-for-usa-entering-war/query/usa
Find out more by visiting:
www.centenarybattlefieldtours.org