Roman Archaeology and Civilisation The Romans and Britain Intermediate 1 and 2



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Classical Studies


Roman Archaeology and Civilisation

The Romans and Britain

Intermediate 1 and 2


4743


S
HIGHER STILL


pring 1999

Classical Studies

Roman Archaeology and Civilisation

The Romans and Britain

Intermediate 1 and 2





Support Materials

CONTENTS




Introduction




Support Notes for Staff

Outcomes 1 - 4

The Literary Sources

Books for Staff Reference

Books Suitable for Students

Videos

Educational Visits

The Internet




Student Materials

I. Britain Before the Romans

II. The Roman Conquest of Britain

  1. Caesar’s Campaigns

  2. The Invasion of Claudius

  3. Boudicca’s Revolt

  4. Agricola’s Campaigns

III. Romanisation

IV. Life in a Roman - British Town




INTRODUCTION

These staff and student support materials for Classical Studies were developed as part of the Higher Still Development Programme in response to needs identified at needs analysis meetings and national seminars.


This support package provides staff notes and student notes and questions to support the teaching of the historical, Roman civilisation in Britain aspects of the Roman Archaeology and Civilisation unit at Intermediate 1 and 2. The support notes for staff provide background information on the unit outcomes and relevant resources that might be used with students. The support notes and questions for students focus on the main phases of the Roman conquest of Britain, the reactions of the Britons, and the lasting influences of the Romanisation which followed.
These materials are designed to be used in a flexible way at the discretion of the teacher or lecturer. They can be used as they are or they can be adapted and/or added to by the teacher/lecturer. They may be used in class for comprehension activities and as starting points for discussion or individual or group investigation. They could also be used in a supported self-study mode, if required. Most students will benefit from direct teaching using the materials as a resource for reading, discussion and directed work using the activities provided and/or others determined by the individual teacher or lecturer. While students will tackle these activities individually for the most part, there may be opportunities for some collaborative working and staff will wish to discuss points raised with individuals, groups and the whole class. The exact way in which this material is used is, of course, at the discretion of the individual teacher or lecturer.
Many of the questions and activities contribute to the development by students of the core skill component, Critical Thinking. Attainment of the Classical Studies course at Intermediate 1 or 2 leads to the automatic award of Critical Thinking at the appropriate level. For further information on core skills, refer to Core Skills: Information for Senior Managers, (HSDU 1998).
Advice on learning and teaching may be found in Achievement for All, (SOEID 1996) and in the Classical Studies Subject Guide.

SUPPORT NOTES for staff




Outcomes 1 - 4




Outcome 1


The most accessible, though now rather dated, introductory book is probably Roman Archaeology by Miranda Green. It has chapters on introductory archaeology, the story of discovery, to dig or not to dig, digging the Bancroft Roman villa, excavators and excavations, archaeology and science, reconstructing the past and finally what to do and see. As with all the Aspects of Roman Life series, there are knowledge and understanding and evaluating questions at the end of each section.
At a higher level, Archaeology: An Introduction by Kevin Greene is well illustrated, not superficial, and very readable. Also enjoyable is Invitation to Archaeology by Philip Rahtz. For the more serious student, Past Imperfect - The Story of Rescue Archaeology by Barrie Jones deals with the problems faced by archaeologists in the 1960s and 1970s as they saw their evidence being destroyed faster than it could be recorded.
On inscriptions, Understanding Roman Inscriptions by Lawrence Keppie is predictably thorough and very readable. Easier for students is the Cambridge Latin Course, Unit 3A p147-155, which explains, in a simple way, how to read Roman inscriptions.
For this outcome, refer also to Archaeological Practice and Evidence (HSDU 1998).

Outcome 2


The video, Campaigns in History: The Romans in Britain, recently shown on The Learning Channel, thoroughly covers pre-Roman Britain with a good section on the hierarchical structure of Celtic society, and the reasons for the Roman invasions. It is highly watchable.
Boudicca’s Revolt by Ian Andrews is a good book for students. It has sections on Britain before the Romans, the legions come, the Britons are angered, the rebellion, the Romans strike back, rebirth and a very good concluding chapter on life in Roman Britain as the two traditions came together. The Cambridge Latin Course, Unit 2A, stages 13-16, has much useful information on Roman and British interaction.
Graham Webster’s Rome Against Caractacus: The Roman Campaigns in Britain AD48-58 is very sound on the Celtic opposition to the Romans. For those wishing a more detailed account of Roman policy in conquered territories, the most impressive work is R. Brandt and J. Slofstra, Roman and Native in the Low Countries: Spheres of Interaction.
On the Roman Army, it is hard to find more thorough and informative accounts than G.R. Watson, The Roman Soldier and G. Webster’s excellent The Roman Imperial Army.

Teachers should have access to S. Ireland’s excellent Roman Britain: A Sourcebook, which provides a wealth of both literary sources and inscriptions from the earliest contacts to the decline and collapse of Roman authority in Britain. Not only does it deal thoroughly with the military and political history, but it also has a section, which may be helpful for Outcomes 3 and 4, on religion, commerce and society.


Students should be encouraged, when considering the extracts provided, to focus on that key question of historiography, the reliability of the sources. To that end brief notes are given on the motivation and general approach of Tacitus, Suetonius and Dio Cassius.
Students should also be made aware that this is an area full of potential for comparison with modern history, for example, the expansion of the British Empire and the European colonisation of America.

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