History · Year 12

Active learning ideas

War with France: The Capture of Boulogne

Active learning works for this topic because students must grapple with the real-world consequences of Henry VIII’s decisions. Simulations and collaborative tasks help them see how financial mismanagement and strategic missteps had immediate, tangible effects on people’s lives and the kingdom’s stability.

• National Curriculum Attainment Targets
• A-Level: History - Henry VIII: Foreign Policy
• A-Level: History - The Tudors: England, 1485–1603

• 25–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Inquiry Circle
• 50 min · Small Groups

Inquiry Circle: The War Budget of 1544

In small groups, students analyze the costs of the 1544 campaign (mercenaries, the 'Great Harry' ship, the siege of Boulogne). They must compare this to the sources of income (monastic land sales, debasement) and present a 'financial health warning' to the King.

Explain why Henry prioritized the capture of Boulogne over other strategic goals.

Facilitation Tip

During Collaborative Investigation: The War Budget of 1544, assign small groups distinct budget categories (e.g., troop wages, siege supplies, shipbuilding) so every student contributes to the final analysis.

What to look for

Provide students with a map of Northern France and England in the 1540s. Ask them to write two sentences explaining why Boulogne was a strategically important target for Henry VIII, and one sentence describing a major economic consequence of the war to capture it.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 45 min · Whole Class

Simulation Game: The Great Debasement

Students participate in a 'marketplace' simulation where the 'silver content' of their coins is gradually reduced. They must experience how prices rise and 'trust' in the currency falls, demonstrating the real-world impact of Henry's financial policy.

Analyze how the war of the 1540s impacted the English economy.

Facilitation Tip

In Simulation: The Great Debasement, provide students with pre-cut strips of paper representing coins to physically manipulate and debase, making the abstract process concrete.

What to look for

Pose the question: 'Was the capture of Boulogne worth the cost?' Facilitate a class discussion where students must cite specific evidence regarding the financial expenditure, the treaty terms, and the economic impact of the war to support their arguments.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Was Boulogne worth it?

Students analyze the 1546 Treaty of Ardres. They discuss in pairs whether the temporary possession of Boulogne was worth the total bankruptcy of the English crown and share their findings with the class.

Evaluate whether the 1546 Treaty of Ardres was a victory for Henry.

Facilitation Tip

For Think-Pair-Share: Was Boulogne worth it?, give pairs a T-chart with ‘Costs’ and ‘Benefits’ to fill before sharing with the class.

What to look for

Present students with a short primary source excerpt describing the debasement of coinage or its effects. Ask them to identify the main problem described and explain in their own words how it relates to the war with France.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Experienced teachers approach this topic by framing the war as a case study in failed policy rather than a military narrative. Avoid getting caught up in battlefield details; focus instead on the economic ripple effects. Research shows students retain more when they role-play the consequences of royal decisions on merchants, soldiers, and farmers.

Students will demonstrate understanding by analyzing the financial strain of the war, evaluating the strategic value of Boulogne, and explaining how the Great Debasement impacted ordinary citizens. Success looks like clear connections between evidence, policy, and outcomes.

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Watch Out for These Misconceptions

• During Collaborative Investigation: The War Budget of 1544, watch for students assuming Boulogne’s capture was a major victory with lasting benefits.

  Use the activity’s budget sheets to redirect them: ask groups to calculate the cost per soldier defending Boulogne and compare it to the port’s income, emphasizing its role as a financial ‘white elephant’ rather than a stepping stone to conquering France.

• During Simulation: The Great Debasement, watch for students attributing inflation solely to natural economic forces.

  After the simulation, have students examine primary source excerpts from merchants or officials describing rising prices, then ask them to trace those quotes back to the coinage policy they simulated.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share