Wounds from Injuries on the Western Front (Edexcel GCSE History): Revision Note

Exam code: 1HI0

Zoe Wade

Written by: Zoe Wade

Reviewed by: Bridgette Barrett

Updated on

The nature of wounds in the First World War - Summary

  • The First World War introduced new weapons designed to:

    • Kill and injure large numbers of soldiers

    • Reduce morale

  • Physical and psychological injuries in the First World War were caused by:

    • Bullets

    • Artillery shells

    • Shrapnel

    • Gas attacks

  • Medical staff faced huge challenges due to:

    • Infection

    • Lack of equipment

    • High casualty numbers

  • Developments caused by wartime injuries included:

    • The gas mask

    • The Brodie helmet

Wounds from rifles & explosives

Bullets

  • Bullets caused 39% of wounds

    • Bullets pierced organs and fractured bones due to their pointed tips

  • Magazine-fed rifles were accurate up to 500 metres and standard issue for all soldiers

  • Machine guns were highly effective in no-man's-land, firing up to 450 rounds per minute

  • Bullets carried dirty fabric into wounds, causing infection

Explosions

  • Artillery shells and shrapnel caused 58% of wounds

  • Explosions tore limbs apart and sent metal shrapnel into the body

Shrapnel, wound infection & head injuries

Shrapnel

  • Explosions from shells scattered out smaller pieces of metal called shrapnel

  • Shells often included steel balls or lead to cause maximum injury

    • Over 41,000 soldiers had limbs amputated due to explosive injuries

  • Shellfire was especially deadly in no-man’s-land, where soldiers could not take cover

Wound infection

  • Soil on the Western Front contained bacteria from fertiliser, causing infections like:

    • Tetanus 

      • Anti-tetanus injections reduced the impact of the disease

    • Gas gangrene

      • There was no cure for gas gangrene

  • One British surgeon commented:

"Every gunshot wound…is more or less infected…at the moment of its infliction"

Head injuries

  • In 1914, British soldiers wore soft caps

    • This gave no protection, resulted in a high number of head injuries

  • From 1915, all British soldiers wore the Brodie helmet

An illustration of a soldier in a Brodie helmet with text describing the helmet's features: steel construction, its strap, inventor John Brodie, khaki colour and sawdust coating.
An illustration showing the features of the Brodie helmet

Effects of gas attacks

  • Gas caused only 6,000 British deaths (less than 5% of all deaths), but triggered great psychological fear

  • Symptoms included:

    • Coughing

    • Choking

    • Blindness

    • Blisters

  • At first, soldiers initially used cloths soaked in urine to place around their mouths

    • From July 1915, all soldiers were issued gas masks

A comparison of the types of gas used in gas attacks in the First World War: chlorine, phosgene, mustard. Details include colour, odour, date of use, method of action and effects.
A diagram showing the types of gas used on the Western Front

Worked Example

How could you follow up Source A to find out more about the effects of a gas attack?

In your answer, you must give the question you would ask and the type of source you could use.

4 marks 

Source A: From a diary account by Dr. Harvey Cushing, 25 April 1915. Cushing worked as a surgeon on the Western Front.

When we got to the ambulances, we heard about a recent gas attack. A huge, greenish cloud of smoke with a yellowish top had rolled down from the German trenches. Only sixty men out of a thousand survived the attack.

Later, I saw some of those who had been affected. Two of them were still conscious but gasping for breath, their faces discoloured, and they were about to die. I hoped they didn't have long to wait, poor chaps.

Then we saw many of the severely gassed men who had arrived at the hospital this morning. It was a terrible business. One man's face was dark blue and with every cough, he coughed up a thick stream of discoloured phlegm. He was too busy struggling to breathe to bother much about anything else - a most horrible form of death.

Answers:

  • Detail in Source A that I would follow up:Two of them were still conscious but gasping for breath, their faces discoloured, and they were about to die.’ (1)

  • Question I would ask: What could be done to help a soldier affected by a gas attack? (1)

  • What type of source I would look for: RAMC medical record from 1915 after a gas attack (1)

  • How this might help answer my question: The records would detail when the soldiers were gassed, their main symptoms, and what treatments were given to help them. (1)

Examiner Tips and Tricks

You should be as precise as possible when suggesting a source to help you carry out the enquiry.

The above refers to medical records for a group of soldiers, which is a specific source. However, medical records from an Advanced Dressing Station would be even more precise.

Remember that this must be a source. Suggestions of using textbooks, historians, the internet or any other interpretation will not receive a mark.

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Zoe Wade

Author: Zoe Wade

Expertise: History Content Creator

Zoe has worked in education for 10 years as a teaching assistant and a teacher. This has given her an in-depth perspective on how to support all learners to achieve to the best of their ability. She has been the Lead of Key Stage 4 History, showing her expertise in the Edexcel GCSE syllabus and how best to revise. Ever since she was a child, Zoe has been passionate about history. She believes now, more than ever, the study of history is vital to explaining the ever-changing world around us. Zoe’s focus is to create accessible content that breaks down key historical concepts and themes to achieve GCSE success.

Bridgette Barrett

Reviewer: Bridgette Barrett

Expertise: Geography, History, Religious Studies & Environmental Studies Subject Lead

After graduating with a degree in Geography, Bridgette completed a PGCE over 30 years ago. She later gained an MA Learning, Technology and Education from the University of Nottingham focussing on online learning. At a time when the study of geography has never been more important, Bridgette is passionate about creating content which supports students in achieving their potential in geography and builds their confidence.