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RomansThe

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Contents

CreditsThis tour is performed by Christopher Corcoran and Marlene McKenzieChristopher Corcoran and Marlene McKenzieChristopher Corcoran and Marlene McKenzieChristopher Corcoran and Marlene McKenzieChristopher Corcoran and Marlene McKenzie

The programme was originally devised by Bharti Patel, Nicky Robey and Iain Smith.Bharti Patel, Nicky Robey and Iain Smith.Bharti Patel, Nicky Robey and Iain Smith.Bharti Patel, Nicky Robey and Iain Smith.Bharti Patel, Nicky Robey and Iain Smith.

Resource pack originally written by Helen Greenwood.Helen Greenwood.Helen Greenwood.Helen Greenwood.Helen Greenwood.

Pack layout by Rochi Rampal and Gary Roskell .Rochi Rampal and Gary Roskell .Rochi Rampal and Gary Roskell .Rochi Rampal and Gary Roskell .Rochi Rampal and Gary Roskell .

Photographs by Gary Roskell.Gary Roskell.Gary Roskell.Gary Roskell.Gary Roskell.

III Introduction and Aims & ObjectivesIV National Curriculum LinksV Programme Outline

Programme ActivitiesProgramme ActivitiesProgramme ActivitiesProgramme ActivitiesProgramme ActivitiesVI Mosaics, Feasts & JewelleryVII Learning LatinVIII Feast Organisersssss

An Historical PerspectiveAn Historical PerspectiveAn Historical PerspectiveAn Historical PerspectiveAn Historical PerspectiveIX Overview of the Roman InvasionXII Romulus & Remus � the birth of a nationXIII Roman TimelineXIV Roman Gods & GoddessesXV Stories of Roman Gods and GoddessesXVI Everyday life for the RomansXVII Everyday life for the Celts

Literacy ActivitiesLiteracy ActivitiesLiteracy ActivitiesLiteracy ActivitiesLiteracy ActivitiesXIX What�s in a name?XX Letter Writing

PSHE ActivitiesPSHE ActivitiesPSHE ActivitiesPSHE ActivitiesPSHE ActivitiesXXII Cultural Identity � conform of fight?XXIII Circle of Consequences

XXIV Drama ActivitiesXXVI Further Resources

Pack and programme © The Play House (B�ham) Limited 2007, 2010(but we encourage teachers to reproduce this pack for use in their lessons as much as they like). All

contents we�ve reproduced from other sources are believed to be copyright-free, free for educational useor we have permission to use.

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AimAimAimAimAimChildren gain an understanding of what itmeans to be invaded / conquered

�The Romans� is a 90 minute participatorytheatre-in-education programme for KeyStage 2 pupils that examines the Romaninvasion of Britain and Boudicca�s revolt.

Through drama and role-play, children willlearn about;-the skills involved in archaeology

Introduction

Aims and ObjectivesObjectivesObjectivesObjectivesObjectivesObjectives-To create a rich dramatic environment inwhich the children can access informationabout Roman Britain

-To provoke a debate about cultural identity

-To develop pupils� skills as historians

-the everyday life and customs of RomanBritain-the life of the Celts and how it changed-the life of a slave in a Roman villa-Boudicca�s revolt

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National CurriculumHistory: Knowledge, skills andHistory: Knowledge, skills andHistory: Knowledge, skills andHistory: Knowledge, skills andHistory: Knowledge, skills andunderstandingunderstandingunderstandingunderstandingunderstanding!!!!! Chronological understandingChronological understandingChronological understandingChronological understandingChronological understanding1) Pupils should be taught to:a. place events, people and changes intocorrect periods of timeb. use dates and vocabulary relating to thepassing of time, including ancient, modern,BC, AD, century and decade.

!!!!! Knowledge and understanding ofKnowledge and understanding ofKnowledge and understanding ofKnowledge and understanding ofKnowledge and understanding ofevents, people and changes in the pastevents, people and changes in the pastevents, people and changes in the pastevents, people and changes in the pastevents, people and changes in the past

2) Pupils should be taught:a. about characteristic features of the periodsand societies studied, including the ideas,beliefs, attitudes and experiences of men,women and children in the pastb. about the social, cultural, religious andethnic diversity of the societies studied, inBritain and the wider worldc. to identify and describe reasons for, andresults of, historical events, situations, andchanges in the periods studied

!!!!!Historical enquiryHistorical enquiryHistorical enquiryHistorical enquiryHistorical enquiry

3) Pupils should be taught:a. how to find out about the events, peopleand changes studied from an appropriate rangeof sources of information,b. to ask and answer questions, and to selectand record information relevant to the focusof the enquiry.

!!!!! Organisation and communicationOrganisation and communicationOrganisation and communicationOrganisation and communicationOrganisation and communication4) Pupils should be taught to:a. recall, select and organise historicalinformation5) In their study of British history, pupilsshould be taught about:a. the Romans, AngloSaxons and Vikingsb. aspects of the histories of England, Ireland,Scotland and Wales, where appropriate, andabout the history of Britain in its European andwider world context, in these periods.

English : Knowledge, skills andEnglish : Knowledge, skills andEnglish : Knowledge, skills andEnglish : Knowledge, skills andEnglish : Knowledge, skills andunderstandingunderstandingunderstandingunderstandingunderstanding!!!!! SpeakingSpeakingSpeakingSpeakingSpeaking

1) To speak with confidence in a range ofcontexts, adapting their speech for a range ofpurposes and audiences, pupils should betaught to:

a. gain and maintain the interest and responseof different audiencesb. choose material that is relevant to the topicand to the listeners

!!!!! ListeningListeningListeningListeningListening

2) To listen, understand and respondappropriately to others, pupils should be taughtto:a. ask relevant questions to clarify, extend andfollow up ideasb. recall and re-present important features ofan argumentc. respond to others appropriately, taking intoaccount what they say.

!!!!!Group discussion and interactionGroup discussion and interactionGroup discussion and interactionGroup discussion and interactionGroup discussion and interaction3) To talk effectively as members of a group,pupils should be taught to:a. make contributions relevant to the topic andtake turns in discussionb. vary contributions to suit the activity andpurposec. qualify or justify what they think afterlistening to others� questions or accountsd. deal politely with opposing points of viewand enable discussion to move one. take up and sustain different roles

!!!!!DramaDramaDramaDramaDrama

4) To participate in a wide range of dramaactivities and to evaluate their own and others�contributions, pupils should be taught to:a. create, adapt and sustain different roles,individually and in groupsb. use dramatic techniques to explore charactersand issues [for example, hot seating, flashback]c. evaluate how they and others havecontributed to the overalleffectiveness of performances.

Links

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Programme OutlineThe programme begins in the classroomwhere the class meet a team of archaeologists,and are equipped with the skills to help themsolve a mystery. They have made a fascinatinglocal discovery, a Roman villa. Thearchaeological site is a particular mysterybecause the villa was never completed and theclass are asked to speculate why building workstopped. The class are also shown a find fromthe �dig�, a slave identity tag, and the groupdiscuss invasion and slavery.

As trainee archaeologists the class are takeninto the school hall where they explore thesite of the �dig�. There is an imaginary re-creation of the villa. The archaeologists sharewith them some fragments of a fresco thathas been discovered, which depict life forslaves and their masters in Roman Britain. Theclass are asked to create images from thesefrescoes as still pictures and present them tothe rest of the class.

The class are sent to break, being told thatwhen they return they will be travelling backin time to Roman Britain where they willtake on the role of Celtic slaves working inthe villa.

The children come back to the hall afterbreak and the villa they explored at thearchaeological �dig� has now beentransformed to its former glory. They meetSenula the chief slave who gives them slavetags to wear and instructs them how tobehave when the mistress arrives. Plautus, theowner of the villa inspects the slaves andmakes them aware of how lucky they are atbeing given work in her beautiful home. Theslaves are taught how to worship the RomanGods and Plautus gives them all tasks toperform so that her villa will be complete in

time for her husband Plautus� return fromLondinium.

In four groups the class will;-design a mosaic-create a menu for a feast-create jewellery for the mistress and herguests-learn Latin in order to speak to the guests

Once the group are involved in their tasksPlautus leaves and a slave girl called Luciusenters. She gathers the other slaves around herand tells them she plans to escape, inspired bythe Celtic queen Boudicca. Senula returns,discovers the slaves, and demands that theytell her what has been happening. Lucius willnot back down. The children are involved in adebate between Senula and Lucius. Then theyhave to choose: to stay and live in relativecomfort as a slave, or to risk their lives andsecurity in the name of freedom. Each childdemonstrates their choice.

At the end of the programme the childrenare asked to offer their theories of why thevilla was left incomplete. They can write aletter to Professor Cooper as a classroomactivity to explain their understanding andreceive a reply.

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During the programme, pupils will beinvolved in working in small groups onpractical activities. As there is not the time todevelop these fully during the session, youmay want to extend these activities to workin the classroom where all pupils get to have ago at each of the tasks.

Mosaic MakingMosaic MakingMosaic MakingMosaic MakingMosaic MakingDesign your own mosaic that would pleasethe Mistress Plautus. You might like to depictan Emperor, a Roman God or a pattern forthe floor.

This activity can take place over a couple ofart lessons. On a large sheet of paper, pupilswill choose a colour theme they wish to workwith and paint tones of this theme in bandsacross the sheet. When dry, pupils can cut uptheir colours into small squares ofapproximately 2cm by 2cm. (They couldexperiment with different size shapes to createdifferent effects.)

Pupils then design their mosaic. Draw anoutline of a picture, shape or pattern theywish to create a mosaic of onto squared paperfirst. When satisfied, copy onto a large sheetof plain paper and stick their squares down inplace when they are happy with their mosaic.This could also be done with squares ofcoloured sticky paper or by simply colouringdesigns onto squared paper.

Feast OrganisersFeast OrganisersFeast OrganisersFeast OrganisersFeast OrganisersUsing the feast organisers sheet, design amenu for a magnificent feast and createmenu cards for the guests. Draw some of thedishes like �Dormouse Surprise�!

Pupils can do extra research on Roman foodsand add any other dishes or foods you find tothe list. Look at existing contemporarymenus for ideas about style, format andlanguage. Ask the pupils to consider howmuch information does the reader need?What would tempt them to choose one dishover another? Will you need to illustrate anyof the dishes?

Write a recipe for a �Slave Special� dish theycreate with step-by-step instructions.Remember to include ingredients, equipmentand method. Try to make your instructionsclear to follow.

Jewellery MakersJewellery MakersJewellery MakersJewellery MakersJewellery MakersDesign and create a piece of Roman or Celticjewellery using shapes cut out of card, beadsand elastic.

Research the different shapes and styles usedand consider how the item would be worn.Look at the difference in style of Celtic andRoman jewellery and the materials it wouldbe made out of.

Roman women would wear friendship rings,necklaces, bracelets made out of glass beadsand stones and decorated clothes and hairpins. Men wore a ring on their finger (somewore one on each!).

Pupils could make a Celtic warrior torc or aRoman friendship ring. Make, model it andstage your own fashion show or display!

Mosaics, Feasts&Jewellery

A mosaicA mosaicA mosaicA mosaicA mosaic

Programme Activities:

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Why not make a wax writing tablet toWhy not make a wax writing tablet toWhy not make a wax writing tablet toWhy not make a wax writing tablet toWhy not make a wax writing tablet topractise writing in Latin?practise writing in Latin?practise writing in Latin?practise writing in Latin?practise writing in Latin?

Using brightly coloured wax crayons, colour overa piece of card entirely. Then, add another coatof black crayon to completely cover any colour.Using a cocktail stick or scraper, carve out a Latinword or phrase on your wax tablet in your besthandwriting.

Copy out a list of Roman numerals, months ofthe year or days of the week. Make a Latindictionary or phrase book to put ondisplay in the classroom.

Days of the WeekDays of the WeekDays of the WeekDays of the WeekDays of the WeekMonday Dies Lunae Day of the

MoonTuesday Dies Martis Day of MarsWednesday Dies Mercurii Day of MercuryThursday Dies Jovis Day of JupiterFriday Dies Veneris Day of VenusSaturday Dies Saturni Day of SaturnSunday Dies Solis Day of the Sun

Months of the yearMonths of the yearMonths of the yearMonths of the yearMonths of the yearMonthMonthMonthMonthMonth OriginOriginOriginOriginOriginJanuarius (January) Janus

Februarius (February) Februo

Martius (March) Mars

Aprilis (April) Aperire

Maius (May) Maia

Junius (June) Juno

Julius (July) Julius Caesar

Augustus (August) Augustus Caesar

Septemvber (September) Septem

October (October) Octo

November (November) Novem

December (December) Decem

MeaningMeaningMeaningMeaningMeaning ReasonReasonReasonReasonReasonGod of Doors The year is opened by this month.

Purify Roman month of purification when sacrifices were made.

God of War Fighting did not take place duringwinter. This was the start of the yearfor soldiers.

Open Trees and flowers begin to opentheir leaves.

Goddess of Growth Plants begin to grow.

Queen of the Gods

Ruler of Rome He restructured the calendar.

Ruler of Rome A significant month in his rise to power.

Seven Seventh month (from March)

Eight Eighth month (from March)

Nine Ninth month (from March)

Ten Tenth month (from March)

Programme Activities:

Learning Latin

NumeralsNumeralsNumeralsNumeralsNumerals1 I 20 XX2 II 30 XXX3 III 40 XL4 IV 50 L5 V 100 C6 VI 500 D7 VII 1000 M8 VIII9 IX10 X

Useful Latin PhrasesUseful Latin PhrasesUseful Latin PhrasesUseful Latin PhrasesUseful Latin PhrasesHello Salve!Goodbye Vale!Thank you Bene facisHow much? Quot?Less / more Minus / plusGood / bad Bonus / malusHave you got food? Cibum habes?

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You have 100 Denarii to spend. Select food for the feast that will delight your masters andtheir guests. Design and colour in a menu to present your ideas.MAKE SURE YOU DO NOT OVERSPEND AND DO NOT EAT ANY OF THE FOOD!

First Course � GustatioFreshly caught shellfish and oysters 16 DenariiGarlic sauce 2 DenariiSnails fattened in milk and cooked in their shells 9 DenariiSliced boiled eggs 2 Denarii per dozenLettuce 1 Denarius for 3Olives 1 Denarius per jarFigs 2 Denarii per bagHoneyed wine 5 Denarii per bottle

Second CourseWhole roast boar, filled with sausages and egg yolks 30 DenariiDormice cooked in honey 5 DenariiDormice stuffed with walnuts 2 DenariiAcorns Pick your ownChestnuts 1 Denarius per bagHoney 1 Denarius per bagPeacocks 22 DenariiJackdaws 10 DenariiCrows 7 DenariiStorks 20 DenariiFish and shellfish 17 DenariiLiquamen Fish sauce 3 Denarii per bottleCabbage 1 DenariusScented wine 3 Denarii per jug

Third Course � Secunda MensaFresh figs 2 Denarii per bagPears 1 Denarius per bagApples 1 Denarius per bagGrapes 1 Denarius per bunchOlives 2 Denarii per jarNuts 1 Denarius per bagJam pastries 2 Denarii per dozenSweet wine 3 Denarii per jug

Programme Activities:

Feast Organisers

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Life before the RomansLife before the RomansLife before the RomansLife before the RomansLife before the RomansWhat was life in Britain like before theRomans arrived? How did life change? Whatwas it like for the inhabitants of Britain whena completely new system was introduced?

Imagine we are going back to a time beforethe Romans arrived in Britain, back to thefirst century BC, when the CeltsCeltsCeltsCeltsCelts ruled Britainand the country was divided into regions,each occupied by a tribe. So it�s a bit like thecounties that we have today, but each ofthem would be a separate kingdom.

Each tribe would live in hill forts and wereruled by a King or Chief. Towns didn�t existand most people were farmers, living in roundthatched wooden houses. Roads hadn�t yetbeen developed and people were stilltravelling on dirt tracks which could be dusty,muddy and would not make a pleasant ride!

Visit this website for a map showing theapproximate distribution of Celtic tribes:www.romans-in-britain.org.uk/mis_frame_page.htm

We do not know much about how each ofthe individual tribes developed and as theCelts didn�t really read and write, their historywas passed on orally through stories andlegends. Have you noticed when people tellstories they begin to exaggerate details hereand there? Well, the Celts were just the sameand many of their heroes and adventurespossibly never even existed!

The Celts used to work on the land andwould farm crops like wheat and animalssuch as sheep and cows. They would barterfor things they needed from other tribes byexchanging items from their own land and

stock. They would make things outof metal too like swords, spears andchariots to fancy jewellery.

The Celts were definitely into fighting as well.They would often be in quarrels with theirneighbouring tribes about one thing oranother and their fights could get prettynasty! Tribes were very particular about theirterritory (a bit like dogs) and would send outfierce warriors on chariots, racing throughinto the opposition and slashing at them withtheir swords.

The Celts were pretty brutal with theirenemies. They would chop off their heads,leave them hanging from their horses as theyrode back to their tribe and might even nailthem to their houses. A warrior believed thatif he took a human head, he would also takeon the heroic qualities of his victim.Tacitus (a Roman Emperor) said, �Who thefirst inhabitants of Britain were, whethernatives or immigrants, remains obscure; onemust remember we are dealing withbarbarians.�

Why did the Romans invade?Why did the Romans invade?Why did the Romans invade?Why did the Romans invade?Why did the Romans invade?In 55 B.C. the Romans were busy invadingand conquering France which in those dayswas called Gaul (or Gallia). It was a long andhard fight for both sides. The Roman General,Julius Caesar was upset that Gaul had beenhelped by their friends from Britain anddecided they needed teaching a lesson and sethis mind to invade Britain too.

However, old Julius was not really prepared forquite how tough those Celts could be, norhow foul and miserable the weather was, so itwas actually almost another 100 years beforethe Romans finally successfully invaded in 43A.D. This time it was the Emperor Claudiuswho had sent an army to invade and this timethey were not going to take no for an answer!

An Historical Perspective:Overview Roman INVASION of

the

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could take place effectively too. Inns werebuilt at 30-50 Km distances along the roadso that the horses and officials could restduring their long journeys.

Roman Villas Roman Villas Roman Villas Roman Villas Roman Villas were farms with luxurioushouses for the owners. They would havepainted walls, mosaic tiled floors and even acentral heating system. The system involvedhot air moving through spaces under thefloors and up the walls which were built in aspecial way called a hypocausthypocausthypocausthypocausthypocaust. Stacks ofstones would be laid on the floor as supportsto a second floor laid above and two wallswould be built allowing room for the hot airto move between. A furnace would have tobe kept fired up and it would be a slave�s hotand sweaty job to do so.

The Romans thought about water supply tooand built aqueducts aqueducts aqueducts aqueducts aqueducts to carry water to thetowns. Lines of arches joined together with achannel on top would carry water down aslight slope towards the town. The Romansalso considered what to do with all your dirtywater and smelly waste and created drains anda sewerageseweragesewerageseweragesewerage system to carry it away.This was really important to helpprevent diseases spreading.

A Hypocaust RuinA Hypocaust RuinA Hypocaust RuinA Hypocaust RuinA Hypocaust Ruin

Life in Roman BritainLife in Roman BritainLife in Roman BritainLife in Roman BritainLife in Roman BritainSo what happened next? Well, as you canimagine life was pretty strange for a while. Forsome Celts, it was worth them making peacewith the Romans as they got to keep theirkingdoms. As long as they were paying taxesto the Romans and saying they were happyfor the Romans to be there and how greatthe Emperor was, they weren�t reallybothered by them. The Romans had struckdeals with some of the kings so that theycould claim the land after the King of thattribe died. These kings were called �ClientKings� and they were expected to adoptRoman ways and spend their money andinfluence to create Roman towns for thepeople to live in.

The Roman town offered many new thingsthat were beneficial to the people. Firstly,they encouraged towns to be built up andallowed the Celtic leaders to run their ownTown CouncilsTown CouncilsTown CouncilsTown CouncilsTown Councils with proper administrationsystems in place. They built Roman BathsRoman BathsRoman BathsRoman BathsRoman Baths ineach town which were the very height offashion and most people in the town wouldattend daily. It was a bit like a health club,healing spa and meeting place all rolled in toone.

Public entertainment Public entertainment Public entertainment Public entertainment Public entertainment was a Romantradition that was growing in Britain.Theatres and amphitheatres were built so thatplays, pantomimes and religious festivalscould be enjoyed by the locals. In some areas,gladiator competitions would take place inamphitheatres involving fighting to the deathagainst other men and/or ferocious animals.

The building of Roman Roads Roman Roads Roman Roads Roman Roads Roman Roads took placewhich would join these new towns togetherin mostly straight, direct lines so that travelcould happen more quickly and efficiently.They were incredibly well built and soon the

imperial posting service wasintroduced so that communication

continued

An Historical Perspective:

Overview Roman INVASION ofthe

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RebellionRebellionRebellionRebellionRebellionWith all these changes happening in Britain,not everyone was happy. For some Celtictribes, since they were based up in the wilds ofthe country, life seemed to simply go on asbefore and they were not too troubled by thegrowth of Romantowns. But forothers, well it was adifferent story.

Remember those�client kings� whostruck deals withthe Romans toleave the tribe andland to them afterthe king died? Forone of these�Client Kings�things didn�t go sosmoothly after hisdeath in 60 A.D.Prasutagus wasKing of the IceniIceniIceniIceniIcenitribe and in his willhe had tried toleave half of hisestate to theEmperor Nero, andhalf to his wife,BoudiccaBoudiccaBoudiccaBoudiccaBoudicca. The Emperor saw this as an insultand so the army was sent in to take control.The family resisted and that�s when thingsgot really nasty. Boudicca was publiclyflogged and her daughters brutally beaten.

Well Boudicca did not take this lightly � shewas livid! She organised a rebellion army andthey marched to the Roman Town ofColchester which was the capital of RomanBritain and slaughtered anyone or anything

that was to do with the Romans along theirway. They attacked the town and burnt downimportant buildings and temples. They thenmarched on to London and St Albans (twoother important Roman cities) wreaking her

revenge along theway.

They must havebeen a prettyfearsome sight.Many writers talkabout how tallBoudicca was withher long flowingflame-red hair andeyes that, �seemedto stab you�(Roman writer,Dio Cassius) as sherode along in herchariot.

Meanwhile, theRoman Governorwas in Walesdealing withproblems with theDruids when he

heard about this rebellion. It took a longtime to get the majority of his men backdown south which is why Boudicca�s revoltappeared to be so successful. Though theBritons had many more men than theRomans, the Roman army were well-trainedand better equipped to deal with such fiercebattles and eventually the Britons weredefeated. Boudicca killed herself by drinkingpoison rather than being captured by theRomans.

An Historical Perspective:

continuedOverview Roman INVASION of

the

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Romulus and RemusAn Historical Perspective:

the birth of a nationLong, long ago the Kingdom of Alba Longawas ruled by the wicked King, Amulius.Amulius fought his brother, Numitor, andsent him into exile from his family. Amuliusforced Numitor�s daughter, Silvia, to becomea vestal virgin. This meant she was forbiddento ever marry and have children.

However, this did not stop Mars, the God ofWar, who saw Silvia and fell in love with herand some time later she gave birth to twinboys.

Amulius was furious! He was worried thatone day the boys would grow up andthreaten his power so he wanted to get rid ofthem. He ordered his slave to throw the twotwins into the River Tiber. But the slave leftthe twins in their cradle to give them achance and watched them float off down theriver. At that time, the rivers were in floodand so when the waters fell, the cradle stillcontaining the boys, came ashore.

They were found by a she-wolf, who insteadof killing them, looked after them and fedthem with her milk. A woodpecker alsobought them food, for the woodpecker, likethe wolf was sacred to Mars.

Romans arefoster-brothers ofwolves, andshould show thesame fierce courage.

Later the boys werefound by Faustulus, the King�s shepherd whotook them home to his wife and adoptedthem. They called them Romulus and Remus

and they grew up as bold and strong youngmen, leading a warlike band of shepherds.

One day Romulus and Remus had a fightwith another lot of shepherds. Remus wasarrested and sent to Numitor as a prisonerbecause it was his shepherds he had beenfighting. When Numitor heard the story, herealised who they were and that he was theirgrandfather. He told Romulus and Remuswhat had happened to him and their mother.

Romulus and Remus decided to avenge thisand rose against their Great Uncle Amuliusand killed him, giving the Kingdom back totheir grandfather in Alba Longa.

Romulus and Remus went to live with theirgrandfather but they soon got bored andmissed the countryside they had grown up in.They decided to move back to the banks ofthe River Tiber where they had been found bythe she-wolf and to build their own city. Butlike many brothers, the twins argued overwhere the city should be built. Romuluswanted to build it on the Palatine Hill andRemus wanted to build it on Capitoline Hill.In the end they built two cities!

The arguing didn�t stop. Remus teasedRomulus about the height of his city walls,saying they were too low and jumped overthem to prove his point. A fight ensued andRomulus killed his twin brother, Remus.

If even your twin brother turns against Rome,it is your duty to kill him.

Romulus became king of the new city whichwas called Rome in his honour.

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An Historical Perspective:

continued

The legend of �Romulus and Remus� is a storythat, for many, epitomises the foundations ofa city and a nation.

753 B.C. Building of Rome509 B.C. Roman Republic established312 B.C. Construction of the first aqueduct and first major road connecting Rome to

southern Italy264 B.C Introduction of Gladiator shows in Rome55 B.C Julius Caesar�s first expedition to Britain54 B.C Julius Caesar tries again � and fails again to conquer Britain

0 B.C. /A.D. Birth of Jesus Christ

43 A.D Emperor Claudius begins his successful invasion of Britain61 A.D. King Prasutagus of the Iceni tribe dies Boudicca leads a rebellion62 A.D. Boudicca is defeated and commits suicide122 A.D. Emperor Hadrian begins building a wall across northern England410 B.C. The last Roman legion in Britain leaves to go and defend Italy. Britons ask

the Roman Emperor for help against attacks from the Picts, Scots, Irish andSaxons. He replies, �Defend yourselves!�

446 B.C. The British appeal to Rome for help one last time but they are refused. TheSaxons take over the rich south east of England.

476 A.D. End of the Roman Empire in the west.1453 A.D. The Eastern empire falls to the Turks resulting in the end of the Roman

Empire.

Roman TimelineAn Historical Perspective:

Think about the country you were born in.What are the stories of your nation? Whatdoes it tell us about the people, beliefs andtraditions of the country?

Do some research to find stories to representdifferent nations and make a display or abook of stories from around the world.Look at examples of legends, myths andfolktales and see if you can spot similaritiesand differences between them. Create adictionary definition for each term.Write your own legend of a country. Create ahero character and outline the challenges toovercome on their journey.

Activity

The first Romans were all men, many ofthem outlaws. They needed wives, so theycarried off women belonging to the Sabinenation. War followed but was stopped whenthe women rushed between the armies andcalled upon their husbands, brothers andfathers to stop fighting. After this, theRomans and Sabines became firm friends.

Rome will gladly make a friend and ally of anhonourable enemy.

Romulus and Remus

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Roman Gods&GoddessesAn Historical Perspective:

Before Christianity was accepted by the Romansas the new religion by Constantine in the 312A.D., the Romans used to worship many godsand goddesses. They believed that all the godsand goddesses belonged to one big family andthey would tell stories or myths about each ofthem. Each god or goddess would have specificpowers and look after different aspects of dailylife. People would worship different ones and asthere were lots and lots of them, it could getpretty complicated. Soldiers would most likelypray to Mars, the God of War for strength inbattle whereas a schoolboy may askfor help with their homeworkfrom Minerva, the God ofLearning.

Here are a few of thepopular ones:DianaDianaDianaDianaDianaBeautiful � manywanted to marry herShe wanted to staysingle, be a huntress andlive in the woodsGoddess of the moon andof the hunt, often carryingbows and arrows

VenusVenusVenusVenusVenusThe goddess of love and beautyThe least warlike of the gods and goddesses.Also connected with gardens and the comingof Spring.

JupiterJupiterJupiterJupiterJupiterThe God of the sky. He was the master of theGods and the main god of the Romans. Masterof thunder, rain and lightning and in his hand,he held thunderbolts which he could hurl fromthe sky.

MarsMarsMarsMarsMarsThe God of War and shown as a fearsome andstrong warrior.

He was the father of Romulus and Remus andso Romans often called themselves the son ofMars.

NeptuneNeptuneNeptuneNeptuneNeptuneHe was the powerful God of the Sea. Oftenshown with a pitchfork or trident.

MinervaMinervaMinervaMinervaMinervaShe was the God of wisdom, intelligence,learning and crafts.

A temple would be built to worship each of theRoman gods and goddesses which would

be filled with beautiful treasures.A statue of the god or goddess

in its human form wouldbe inside. Temples weresacred and holy placesand only priests wereallowed inside them;worshippers wereallowed in buildingsnext to them called

sanctuaries.If someone wanted to

thank a god or goddessthey would bring gifts of

animals to sacrifice to thetemple. A priest prayed to the

statue inside the temple and wouldcover it in perfumes.People would also worship gods in their houses.Each household would have its own smallchapel called the laranium or sacrariumcontaining an altar and hearth where the sacredflame burned. Small wax statues of the Godswere also kept in the homes. Each home hadspirits and little figurines of them were kept inthe small household shrine. The family wouldworship them on special days and may sacrificefood, wine or precious gifts to the gods.Romans also began to think that theirEmperors were God-like and would worshipsymbols of the Emperor too.

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An Historical Perspective:

Venus and the Golden AppleVenus and the Golden AppleVenus and the Golden AppleVenus and the Golden AppleVenus and the Golden AppleVenus was born in the sea and first came toshore, floating on a scallop shell. One day,there was a golden apple with �For the Fairest�written on the side. Venus, Juno and Minervaall wanted it but they couldn�t decidebetween them. They decided to let a mannamed Paris be the judge and decide whoshould have the golden apple. Since they wereall beautiful, Paris couldn�t make up his mindso each Goddess offered Paris a different gift.Juno said she would make him morepowerful. Minerva said she would make himwise. Yet Venus offered him Helen, the mostbeautiful woman in the world. Paris choseVenus, and therefore took Helen as his wifeand carried her off to his home in Troy.However, Helen was actually already marriedto a Greek man called Menelaus who, withthe other Greeks, came to get her back andbrought war upon the Trojans, destroyingParis, his family and the city of Troy.What would you choose from power,wisdom and love?

Write your own myth stating what couldhave happened if you were offered the giftsfrom Juno, Minerva and Venus.

Diana and the StagDiana and the StagDiana and the StagDiana and the StagDiana and the StagDiana was the goddess of the moon. Her twinbrother, Apollo, was God of the Sun.Diana used to carry a bow and arrow andwould hunt in the woodlands. One day, tiredand weary from a day�s hunting, she wasbathing naked in a forest pool.

A young prince called Actaeon had been outhunting with his dogs when by chance, hestumbled into the clearing where he foundher undressed. Diana was caught unaware and

whilst turning the shade of crimson, cursedthe young man for catching sight of herbody. She reached for her bow and arrows,but did not have them to hand. Instead shethrew water into the man�s face and lookedgravely upon the prince and said, �Now goand tell, if you can, that you have seen Dianaunapparelled!�

But as the prince turned to go, an unusualthing occurred. Out of his head, grew a pairof branching stag�s horns, his neck gained inlength, his ears grew sharp-pointed, his handsbecame hooves, his arms, long legs and hisbody covered with a hairy, spotted hide. Hewas a stag.

As he ran from the spot, he was amazed at hisown speed but soon caught sight of hisreflection and realized what he had become.Wondering what to do, he hesitated when hisown hunting dogs saw him and chased himover the rocks and cliffs, through themountain gorges.

Where the young prince had once chased thestag and cheered on his pack, now he wasbeing chased himself by his pack, cheered onby the other huntsmen. He longed to cryout, �I am Actaeon; recognize your master!�but no words came out.

The air resounded with the bark of the dogs asfinally they caught him, held their masterdown and buried their teeth into his flesh.

Write your own myth about one of the Godsor Goddesses where they use their power toeither help someone, or teach them a lesson.

Activity

Activity

Roman Gods&GoddessesSTORIES OF

XVI

Everyday Life For...An Historical Perspective:

....the Romans

!!!!!Early morning routineEarly morning routineEarly morning routineEarly morning routineEarly morning routineThere would normally be around 12 people inany Roman house, with around half of themas servants. The servants would live in smallrooms next to the kitchen and would be outof bed early in the morning to begin the dailyjobs. Since it would still be dark, they woulduse torchlight to guide them around. Dutieswould involve lighting fires for the underfloorheating, getting the water and preparing thebreakfast.

Much like we do, the ancient Romans startedtheir day with breakfast. But no sugar-coatedbowls of cereal for them, bread was the mainingredient. If you were the lower class ofRoman (plebians) then you would have yourbread dry, or dipped in wine, and a drink ofwater. Sometimes you could sprinkle olives,raisins or cheese on it. If you were an upperclass Roman (patricians) then you would begobbling up fresh fruit, meat, fish, vegetablesand bread, using honey to sweeten the tastesince sugar wasn�t around then. You�d haveslaves to do the preparation and cleaning, butthey would also have to cut your food up foryou. You would eat with your fingers ratherthan use a knife and fork. A slave would bringyou a wet towel to freshen up and tidy afterthe meal.

Life for a servant wasn�t always easy. Theywould have to go about their work in silenceand if they upset their master in any way,they could be in for big trouble. Instantlylosing their job would be one of the kinderpunishments; it was actually legal for a Masterto kill a servant if they wanted to!

!!!!!Clothing and AppearanceClothing and AppearanceClothing and AppearanceClothing and AppearanceClothing and AppearanceYou�ve probably got an image of Romans

wearing togas � long white sheetswrapped around in a stylish way. In

actual fact it was really only the very earlyRomans who wore those all the time sincethey were impractical and not warm enoughmost of the time, particularly in Britain! TheRomans would generally wear tunics insteadmade of either cool linen or warm wooldepending upon the season.

Roman women were a little vain and did liketo spend hours admiring their appearance.They loved jewellery and would style theirhair with ringlets, or wear it up. Sometimesthey would use hair pieces to make it lookthicker and longer and often they would dyetheir hair red.

Children would wear a special locket called abulla. It was given to them when they wereborn and they would wear it as protectionagainst evil.

When they were ready, the household wouldgo about their daily business. The adults maywander down to the Forum to do anyshopping, trading, banking and generalbusiness. They may stop to listen to one ofthe public speakers and spend time talking toone another. They might leave a gift at thetemple for one of their gods.

!!!!! SchoolSchoolSchoolSchoolSchoolThe wealthy children would go to school, butreally school was just for the boys. Girls maybe taught to read and write at home butgenerally they would be helping their parents.The school day would begin at dawn, break atmidday and continue in the afternoon. Therewere no desks, just wooden benches and theywould write on wax tablets. They would learntheir roman numerals, read scrolls and booksand recite lessons. Some families would givetheir boy an educated slave called apedagogue to teach them, take them toschool and beat them with a stick if theymisbehaved.

XVII

... the Romans continued

! BathsBathsBathsBathsBathsMost days would involve a visit to the publicbaths. There would be hot and cold pools,towels, slaves to wait on you, steams rooms,saunas, exercise rooms and even hair cuttingsalons. There could even be stores selling allsorts of things, including fast food!Unfortunately children were not allowed andslaves would only get to go to serve theirmaster or mistress, rather than enjoy thefacilities themselves.

!Day at leisureDay at leisureDay at leisureDay at leisureDay at leisureLunch would be bread and salad with hardboiled eggs and cheese, served with a fishsauce accompanied with a glass of wine andfollowed by fruit. In the afternoon, theRomans may watch some theatre or go tothe amphitheatre to watch some bloodsports.

The children would play with their toys suchas kites, hobby-horses and balls. They wouldplay war-games with wooden swords or withrag dolls. They might play with their petswhich could include dogs, quails, pigeons andducks and sometimes even monkeys!The main meal in the evening could be anelaborate affair and the Romans lovedentertaining at dinner parties which could goon for hours.

An Historical Perspective:

...the Celts...the Celts...the Celts...the Celts...the CeltsLife in a Celtic settlement would be fairlydifferent. For a start families were different,rather than living with just the people closelyrelated to you, it was like the whole tribe wasone big family or clan and all lived together.

They lived in hill forts which were littlesettlements in a circle at the top of a hill so itwas easier to defend from attack. Steep banks,a high wall and a deep ditch around it wouldhelp. Celts would build wooden huts, orroundhouses, with walls made of daub (straw,mud and tail) and a roof of straw. Eachwould light a fire in the middle of theroundhouse for cooking and eating so as youcan imagine, it would get pretty smoky inthere.

!!!!!Clothing and AppearanceClothing and AppearanceClothing and AppearanceClothing and AppearanceClothing and AppearanceSome say the Celts didn�t always wear thatmuch clothing and would even go into battlenaked! But others tell us that the Celtsenjoyed colourful clothing and would weargarments made of cloth similar to the tartanwe see nowadays. They would dye the clothwith berries and plants and would have stripesand check patterns. They would also paintthemselves blue (from a plant substance)with different patterns over their body.

!!!!! FarmingFarmingFarmingFarmingFarmingCelts were farmers and everyone would workon the land, tending to the animals orgrowing crops. The Celts invented the ironplough which made things easier in the fields� but not for the eight oxen who would haveto pull the heavy contraption! It was difficultto turn that many animals around so fieldstended to be long and thin as a result.

The land was owned communally and so inmany cases, women had a more equal role tomen than in Roman society, since they werefree to choose who to marry. They could alsobe war-leaders as Boudicca later proved.

Everyday Life For...

XVIII

The Celts The Celts The Celts The Celts The Celts continued...continued...continued...continued...continued...

An Historical Perspective:

!!!!! CraftsCraftsCraftsCraftsCraftsThe Celts were talented craftsmen too. Theywould work with iron, bronze and gold tomake jewellery and the chief of a tribe wouldwear fancy jewellery to show how importanthe was. They liked intricate designs withsymmetrical patterns or to use animal shapesin their work. A gold torc would be worn bymembers of the tribe.

They would also use their metal-work skillsto create armour for their many battles;shields, spears and heavy slashing swordswould be made in the homes.

The Celts loved stories and poems and wouldsit around the fire listening to tales of heroicdeeds of an evening.

!!!!!ReligionReligionReligionReligionReligionReligious ceremonies would be in woodlandgroves and near sacred water such as wells,springs, rivers, bogs and lakes. They had manygods and goddesses and if the gods were angrywith them, then they would send badweather which would kill their crops, or theircattle would perish in the cold. Good weatherwould mean a good harvest so that everyonewas well-fed. So the Celts would try to keepthe Gods happy by giving them valuableobjects. Weapons such as spears, swords andshields would be thrown in to the bogs butalso, the Celts would offer animal or humansacrifices at times which would mean theywould kill them.

They also believed the human head hadsignificant spiritual importance which is whythey used to cut off enemy heads and hangthem on their doors, belts and around thesettlement.

Plot out a day-in-the-life account forsomeone who lived either;-As a slave in a Roman Villa-As a member of a wealthy Roman familyin a Celtic settlement-Write from that person�s viewpoint (in firstperson).Think about what routines would bein your daily life and how you might spend atypical day. Share your account with a friendand see how the accounts vary. Where wouldyou have preferred to live and why?

The Celtic religion was closely connected tonature and cliffs and bushes would also beconsidered to be sacred places as well as riversand lakes. The moon, sun and stars were allincredibly important to Celtic religion andthey believed in supernatural forces in everyaspect of the natural world.

Activity

Everyday Life For...

XIX

personality. Do you think you share any ofthose traits you have found out about?

Design your own name plaque to place onyour desk. Use a piece of card folded in half.Write your name clearly on one side andillustrate it with designs to show what youthink your name means.

Write an acrostic poem about yourself. Starteach line with a letter of your name. Try toinclude the characteristics you think youhold that mean something to you.

Whats in a name?Literacy Activities:

What�s in a name?What�s in a name?What�s in a name?What�s in a name?What�s in a name?When the Celts became Roman slaves, theywere ordered to be given a new Roman name.Lucius believes it is essential to rememberwhat you are called because it reminds you ofwho you are as a person and where you camefrom.

Lucius was a Roman name meaning �light�,but her Celtic name was Taranis, after hergrandmother, a great warrior. The nameTaranis means �thunder�.

How important is a name?How important is a name?How important is a name?How important is a name?How important is a name?-Do you know what your given name means?-Were you named after a person? If so, whatdo you know about that person?-Do you have a middle name? Do you knowits meaning?-Do you know what your family namemeans?-Has your family got a different way ofnaming you than other people?-Do you have a nickname or pet name?

Find out as much as you can about yourname. Talk to people in your family, usenaming books or do internet searches.Some people think that themeaning of your name canreflect in your

XX

For both the Romans who settled in Britain and the Celtic slaves who worked for them, the peoplewere living in a new place and adjusting to a new way of life. We know that the Romans used apostal service and would communicate with letters. Imagine Plautus was writing letters to a relativeor friend back in Rome. What would she make of her new surroundings, slaves and country? Whatwould she miss about life in Rome or appreciate about her new villa or town?

Imagine if the Celts had learnt to read and write. What if one of the slaves were able to sneak aletter out back to their settlement? What news would they send to their

tribe about their new way of life?

Letter WritingLiteracy Activities:

IX Januarius, LX IIX Januarius, LX IIX Januarius, LX IIX Januarius, LX IIX Januarius, LX IDear Marcus,Dear Marcus,Dear Marcus,Dear Marcus,Dear Marcus,Life here in Britain is �.Life here in Britain is �.Life here in Britain is �.Life here in Britain is �.Life here in Britain is �.

XXI

Letter to Professor CooperLetter to Professor CooperLetter to Professor CooperLetter to Professor CooperLetter to Professor CooperWrite a letter to Professor Cooper explaining the mystery of what happened during the building ofthe Roman Villa. Say why you think the Roman Villa was not finished and use all of the evidencethe archaeologists discovered as a way of proving your theory. Use the letter below as a guide tohelp you write your own...

continuedLetter Writing

School Address

Literacy Activities:

Date

Dear ProfessorThank you for allowing us to work with you and Miss Lewis at thedig. I really enjoyed it because�

I think I have worked out the mystery of the villa. The reason itwas never finished could be�

The new things I discovered about life in Roman Britain were�

I am still interested in knowing more about�

Yours truly

Name

XXII

Imagine you are a Celtic slave in a Romanvilla like the one in the programme. Thinkabout the differences between life back in aCeltic settlement and how your life would beas a slave. When you are asked to make adecision about whether to abandon the villaand join the revolt, will you consider reasonsthat are personal or political? In other words,do you choose to do something for the goodof you, or the good of your people?

Try to consider the arguments that bothSenula and Lucius give to persuade you totheir way of thinking.

LuciusLuciusLuciusLuciusLucius

SenulaSenulaSenulaSenulaSenula

Ha! Boudicca! That barbarian witch,you know nothing about her, it�s all dreams.Do you think she will welcome you into herarmies? You�ve already surrendered to Rome,she�ll probably kill you for your cowardice, asRoman sympathisers...And look at what yourun from! Warmth, security, and the chanceto earn freedom and respect�travel theempire, learn to read and write, a future that

Make a list of all the positives and negativesabout how the changes brought about byRoman Britain affect you and how it haschanged life in the country as a whole.

Finally, decide whether you would conformto the ways of Roman Britain and stay at thevilla or whether you would choose to leaveand join Boudicca�s revolt.

Write your own speech to encourage othersto join you explaining the reasons for yourchoice. Think about how to use persuasivelanguage. Present your speech to each otherin small groups and then have a class voteabout what you would do.

Conform or Fight?

I have been here forthree years and every day isworse than the one before.You are lucky, you�ve gotgood jobs here in the house,if you make any mistakesyou�ll be out in the fields chained up with theother slaves. They take away your names andyou forget who you are� I decided that I couldno longer stay under a Roman roof, living infear and forgetting who I was�this is mychance for freedom, I�m going to join her andher fight, are you brave enough to come withme?

��

�

is certain and full of opportunity! Boudiccaoffers you nothing. Outside these doors in anuncertain and dangerous life. If you areleaving in the name of freedom, do notforget that we Celts have slaves too. You arelikely low-born as I am.Only in Rome can you riseabove your birth, throughhard work and your owntalents. As a Celt, you onlyhave hope if the gods seefit to make you part of animportant family�

�

Cultural IdentityPSHE Activities:

Positives Negatives

eg. taken away fromhome and tribe

eg. can earnfreedom and respect

eg. central heating inhomes

eg. introducedslavery

For

life

as a

sla

veFo

r lif

e in

Bri

tain

XXIII

-Write in the centre of the circle �Lucius decides to run away and join Boudicca�s revolt�. Inthe sections of the circle that are drawn around the centre, record the different consequencesthat result from this moment. These can include the repercussions felt by charactersencountered in the story as well as other people not explicitly referred to.-Write in the centre of the circle, �Senula decides to stay as a slave in the Roman Villa�. Again,record the different potential consequences that result from this moment.

Circle of ConsequencesPSHE Activities:

XXIV

The following pages offer a number of dramabased activities to enable further explorationof some of the themes and issues appearing inThe Romans. They do not require specialistskills but descriptions of the basic techniquesare included for those who have not usedthem before. The more children work in thisway, the more they will learn tocommunicate effectively and workcollaboratively. Drama is a good distancingtechnique for young people as it allows themto explore situations that they mayencounter in real life but from within thesafety of a fictional context.

!!!!! Hot seatingHot seatingHot seatingHot seatingHot seatingSomeone takes on a particular role orcharacter and is interviewed by the rest of thegroup. This activity allows a character�smotivations and emotions to be examined inmore depth.

SuggestionsSuggestionsSuggestionsSuggestionsSuggestionsAsk the pupils to imagine that they hadnewspapers in Roman times and that they areto take on the role of newspaper reporters.Tell them they are going to interview keycharacters from The Romans in order to writean article about Boudicca�s revolt. Prior toquestioning the characters, get the class todecide on a �slant� for their story and to createa headline. Is it from a Celtic or a Romanviewpoint? Do they support or opposeBoudicca?

! Still imageStill imageStill imageStill imageStill imageThis is the creation of a still or frozen imageusing a group of people who �freeze� in a poseto capture a particular moment, idea ortheme, as in a photograph or painting. Thistechnique has distinct advantages when ateacher is exploring ideas or themes whichpupils find complex or vague. To create asingle concrete image requires thought onthe part of the pupils so that their image isprecise and not misinterpreted. Particularattention should be given to body postureand facial expressions. How do othersinterpret the still image? Who do they thinkis depicted and what is happening?

SuggestionsSuggestionsSuggestionsSuggestionsSuggestionsAsk half the group to show a still image ofwhat life is like as a Celtic slave in a Romanvilla, and the other half to show what theymight be doing if they were still at home intheir settlement. Each group shows the restof the class their image, and the differencesbetween them are discussed. These images canthen be �brought to life� for a moment, oryou can ask one character which the childrenfind interesting to say what they might beabout to say next, or what they might bethinking. (Thought tracking)

Drama Activities

A Restored AmphitheatreA Restored AmphitheatreA Restored AmphitheatreA Restored AmphitheatreA Restored Amphitheatre

XXV

! Forum theatreForum theatreForum theatreForum theatreForum theatreIn groups pupils can improvise scenes thatdeal with difficult situations. Ask them toend the scenes at a moment of crisis or wherea choice or problem manifests, and showthem to the whole class.Replay the scenes inviting the observingpupils to stop the scenes at a point wherethey would have behaved differently in orderto bring about a positive outcome. Askthem to step into the scene and showeveryone what they would do. The teachershould remain as a neutral facilitatorthroughout, encouraging the pupils toconsider the consequences of their actions.

Get the children to improvise scenes showingthe following:

-Plautus overhears a discussion outlining thatsome of her slaves are planning to joinBoudicca�s revolt. How will she respond tothis news? Plautusconfronts the slaves.The slaves will need totry to negotiate withPlautus to achievebetter livingconditions forthemselves or decideto leave and joinBoudicca.

Through forumtheatre the childrenshould be encouragedto explore a numberof different responsesto the problemsencountered withinthe scene, which willin turn affect theoutcome of the story.

!Where do you stand?Where do you stand?Where do you stand?Where do you stand?Where do you stand?The following exercise can be used as areflective tool at the end of the topic tostimulate thinking about cultural diversity.

Take statements about the community inRoman Britain. Ask pupils to consider theirresponse on how strongly they agree ordisagree with the statement.

-Life in Roman Britain was more peacefulthan before the Romans arrived.-The Celts should have been grateful to theRomans since the Romans taught them howto be civilized and got them to live in finehouses rather than huts.-Boudicca was foolish to stand up for herselfagainst the Romans.-Life in the twenty-first century is betterbecause of what the Romans did for us.

Imagine that there is a line running throughthe centre of the room. Place cards showing

�Strongly Agree� atone end and�Strongly Disagree� atthe other, with�Agree�, �Not sure�and �Disagree� placedin betweenaccordingly. Ask thepupils to placethemselves on theline according totheir response to eachstatement. Ask thechildren why theyhave chosen to standwhere they are. Letthe children debatethe issues, justifyingtheir choices withevidence from whatthey have learned.

Drama Activitiescontinued

XXVI

Further ResourcesWebsitesWebsitesWebsitesWebsitesWebsiteswww.bbc.co.uk/schools/romans,www.romans-in-britain.org.ukwww.bbc.co.uk/wales/celts

An extensive list of further resources andwebsite links can be found on the BBC schoolswebsite.http://www.bbc.co.uk/schools/romans/resources/index.shtml

Other recommended books and resourcesA Visitor�s Guide to Ancient Rome A Visitor�s Guide to Ancient Rome A Visitor�s Guide to Ancient Rome A Visitor�s Guide to Ancient Rome A Visitor�s Guide to Ancient Rome byLesley Sims(ISBN 0746030649) published by UsbourneIf you had to plan a trip to ancient Rome thiswould be the best book to buy. It�s packed fullof information on everything you need toknow. It even has a detailed map of the city tohelp you find your way round. The book alsojust won an educational award from the TES(Times Educational Supplement).

Horrible Histories : The Rotten RomansHorrible Histories : The Rotten RomansHorrible Histories : The Rotten RomansHorrible Histories : The Rotten RomansHorrible Histories : The Rotten Romansby Terry Deary(ISBN 0590554670)This book looks at life in Roman Britain. Fullof funny stories and facts, it is a terrific read.There are even some �rotten recipes� for peoplewho want to try authentic Roman food.

A Day in the Life of a Roman CenturionA Day in the Life of a Roman CenturionA Day in the Life of a Roman CenturionA Day in the Life of a Roman CenturionA Day in the Life of a Roman Centurionby Richard Wood(ISBN 0750223766) published by HodderWaylandFollow a Roman Centurion�s experiencesduring one very busy day. This book bringsalive the world of the Roman soldier, from thedaily drudgery of their military life through tothe exciting ways they had to worship theirgods. A highly recommended read.

Roman Britain Video Plus PackRoman Britain Video Plus PackRoman Britain Video Plus PackRoman Britain Video Plus PackRoman Britain Video Plus Pack(Code 355409) produced by BBCThis pack is available by contacting BBCEducational Publishing on 01937 541001.Four hundred years of Roman rule in Britain

are covered in a stimulating and visualway with this video of five programmes:

Invasion, Fighters and builders, Town LifeCountry Life Gods, Games and GoodbyeThe pack contains the Roman Britain factfinder book, teachers notes and a wall chartdepicting the invasion of Britain by theRomans.

The Eagle of the Ninth The Eagle of the Ninth The Eagle of the Ninth The Eagle of the Ninth The Eagle of the Ninth by Rosemary Sutcliff(ISBN 0194230333) produced by OxfordUniversity PressSet in Roman Britain this story is of a youngRoman officer who sets out to discover thetruth behind the mysterious disappearance ofthe Ninth Legion, who marched into the mistsof Northern Britain and never returned. MarcusAquila is determined to find out whathappened to his father and the legion. Hisventure to find them is seen as a quest sohazardous, no one expects him to return. Treasure Trove of an Ancient RomanTreasure Trove of an Ancient RomanTreasure Trove of an Ancient RomanTreasure Trove of an Ancient RomanTreasure Trove of an Ancient RomanChild Child Child Child Child by Fiona MacDonald(ISBN 0765109611) produced by SmithmarkPublishersImagine that nearly 2000 years ago a Romanchild collected everyday objects that wereimportant to him and hid them away in asecret box. Read letters from the child aboutwhy he kept the objects, learn about thebackground and purpose of each treasuredthing and discover the secret compartment inthe book containing cardboard replicas of allthe treasures.

The Roman Mysteries The Roman Mysteries The Roman Mysteries The Roman Mysteries The Roman Mysteries by Caroline LawrenceA series of books following the character ofFlavia Gemina, daughter of a Roman sea-captain and her friends, Jonathan, Nubia andLupus and the thrilling adventures they embarkupon.Titles include:The Thieves of OstiaThe Thieves of OstiaThe Thieves of OstiaThe Thieves of OstiaThe Thieves of Ostia (Hardback ISBN1842550799; paperback ISBN 1842550209)The Secrets of VesuviusThe Secrets of VesuviusThe Secrets of VesuviusThe Secrets of VesuviusThe Secrets of Vesuvius (Hardback ISBN1842550802; paperback ISBN 1842550217)The Pirates of PompeiiThe Pirates of PompeiiThe Pirates of PompeiiThe Pirates of PompeiiThe Pirates of Pompeii (Hardback ISBN1842552023; paperback ISBN 1842550225)

XXVII

THE PL Y HOUSE A

Chief Executive Artistic & Educational Director AdministratorGary Roskell Deborah Hull Gavin Medza

The Play House, Longmore Street, Birmingham B12 9ED Tel 0121 464 5712 Fax 0121 464 5713Email:info@theplayhouse.org.uk Web: www.theplayhouse.org.uk Blog: blog.theplayhouse.org.uk

www.theplayhouse.org.uk

The Play House is an educational theatre charity. Its work ignites theimagination to make sense of the world. It does this by providingexciting participatory theatre and drama to stimulate the learning ofchildren and young people.

CURRICULUM-BASED WORKThe largest part of the work of The Play House is itsprogrammes and projects aimed at supporting anddeveloping the curriculum, including the development ofcross-curricular learning.

The Language Alive! strand of the company�swork, which has been bringing the curriculum tolife for 3 � 11 year olds for over 20 years,

provides the mainstay of this provision.

The company provides a range ofwork exploring wellbeing, health andsocial issues through a variety ofdifferent models including theatre-in-health-education tours, dramaworkshops, peer education projectsand training for teachers and healthprofessionals. At the heart of thecompany�s issue based work is thecreation of a safe, compelling fictionalspace in which to challenge attitudesand values, practice skills, and gainaccurate information.

OTHER PROJECTSThe company is increasingly able to use its experience in moreflexible and innovative ways, running projects which extend theideas behind the theatre-in-education work beyond theclassroom: into training, into the community and internationally.These include Extended Schools, holiday projects, and trainingand consultancy.

ISSUE-BASED WORK ISSUE-BASED WORK ISSUE-BASED WORK ISSUE-BASED WORK ISSUE-BASED WORK

Transformationsan Extended Schools project

Tapestry for West Midlands Police Counter Terrorism Unit

Out of the Boxa Language Alive! project