Section outline

  • EXPLORE / TŪHURA

    EXPLORE / TŪHURA learning intentions:

    • We are EXPLORING how places reflect past interactions of people with the environment;
    • We are EXPLORING causes and effects of events that have shaped the lives of a group of people;
    • We are EXPLORING how and why people experience events in different ways.

    Blue and Butternut on Twitter: "If using simple Civil War memes is all I have to do to get the outrage trolls up in arms, perhaps I should do that more often.


    Animals in War

    Lesson 4
    Review Slide 2 of Lesson 2 with the image of Field Marshal Sir Douglas Haig and his quotation.
    "The power of the army as a striking weapon depends on its mobility. Mobility is largely dependent on the
    suitability and fitness of animals for work."


    Discuss in pairs what he meant by this statement. (Many generals thought that horses
    and cavalry would play a decisive role in the conflict as they had done in the past. There were few
    motorised vehicles and so armies relied on horses to move supplies and equipment.)

    Source Evaluation

    1) Use sources to identify changes in tactics and technology in WWI:
    Working in pairs, to study the sources 2 - 5 and use the evidence they provide to answers these questions:
    • Why was the cavalry not able to play a decisive role on the Western Front in WWI?
    • What happened when the cavalry were sent into battle? Why?
    • From the evidence you have here, in what ways did the role of horses change between 1914 and
    1918?
    • Was it for the better or worse for the soldiers and/or the horses?

    2) Using the evidence, propose a hypothesis for ‘The First World War was a period of change for the role of horses in war’
    Present hypotheses to the class.

    Homework/extension
    a) Write up your hypothesis in report form, citing evidence 
    or 
    b) Produce a PowerPoint making the case for your hypothesis.