Battle of Crecy: World Civilizations for High school
Session Design by Kimberly Lamping and Sherre Barnes
LEARNING OBJECTIVES
Content Standards
Utah World Civilizations : Standard 3 Objective 2C
o Explain the consequences of the cannon and the longbow on European warfare and
society.
Utah Theatre: Standard 1 Objective 1B
o
Act out interrelated environments, situations, and characters in a dramatic
presentation.
Utah Theatre: Standard 1 Objective 2A
o
Plan dialogue and physical attributes for characters in a dramatic presentation.
Enduring Understandings
Students will understand that actions occurring in the present can have unforeseen
consequences (both negative and positive) which may alter future social and political
landscapes.
Key Knowledge
Students will know the following about longbows and the Battle of Crecy:
o The longbow is 6 feet long and could pierce armor.
o The Battle of Crecy occurred in 1346 in Crecy, Northern France.
o The English were ruled by Edward III of England and the French were ruled by led by
Phillip the VI.
o English allied with Welsh and Troupes from the Holy Roman Empire.
o France was allied with Genoese and Majorcan.
ASSESSMENT
Performance Tasks
Students are split into two groups and are assigned to create a map of a town in France or
a town in England. Students plan dialogue between characters about the longbow and
possibility of war between England and France and improvise pantomimed actions during a
battle in order to act out interrelated environments, situations, and characters in a
dramatic presentation.
Students complete the attached circle of life character biography which include their
physicality, home life, key phrases, and family; they also act out planned dialogue
amongst interrelated characters in order to plan dialogue and physical attributes for
characters in a dramatic presentation.
Other Assessments
Students complete the attached test of multiple choice, fill in the blank and short essay
questions in order to explain the consequences of the cannon and the longbow on
European warfare and society and demonstrate their knowledge of the list of key
knowledges above.
MATERIALS NEEDED
Teacher Materials
Brave movie soundtrack (https://www.youtube.com/watch?
v=ic1l4JdELDY&feature=youtu.be&list=PL3FF28E3E880D37EB).
Teacher-in-role costume: General Franois pins the French flag to shirt, General Geoffrey
pins English flag to shirt.
Arrow
Photos of English and French towns during 1300s (see attached).
Sword and cannon battle noises (https://www.youtube.com/watch?v=t9jOmU-qgvM).
English letter
English ally flags
2 French letters
French ally flags
Student Materials
Butcher paper
Markers
Crayons
Circle of life worksheet (see attached)
Multiple choice/fill in the blank test (see attached)
Descriptions of French/English warfare materials (see attached).
LEARNING PLAN
Framing / Hook
1. Play soundtrack from Disneys Brave as students enter the room.
2. Longbow schematics.
a. Students are split into three groups.
b. Each group is given a 6.5 long piece of butcher paper.
c. Students draw a 6 long straight line in the center of the butcher paper.
d. At the very middle of the line, students draw a 4 line that creates a gap away from the
longer line.
e. At both ends of the 6 line, students make a mark that creates a gap away from the
long line.
f. Students connect the 4 line to the marks, this should create a an arch.
i. Student drawings should look like this:
g. As much as the remaining space allows on the butcher paper, students draw a triangle
that connects to the two points of the 6 line. The triangle should be on the opposite side
of the line from the arch.
i. Student drawings should look similar to this:
3. End Brave music.
4. Ask students what they have drawn.
i. If students do not supply the answer of bow or longbow place the arrow at the apex
of the triangle.
ii. Ask students again what theyve drawn, if they still dont know inform them that they
have drawn a longbow.
5. Longbow and cannon discussion.
a. Ask students the following questions:
i. What do you think some of the advantages and disadvantages of using a longbow
might be?
1. Inform students of the following advantages: shot farther, more force behind the
shot (capable of piercing armor), and it was faster reload than a crossbow.
2. Inform students of the following disadvantages: its very large, takes a long time to
make (the entire process usually took up to 4 years to make one bow), and it
requires a lot of physical strength to shoot a longbow.
ii. What do you think some of the advantages and disadvantages of using the cannon
might be?
1. Inform students of the following advantages: more people were injured or killed with
each shot.
2. Inform students of the following disadvantages: they were heavy and difficult to
transport, the aim was often inaccurate, and they were dangerous to use (often
injuring the soldiers trying to use them).
b. Inform students of the longbows significance in European history.
i. Along with the cannon in the Hundred Years War, the longbow led the English to victory
over the French despite being incredibly outnumbered in many battles.
PROCESS
6. Teacher-in-role as military Generals
a. As the first teacher is wrapping up the Framing/Hook activity, the other teacher in role as
English General Geoffrey enters and interrupts allowing first teacher to leave and change
into French General Franois.
b. General Geoffrey splits up students into two groups: English and French.
i. NOTE: The English group should have significantly less people in their group than
French group. About a 1:4 ratio (In the actual battle the French army was numbered at
around 30,000-100,000 while the English had only around 7,000).
c. General Franois enters.
7. Maps
a. Show pictures of English and French towns during 1300s.
b. Have each group draw a map of their town (English town and French town).
i. Towns might include: businesses they might have, houses, landscapes, and other
community buildings appropriate to the time period.
8. Circle of life
a. Show pictures of English and French citizens during 1300s and explain various jobs they
had.
i. Soldier/knight-only men were able to fight in both armies, and knights elevated soldiers
who received higher wages.
ii. Farmer/Peasant-men and women worked on farms that they did not own in order to
feed their families and neighbors.
b. Students are given the circle of life worksheet (see attached).
i. Students fill out each section of the circle of life worksheet based off the information
they received.
c. After students complete their circle of life, they are to read them aloud to the class.
i. Tape each circle of life character bio to their respective map.
9. Planned dialogue about the longbow.
a. General Franois and General Geoffrey deliver letters to their respective groups. The letter
reads as such:
i. English group: Dear General, I have been scouting the land and have determined that
we have beat the French here to Crecy by one day. It is most advisable that we attack
first thing in the morning, we will be well rested and have the advantage. I heard word
from our allies, the Welsh and Troupes from the Holy Roman Empire. They intend on
b.
c.
10.
a.
b.
c.
d.
e.
f.
g.
11.
continuing their support and will join us in a fortnight. Hopefully your weapons serve
you and your men well. God save the King.
ii. French group: Dear General, due to poor weather conditions your army has arrived
late to Crecy. It appears that the English have been here a day early. Nonetheless, you
far outnumber the English and have excellent crossbows and shields. In other good
news, our allies the Genoese and Majorcan remain loyal to the crown. May your horses
be swift and your men brave. Au Revoir.
iii. Enclosed in each of the letters is a mini flag from each of the allies. The generals place
these on their maps.
General Franois and General Geoffrey further describe their groups strengths and
weaknesses to the entire class.
i. (General Franois) French Pros/Cons: You have more people than the English-by a lot.
Your fighters are fully armed, and you have lots of crossbowman who are extremely
accurate shots but have a shorter range. You have a large cavalry and regular
infantrymen trained in the sword and spear that have won countless battles in the past.
ii. (General Geoffrey) English Pros/Cons: You have the new longbow and cannon
inventions. The longbow can shoot much farther and pierce full armor-this helps keep
your enemies at bay. You also have the cannon which can destroy large groups of
individuals in one shot; however it takes a long time to load, is difficult to aim, and has
been known to misfire and kill or wound your own soldiers instead of the enemy.
Each group plans a brief scene conveying any concerns about the letter.
i. After practicing the scene a few times. The French army and the English army share
their scenes.
Battle wave 1.
While General Geoffrey plays cannon and sword back ground noises, students pantomime
battle.
General Geoffrey explains that while the French army outnumber the English army 4:1, the
English army inflicted considerable damage on the French army.
General Geoffrey places a large X over a few buildings on the French armys map
informing students that they have been destroyed and taps a few students in the French
army on the shoulder informing students that they have died.
French army students stand to the side.
General Geoffrey asks the French army if they surrender.
General Franois asks his army what they think they should do by walking around and
tapping select students on the shoulder to reveal their inner thoughts (including the
students proclaimed dead).
General Franois receives a letter from King Phillip the 6th.
i. The letter reads: Dear General Franois, The battle must continue. You and your
soldiers must defend Frances honor. Rest your men and defeat the English or you will
find a resignation letter next.
Battle Wave 2
Once again, battle noises are played while General Franois reads the casualties and taps
some French
soldiers on the shoulder, indicating their death while General
Geoffrey places several Xs on the French m
b. The French once again are given the option of surrender.
i. Note: If they surrender, proceed to the next step, if they do not, repeat step 10 (Battle
Wave 2) until either the French surrender, or all French soldiers are dead.
12.
Aftermath.
a. Teachers step out of role.
b. Teacher who was in role as General Franois reads the real aftermath of the battle of Crecy
and some general results of the 100 years war.
i. The battle of Crecy was a major victory for the English.
ii. The French lost many more soldiers than the English. It is estimated that the English
lost roughly 300 of their 7,000 men while the French lost 2,000 of their 30,000 men.
a.
iii. The English had two other major victories over the French at Poitiers and Agincourt due
to their
successful use of the longbow and cannon.
iv. The battle of Crecy was the beginning of the 100 years war.
Reflection
13.
Post war tableaux
a. Each group (French and English) creates a tableaux, demonstrating how the battle of
Crecy affected their group.
b. Ask students the following questions:
i. What do you see being conveyed in the tableaux?
ii. How did the longbow impact the French? The English?
iii. What are some other outcomes that occurred due to a single event, object or person?
English and French towns in the 1300s:
Home Life
Physicality
Name:
Age:
Family
Occupation:
Key Phrases
Dear General Geoffrey,
I have been scouting the land and have determined that we have
beat the French here to Crecy by one day.
It is most advisable that we attack first thing in the morning, we
will be well rested and have the advantage.
In other news, I heard word from our allies, the Welsh and Troupes
from the Holy Roman Empire intend on continuing their support
and will join us in a fortnight.
Hopefully your weapons serve you and your men well.
God save the King.
Best wishes,
King Edward III
English
Welsh
Holy Roman Empire
Dear General Franois,
Due to poor weather conditions your army has arrived late
to Crecy.
It appears that the English have been here a day early.
Nonetheless, you far outnumber the English and have
excellent crossbows and shields.
In other good news, our allies the Genoese and Majorcan
remain loyal to the crown.
May your horses be swift and your men brave. Au Revoir.
Best Wishes,
King Philip VI
French
Genoa
Majorca
Dear General Franois,
The battle must continue. You and your soldiers must
defend Frances honor.
Rest your men and defeat the English or you will find
yourself holding a resignation letter.
Best Wishes,
King Phillip VI
World Civilizations Chapter test: Long bow.
Name:
Date:
Multiple Choice section (circle the correct answer):
1. How many feet long was the long bow?
a. 6 Feet
c. 20 Feet
b. 5 feet
d. 10 feet
2. Where did the Battle of Crecy occur?
a. America
c. England
b. France
d. Spain
3. What year did the Battle of Crecy occur?
a. 1346
c. 1459
b. 2015
d. 1366
4. Which King ruled over England during this time?
a. Philip VI
c. Henry V
b. Edward III d. General Geoffrey
5. Which King ruled over France during this time?
a. Philip VI
c. General Franois
b. Edward III d. Henry V
6. Who were allies with the English?
a. Welsh and the Holy Roman Empire
b. Germany and the Holy Roman Empire
7. Who were allies with the French?
a. Genoa and Majorca
b. Welsh and the Holy Roman Empire
8. What was extraordinary about the long bow?
a. It was made of iron.
b. It could pierce through armor.
c. Genoa and Majorca
d. Majorca and Germany
c. English and the Holy Roman Empire
d. Genoa and Welsh
c. It shot up to 10 arrows at a time.
d. It required little strength to use.
Fill in the blank:
9. List the advantages and disadvantages of the cannon:
a. It caused a lot of _________ with one shot.
b. It was ________, and difficult to transport.
c. Its aim was _____________.
d. It often ________ its own _________.
Short response essay (write response on back of paper):
Explain the consequences of the cannon and the longbow on European warfare and society.
World Civilizations Chapter test: Long bow.
Name:
Date:
Multiple Choice section (circle the correct answer):
1. How many feet long was the long bow?
a. 6 Feet
c. 20 Feet
b. 5 feet
d. 10 feet
2. Where did the Battle of Crecy occur?
a. America
c. England
b. France
d. Spain
3. What year did the Battle of Crecy occur?
a. 1346
c. 1459
b. 2015
d. 1366
4. Which King ruled over England during this time?
a. Philip VI
c. Henry V
b. Edward III d. General Geoffrey
5. Which King ruled over France during this time?
a. Philip VI c. General Franois
b. Edward III d. Henry V
6. Who were allies with the English?
a. Welsh and the Holy Roman Empire
b. Germany and the Holy Roman Empire
7. Who were allies with the French?
a. Genoa and Majorca
b. Welsh and the Holy Roman Empire
8. What was extraordinary about the long bow?
a. It was made of iron.
b. It could pierce through armor.
c. Genoa and Majorca
d. Majorca and Germany
c. English and the Holy Roman Empire
d. Genoa and Welsh
c. It shot up to 10 arrows at a time.
d. It required little strength to use.
Fill in the blank:
9. List the advantages and disadvantages of the cannon:
a. It caused a lot of ____Injuries or damage_____ with one shot.
b. It was ____Heavy____, and difficult to transport.
c. Its aim was _____Inaccurate________.
d. It often ____Injured____ its own _____soldiers (or users)____.
Short response essay (write response on back of paper):
Explain the consequences of the cannon and the longbow on European warfare and society.
