History · Year 7 · Crisis and Change: The 14th Century · Summer Term

Hundred Years' War: Causes and Early Battles

The dynastic struggle for the French throne and the early English victories, including Crécy and Poitiers.

• National Curriculum Attainment Targets
• KS3: History - The Hundred Years War
• KS3: History - Conflict and Diplomacy

About This Topic

In June 1215, at Runnymede, King John was forced to sign Magna Carta (the Great Charter). This topic examines the specific clauses of the document, focusing on how it attempted to limit the King's power and establish that even the monarch is subject to the law. Students investigate why the charter was initially a failure, leading almost immediately to the First Barons' War, and how it was repeatedly reissued to become a cornerstone of the English constitution.

This is a landmark topic in the UK curriculum for teaching political history and the development of rights. It moves students from seeing history as a series of battles to seeing it as a series of ideas. This topic comes alive when students can physically model the patterns of negotiation, perhaps through a 'clause-sorting' activity or a role play of the meeting at Runnymede, to see which demands were most revolutionary.

Key Questions

1. Explain the dynastic claims that sparked the Hundred Years' War.
2. Analyze the military innovations, such as the longbow, that gave England an early advantage.
3. Compare the strategies employed by English and French forces in early battles.

Learning Objectives

• Explain the primary dynastic and feudal claims that led to the Hundred Years' War.
• Analyze the tactical advantages provided by the English longbow in early battles of the war.
• Compare and contrast the military strategies used by English and French forces at the Battles of Crécy and Poitiers.
• Identify key figures and their roles in the early stages of the Hundred Years' War.

Before You Start

Feudal Society in Medieval England

Why: Students need a basic understanding of the feudal system, including the roles of lords, vassals, and knights, to grasp the land ownership and loyalty issues central to the war's causes.

The Norman Conquest and Early Anglo-French Relations

Why: Knowledge of the historical links and previous conflicts between England and France, stemming from the Norman Conquest, provides essential context for understanding the long-standing tensions.

Medieval Warfare and Knights

Why: Familiarity with the typical military structures and the role of mounted knights in medieval combat is necessary to appreciate the impact of new tactics and weaponry.

Key Vocabulary

Dynastic Claim	A claim to a throne or title based on hereditary succession, often involving complex family relationships and disputed lines of descent.
Feudalism	A social and political system where land is held in exchange for loyalty and military service, a key element in the territorial disputes between England and France.
Longbow	A tall, powerful bow, typically made of yew, used by English and Welsh archers, which proved devastatingly effective against French knights.
Siege Warfare	Military operations involving the surrounding and blockading of a town or fortress with the intent of capturing it, a common tactic during the war.
Chevauchée	A large-scale raid or military expedition, typically carried out by English forces, designed to damage the enemy's territory and morale rather than capture territory.

Watch Out for These Misconceptions

Common Misconception

Magna Carta gave everyone the right to vote.

What to Teach Instead

It had nothing to do with voting; it was about the rights of free men (a small minority) and the power of the Barons. A 'clause sort' activity helps students see who the document was actually written for, correcting the idea that it was a 'democratic' document.

Common Misconception

King John signed Magna Carta with a pen.

What to Teach Instead

He didn't sign it; he attached his royal seal to it. While a small detail, discussing the 'seal' helps students understand the importance of symbolic authority and the formal nature of medieval legal documents.

Active Learning Ideas

Inquiry Circle: The Clause Sort

Groups are given 10 simplified clauses from Magna Carta. They must categorise them into 'Good for Barons', 'Good for Merchants', and 'Good for Ordinary People'. They then rank them from 'Most Important' to 'Least Important' and justify their top choice.

35 min·Small Groups

Role Play: The Runnymede Negotiation

The class is divided into the King's party and the Rebel Barons. They must negotiate three key points: taxes, the right to a fair trial, and the 'Council of 25'. Students must try to reach an agreement that both sides can live with, experiencing the tension of the actual event.

45 min·Whole Class

Think-Pair-Share: Why did it fail?

Students read that the Pope declared Magna Carta 'null and void' just weeks after it was signed. They discuss in pairs: 'If you were John, why would you break your word?' and 'If you were a Baron, what would you do next?'

20 min·Pairs

Real-World Connections

• Military historians at institutions like the Royal Armouries in Leeds study medieval weaponry and tactics to understand the evolution of warfare and its impact on society.
• Genealogists and legal historians research historical dynastic claims to understand the roots of modern national identities and international relations, tracing lineage back through centuries of European royalty.
• The concept of territorial sovereignty, a major cause of the Hundred Years' War, remains a central principle in international law and diplomacy today, influencing conflicts and alliances worldwide.

Assessment Ideas

Quick Check

Present students with a map showing England and France in the 14th century. Ask them to label the key territories in dispute and write one sentence explaining the primary dynastic reason for the conflict over these lands.

Discussion Prompt

Facilitate a class discussion using the prompt: 'Considering the technology and social structures of the time, was the English longbow a more significant factor in their early victories than the French feudal system's weaknesses? Provide specific examples from Crécy or Poitiers to support your argument.'

Exit Ticket

Students write on an index card: 1) One key term from today's lesson and its definition in their own words. 2) One question they still have about the early battles of the Hundred Years' War.

Frequently Asked Questions

What does 'Magna Carta' actually mean?

It is Latin for 'The Great Charter'. It was called 'great' because it was a very long and detailed document, not because people necessarily thought it was wonderful at the time. It contained 63 clauses covering everything from fish weirs to the right to a fair trial.

What is the most important part of Magna Carta?

Most historians point to Clause 39, which states that no free man shall be imprisoned or stripped of his rights except by the 'lawful judgment of his peers' or by the 'law of the land'. This established the principle that the King could not just lock people up because he felt like it.

Did Magna Carta stop the fighting?

No, it was a total failure as a peace treaty. King John asked the Pope to cancel it, and the Barons invited the French Prince Louis to come and take the English throne. Civil war broke out almost immediately, and the charter only became important after John died and it was reissued by his son.

How can active learning help students understand Magna Carta?

Active learning, like the 'Clause Sort', helps students engage with the actual text of the document rather than just hearing about it. By categorising and ranking the demands, they begin to see the document as a practical solution to specific grievances. This makes the abstract concept of 'constitutional law' much more concrete and understandable.