REVOLT AGAINST THE ROMANS BY TONY BRADMAN
Synopsis Marcus is a Roman boy, who travels to join his father in the new province of Britannia. On the way, a Celtic raiding party ambushes Marcus and his escort of soldiers. The soldiers are killed but Marcus is taken hostage. Caradoc, the leader of the Celts, sends a message to the Roman governor offering an exchange. Caradoc will free Marcus if the governor will free some Celts he is holding prisoner. The reply comes from the Romans that there will be no exchange, along with a letter from Marcus’s father, who suggests Marcus kill himself like a true Roman. A few days later at the council of chiefs, Marcus asks to be allowed to stay as a member of the tribe. Eventually, he is adopted into the family of a warrior called Dragorix and his wife Alwen. He joins the war band as the Celts band together to fi ght against the Romans. The revolt does not go well. The tribes are beaten and Dragorix convinces Caradoc to fl ee, protected by his war band (including Marcus and his adopted brother Gwyn), while Dragorix rallies enough men to hold the Romans off. Caradoc and his men travel north to the hall of Queen Cartimandua. They try to convince her to join them in the struggle against Rome but she has betrayed them. They are captured by her warriors and handed over to the Romans. They are taken to a Roman fort where Marcus sees his father again, who offers to try to get him freed. Marcus refuses, saying he’d rather die than be a Roman again. Marcus, Caradoc and the others are sent to Rome to be paraded before the emperor. Caradoc makes a dignifi ed speech and the emperor spares their lives on condition that they swear never to revolt against Rome again. They are given a house to live in near the palace. Caradoc stays there, keeping his promise to the emperor, but Marcus and Gwyn escape, returning to Britannia to fi nd Alwen and the remaining members of the tribe.
About the Author Tony Bradman is an award-winning author who has been involved in children’s books for 35 years. He has written for all ages - poetry, picture books, young fi ction, novels - and for many reading schemes. Tony has edited many anthologies of poetry and short stories, has been a judge on several major book prizes, and is a regular reviewer of children’s and young adult fi ction for The Guardian books pages. Tony has three children, three grandchildren, and lives in London with his wife and Betty the Border Terrier - which makes him the third most important person in the house.
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Hook for the Book – To create curiosity before engaging with the book Give the pupils a picture of a hill fort and a Roman villa. Sort a selection of evidence (statements and pictures of artefacts) on to the correct picture. Anything connected to the Britons to be placed on the hill fort and any evidence connected to the Romans on the villa. Pre-Reading Activities Plot key Roman events on a timeline so the pupils have an initial understanding of who they were, what they did, how they expanded the Roman Empire and when in history the Romans lived. Give pupils the opportunity to share their existing knowledge about the ancient Romans. Ensure the pupils understand the meaning of the title Revolt Against the Romans. Get the pupils to predict what they think might happen from the title and front cover illustration.
Exploring the Book - Ongoing activities Pupils could keep a reading log/journal to keep notes of their thoughts, feelings, ideas and viewpoints as they progress through the book (all ideas support the 2014 National Curriculum for reading). • Ask questions and fi nd the answers through reading and research. • Make regular predictions about what might happen next from details stated and implied. • EXPLORING LANGUAGE - explore the meaning of words used by the author – clarifying unfamiliar words and extending personal vocabulary. Create word banks and use new words within own writing. - record examples of word choices to show the story is set in a different time. - record examples of the author’s use of imagery. • PUNCTUATION - explore the author’s use of inverted commas when the characters are speaking. - explore the use of commas within sentences. • VISUALISATIONS - provide illustrations at key moments of the book using the author’s descriptions and historical resources to ensure an accurate picture of the past is shown through the drawings. • CHARACTERS - track character feelings, thoughts and motives from their actions using the drama technique ‘Freeze Frame’*. - discuss how the author shows feelings through descriptions and the actions of the characters. *Freeze Frame – in small groups pupils improvise a given scene. Action is then frozen. Select one group to show their scene. Visit each character and ask them to describe their thoughts and feelings at this particular point in the story. Why are they feeling this way? What are they going to do next?
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Exploring the Book - Reading For Discussion Chapter 1 – A True Roman
1. How does the author show the feelings of Marcus at the beginning of chapter 1? 2. How does the author gain the attention of the reader during the fi rst chapter? 3. Visualisation – become the illustrator and create a picture of the setting and characters from this chapter. Take note of the author’s descriptive language to help. Annotate drawings with adjectives to help describe your fi rst impressions of the characters. 4. Why does Marcus blush and square his shoulders? (p.3) 5. Explain the author’s meaning: ‘… he could barely remember anything...’ (p.3) ‘His father set great store by appearances – his own tunic was smooth and perfectly white, even though he had ridden from Rome through the heat and dust of a summer’s day.’ (p.3) ‘Marcus felt a twinge of guilt.’ (p.5) ‘… learning other tongues seemed a natural thing to do.’ (p.6) 6. What are your fi rst impressions of Marcus? Do you think he has a good relationship with his father? Use evidence from the text to support your answer. 7. What does Marcus like to do? What was life like in ancient Rome for children? Use a number of resources to research information and present fi ndings to the reading group/class. 8. Why are the Romans going to Britannia? 9. When is Gaius going to Britannia? When will Marcus go? Why? 10. Why could Marcus not sleep? How do you think he might be feeling at this point in the story? If you were Marcus, how would you feel about leaving your home to venture north to an unknown country? 11. Why do you think the chapter is called ‘A True Roman’?
Discuss the meaning of the language used by the author Chapter 1: fl uttering, villa, papyrus, offi cial, noble, resemblance, battering ram, signet ring, slouching, tunic, presentable, legions, Britannia, newest province
Chapter 2 – The Savage Britons
1. How was Marcus planning to travel to Britannia? 2. Sketch what you think a Roman ship would look like from the description given on page 12. Research Roman ships using different resources and add extra detail to your drawing. 3. What is the difference between an auxiliaries and legions? 4. Explain the author’s meaning: ‘All credit to your father.’ (p.13) ‘They speak similar tongues...’ (p.14) ‘It felt good to have solid ground beneath his feet again.’ (p.16) ‘Beyond it the track was swallowed up in a forest.’ (p.18) ‘Then it seemed to Marcus that the shadows in the forest came to life and charged towards them...’ (p.18)
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5. Who could use an imperial way-station? 6. Summarise what Sabinus and the centurion tell Marcus about the Britons. 7. Where in the world is Gaul? Does Gaul exist today? 8. How long did it take to travel from Gaul to Britannia? They describe the voyage as short and rough. What do you think it would have been like to travel over the sea at this time? Use your senses in your description. 9. Why did the sailors pray to Neptune, god of the sea? 10. Why do you think the Britons are scared of the Romans? What is Marcus’s fi rst impression of the Britons? 11. How does the author’s description make you feel? ‘The sun was hidden by a mass of grey clouds and the shadows were thick between the trees. An owl hooted and another replied, their calls echoing eerily in the still air. Sabinus frowned. He reined in his horse and raised his hand to halt the column.’ (p.18) Predict what might happen next. 12. How do you think Marcus is feeling when they are attacked by the ‘savage Britons’? What would you do in this situation? What do you think Marcus will do?
Discuss the meaning of the language used by the author Chapter 2: trireme, prow, stern-post, Ostia, colossal, warehouses, empire, auxiliary cavalrymen, citizens, imperial way-station, hostel, captive, druids, murmured, transferred, voyage, heaving waves, appeased, commander, inland, fascinated, prosperous, sullen, roundhouses, tunic, forded, spear, hurtled, thudded, warriors, savage
Chapter 3 – Into the Darkness
1. Read page 21 and discuss how Marcus might be feeling. Plot the feelings of Marcus during the rest of the chapter on an emotion graph. Think of adjectives and synonyms to describe his emotions. 2. Why do you think Marcus has been spared? 3. Why do you think the Britons were successful during this battle? 4. How did Marcus know they were heading west? 5. Why did the Britons avoid travelling through any of the villages? 6. At the end of the chapter Marcus meets Caratacus (Caradoc). Why is Marcus ‘… hardly able to believe what he had just heard’? (p.29)
Discuss the meaning of the language used by the author Chapter 3: hacked, shrugged, massacre, tremor, spared, whooping, triumphant, pommel of the saddle, scowled, stalked off, earth rampart, palisade, corrals, dismounted, conical, thatched roof, hearth, captive
Chapter 4 – Thirsty for Vengeance
1. Who does Marcus owe his life to? Why? 2. ‘We of the Catuvellauni are men of honour...’ (p.33). What does Caradoc mean when he says this? Does this match the opinion given by the Romans? 3. Why did Marcus constantly feel on edge? Why did everything feel strange to Marcus? 4. When did life become easier for Marcus? Do you think he liked living with the Britons? Do you think the Britons are savages? Give reasons for your answer.
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5. How long was Marcus at the Britons’ settlement until he received a letter from his father? ‘So the days passed, the moon twice waning to nothing and waxing large again in the night sky.’ (p.39) 6. Why does the author use italics on page 40?
Discuss the meaning of the language used by the author Chapter 4: red weals, pretence, exchange, hostage, hospitality, beckoning, captivity
Chapter 5 –The Council of the Chiefs
1. How is Marcus feeling from the following description? ‘Marcus felt his stomach twist...’ (p.41) 2. Describe the same feeling in different ways. 3. What does Marcus’s father want him to do? Do you think this is right? What does this say about his relationship with his father? How do you think Marcus is feeling? What would you do next? 4. Discuss the author’s meaning: ‘The noble Gaius Arrius Crispus had abandoned his son to his fate.’ (p.45) 5. What is the ‘gathering’? 6. Does Marcus see the Britons as savages? Why do you think Marcus wants to stay at Dun of the Long Hill?
Discuss the meaning of the language used by the author Chapter 5: crumpled, gathering, torcs, solemnly
Chapter 6 – Bearing the Pain
1. How is Marcus feeling when he feels a chill run down his spine? (p.52) 2. What does it mean to have ‘a bond of kinship never to be broken’? How does Marcus become a member of the tribe? 3. Discuss the author’s meaning: ‘He took to it quickly, and could soon hold his own against anyone his age, and some a lot older.’ (p.53) 4. How does Marcus become a man of the Catuvellauni? 5. Why have the Romans decided to fi ght against the tribe after all this time? What is Caradoc’s plan? 6. Why do you think the author has called the chapter ‘Bearing the Pain’?
Discuss the meaning of the language used by the author Chapter 6: mischief, adopt, intricate, war-band, skirmishes, ambush
Chapter 7 – Taking the War-Trail
1. What picture does the author create through the following description? ‘The Romans were still marching past, a river of men with no beginning or end, sunlight glinting on their weapons and armour and the eagle standards.’ (p.61) 2. How do the Britons make preparations for battle? Why do the Britons want to fi ght the Romans? Do you think the Romans are justifi ed in their reasons for invading the land of Britannia? 3. How do you think Marcus is feeling just before going to battle?
Discuss the meaning of the language used by the author Chapter 7: charred stick, feuds, blaring sound, formed into a column
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Chapter 8 – Death to the Romans!
1. What was Caradoc’s plan? 2. What does Dragorix mean when he describes Scapula as ‘a wily old fox’? (p.72) 3. What does Bedovir of the Ordovices mean when he says ‘They are the jaws of the wolf, and we will be the wolf’s prey.’? (p.72) 4. Where does Caradoc choose to fi ght the Romans? Do you think it is a good place from the description given? Give reasons to support your answer. 5. How does the author create suspense and tension throughout the chapter? 6. Discuss the imagery used by the author: ‘... the thud-thud-thud of their marching feet fi lling the world like the sound of some huge beast’s heart beating.’ (p.74) ‘Then a fl ock of startled birds burst upwards from the forest canopy, shattering the peace.’ (p.75) ‘… Roman shields snap closer together like a giant clam closing.’ (p.78) ‘The Romans jabbed back, their spears and swords fl ashing out from between their shields like the tongues of deadly snakes.’ (p.78) 7. Explore the authors use of onomatopoeia e.g. weapons chinking, thud-thud-thudding of their hob-nailed sandals. What effect does this create? 8. Why do the Britons retreat? 9. Why does the author describe Gwyn’s face as ‘a mask of anguish’? (p.80) How is he feeling at this point in the story? How do you think Marcus is feeling? Why does Dragorix go and fi ght the Romans again while Caradoc and the others retreat? Would you describe Dragorix’s actions as heroic? 10. Using adjectives, describe the key characters from the Catuvellauni tribe e.g. Marcus, Gwyn, Dragorix, Caradoc. 11. Give a recount of the battle from the perspective of a Briton.
Discuss the meaning of the language used by the author Chapter 8: scouts, pursue, grim-faced, noiselessly, brandishing, braying, comrades, swarmed, jabbed furiously, escort, intense
Chapter 9 – The Warrior Queen
1. Predict what might happen during this chapter from the title. 2. What has happened to the ‘Dun of the Long Hill’? How does Marcus feel at this point of the story? Explain your answer using evidence from the text. 3. What do the remaining few of the tribe do now? Do you think this is a wise plan? 4. Draw an illustration of Cartimandua, using the description of the author. 5. Why is Marcus feeling uneasy? 6. Create the speech that Caradoc might give to Cartimandua to persuade her to join with the fi ght against the Roman invaders. 7. Why does Gwyn call Cartimandua a traitor?
Discuss the meaning of the language used by the author Chapter 9: pursuit, ridge, ramparts, dodging, patrols, merchant, alliance, observed constantly, escort, scabbard, chaos, brutally, traitor
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Chapter 10 – An Offer Is Made
1. Make a note of the words used by the author to show the feelings of Caradoc. 2. What reaction does Gaius have when he sees Marcus again? 3. Why does Marcus feel sorry for his father?
Discuss the meaning of the language used by the author Chapter 10: oxen, stronghold, indication, captives, barbarian, defi ance, triumph, reeking cell, atrium
Chapter 11– A Fine Speech
1. Despite being in a cell, why did Marcus sleep more soundly than he had done for a long time? 2. Help Marcus to devise a plan so he can save himself and the others. 3. What is the emperor’s gift to Caradoc? Do you think the emperor has been merciful? 4. How does Marcus escape from the Palatine Hill? Why does he go? Where is home for Marcus? How does Marcus fulfi l his promise to Dragorix? 5. After reading the story, what opinion do you have of the Romans and Britons?
Discuss the meaning of the language used by the author Chapter 11: peculiar, barracks, chariot, gesturing, enthralled, merciful, acquire, evading, shrewd
Exploring the Book - Post-reading activities • Character Portraits - Explore how the characters have changed throughout the story. - Compare two of the characters – what is similar/different about them? - Make a wish list for a selection of the key characters. • Write a back cover blurb for Revolt of the Romans. Remember it needs to grab the attention of the reader but should not give too much of the plot away. • Summarise the story – write a synopsis of the story ensuring the main events and themes are covered. This could be written as a review or pupils could be given a word limit for their summary to ensure they pick out the most important aspects.
Beyond the Book - Writing opportunities • Same Story, Different Perspectives - Hot seat a character – explore different character perspectives of the same event(s). - Re-write an event from the story in the 1st person e.g. from Marcus’s perspective. - Create a diary entry from the viewpoint of one of the characters – ensure the 1st person, thoughts and feelings are explored. - The battle is written from the viewpoint of the Britons (Chapter 8). Re-write the battle scene from the perspective of the Romans – what could they see, feel, smell and hear.
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- Look at the different viewpoints of the same battle – how would a Roman or a Briton recount this event? Write a newspaper report of the rebellion from the perspective of the Romans and Britons. (see Links to History) - Write newspaper headlines from both perspectives. • Using Senses – explore the author’s descriptions and use a similar style to create own description of the various settings ensuring mood and atmosphere are created through using the senses. On the boat travelling to Britannia Village of the Clan Chief of the Catuvellauni Battle Scene • Information Book (see Links to History) Research what life was like in the hill forts of Britannia and in Rome. Organise and present information as a text book including sub-headings and paragraphs. • Instructions (see Links to Design and Technology) Follow and write a set of instructions when to make pizza or vegetable broth. • Myths and Legends Read a variety of Roman myths and legends and re-tell the story verbally using volume and tone to create effect. Create own mythical creature/beast – record ideas using ‘portrait gallery’ – pupils sketch and draw a character and describe them in their own words on a pretend papyrus scroll. Use newly created creature/ beast as a character when writing own Roman myth.
Beyond the Book – Links to History KS2 History (2014 Curriculum): Pupils should be taught about the Roman Empire and its impact on Britain; changes in Britain from the Stone Age to the Iron Age (this includes Iron Age hill forts: tribal kingdoms, farming, art and culture) • What was life like in Britain before the Romans invaded? Research life in the hill forts (houses, villages, clothes, art, culture, technology, belief) so the pupils have an understanding of the time in which the story is set. • How were the Romans different/similar to the Britons? • ‘It might do you good to spend some time with soldiers – you’ll be joining a legion yourself in a few years.’ (p.9) What was life like as a Roman soldier? Investigate the power of the Roman army. Compare and contrast a Roman soldier with a ‘savage Briton’. Why were the Romans successful in battle? • The Emperor Claudius fi rst invaded Britannia in AD43. Become a group of advisers for Claudius and debate the pros and cons for him invading Britannia. Why did Claudius invade Britannia? • Investigate British resistance to the Romans. What were the advantages and disadvantages to the tribes of Britannia if the Romans succeeded? Explore the rebellion of Caratacus (Caradoc) and present fi ndings in an information fact fi le including sub- headings. Was this the fi nal British ‘revolt against the Romans’? Pupils could also explore Boudicca and the revolt of the Iceni tribe in AD60. Point of View – describe how a Briton and Roman would be feeling after the rebellions. How would life be different?
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• ‘So you will see from the inside how we bring the gifts of Roman civilisation to other nations.’ (p.7) What was life like in Ancient Rome? (Buildings, clothes, towns, art, technology, language, entertainment etc.) After studying life in Rome, what would you bring to Britannia? How did the Romans change the life of the Britons? Links to Mathematics • Read and Write Roman Numerals: I = 1, II = 2, III = 3, IV = 4, V = 5, VI = 6, VII = 7, VIII = 8, IX = 9, X = 10, L = 50, C=100, D=500, M = 1000 Use Roman Numerals to write numbers and to solve numerical problems. Use Roman Numerals to tell the time on an analogue clock. Use the Roman context to solve problems e.g. how much tax did each citizen pay to the Roman Governor? Links to Geography • Explore the location of the Roman Empire on a map. Identify the countries which were part of the Roman Empire. • How much of Britain did the Romans conquer? How do we know? • Study a map of Britain before the Romans invaded to see where the different tribes lived. Links to Art and Design • Design, make and evaluate a model of a mosaic fl oor using a geometric design. There could also be a link to mathematics by making the design symmetrical. • Make an annotated collage showing the different layers needed when building a Roman road to help the soldiers travel across the country (link to Roman legacy). • ‘It took a long while, but fi nally Marcus’s chest and shoulders were covered with an intricate pattern of swirling blue lines. He knew what they meant – they were symbols of the tribe, and charms to ward off harm.’ (p.55) Explore the art created by the Britons at this time in history and design an intricate pattern of swirling blue lines in a similar style. Links to Design and Technology • Design, make and evaluate a roundhouse suitable for the chief of a tribe from Britannia. • Design and make a shield used by a Roman or Briton. • Investigate Roman inventions and how these have impacted on Britain e.g. pupils could build an arch for an aqueduct, applying their understanding of how to strengthen, stiffen and reinforce structures. Links to Cooking and Nutrition • Sample food from Italy. Design, make and evaluate a chosen savoury Italian dish e.g. pizza. • In groups make a vegetable broth which could have been eaten by Marcus at the Dun of the Long Hill. ‘Gwyn’s mother... offered him a seat by the hearth and a bowl of broth.’ (p.34) Links to Music • Create a soundtrack for the story, using tuned and untuned instruments, to create the mood and atmosphere of different events.
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Links to PSCHE • Investigate how the Romans traded across the Roman Empire. How is this similar/different to trade links today? • Understand where different foods come from. • Explore trade today including ‘Fair Trade’. Links to R.E • Learn about ancient beliefs through the study of the Roman gods and goddesses. • Learn about early Christianity in the times of the Romans.
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