Britannia: from Conquest to Province, AD 43–c.84 OCR Teachers' Guide
This Teacher's Guide is taken from the OCR Britannia: From Conquest to Province, AD43-c.84 Teachers' Guide which can be accessed at the OCR website and downloaded in full here.
Overview of the topic
The Roman conquest of Britain has long fascinated historians: its consequences were significant and the events and characters of the period capture the imagination. Students will enjoy analysing the Boudiccan Revolt, the reasons for Claudius’ invasion, and the complexities of the relationship between Britons and Romans until AD c.84. The relationship between the British and their Roman past remains complex and contradictory, an ideal context in which to foster discussion. The specified content for this depth study has been carefully chosen to best convey the unfolding narrative of this remarkable period while seeking to provide a basis for lively classroom debate on the key themes.
Students will initially examine the literary and archaeological evidence relevant to Claudius’ decision to invade, analysing the different possibilities in relation to the sources and what they tell us about the situation in Rome and Britain at the time. Continuing this theme of Roman decision making, they will investigate the changing nature of Roman policy in Britain from the moment of invasion onwards, including the reasons for change and the success of those charged with implementing policy. An examination of Agricola’s multi-faceted strategy, including the extent of its success, provides a natural terminus for this depth study. Students will be expected to evaluate the usefulness and accuracy of the information presented in the sources. Little is known about the policies of the governors Quintus Veranius, Publius Petronius Turpilianus and Trebellius Maximus, and thus students are merely expected to understand why, given their backgrounds, the appointments of these men were potentially significant in the context of Roman policy in Britain.
An interesting and equally significant theme of the depth study is the relationship between Britons and Romans. Students will investigate the nature and extent of British cooperation and resistance at different times. This should involve the study of the individuals, tribes and places mentioned in the specification. Related to this theme are the issues of the level of Romanisation and the economic impact the conquest had on Britain. A critical study of developments at Camulodunum, Fishbourne and Aquae Sulis, as well as the Vindolanda tablets, will provide insight on these issues beyond the bounds of the literary sources. Strong-willed and contrasting characters fought on both sides of the resistance campaigns and so these campaigns will no doubt prove a particularly engaging area of investigation. Finally, there is also a need to discuss the Roman writers’ portrayal of British leaders.
Students should also be versed in the sometimes-complex origin and nature of the evidence. Fundamental to the study is a requirement to understand the aims and backgrounds of the writers and how these factors may have affected the utility of their accounts. To what extent Tacitus’ relationship with Agricola affected his work is one issue you will want to discuss. However, all the literary sources should be analysed with an eye on the context in which they were produced. An understanding of these contexts will allow students to reach well-substantiated judgements.
This depth study is designed to take approximately 27–32 hours of teaching time to complete. This guide will provide an overview of how this content might be taught in that timeframe. The planning guide is structured around the narratives / content and contains possible points that might be considered
or discussed in class. The planning guide does not contain activities. This is intentional to enable you to choose a series of activities that compliment your own teaching.
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Teachers may use this guide as an example of one possible way of approaching the teaching of the ‘Britannia: from conquest to province, AD 43–c.84’ depth study and NOT a prescriptive plan for how your teaching should be structured. What this guide is intended to do is to show you what the teaching outline might look like in practice. It should then help you to build your own scheme of work, confident that you’ve covered all the required content in sufficient depth. |
Common misconceptions
The items below are key areas that pupils may need explaining in more depth. As a teacher it is important that you have a really good working knowledge of these aspects.
The Roman perspective of the literary sources. Students can struggle to take account of the fact that all our literary sources offer a Roman perspective. They will need to take this into account when analysing and evaluating the accounts offered in these sources. A further complication, the implications of which will need to be discussed, is encountered when the writers provide Boudicca and Calgacus with speeches that appear to show at least an understanding of, and even empathy with, their respective predicaments. How these speeches may be analysed and understood within the wider context of the worldview of Tacitus and Cassius Dio could offer material for a profitable discussion.
The geography of Britain. The geography of Britain was significant in shaping the decision making of both Romans and Britons. Students often find it difficult to visualise the different types of terrain in different places, as well as the relationship between different geographic features. Providing visual aids as to the different types of terrain and the inter-relationship between features can aid their understanding of why specific decisions were made at certain times. This knowledge shouldn’t be confined to mountainous areas, towns, forts and rivers, but instead should also encompass an understanding of the various important areas of fertile land, land rich in mineral wealth, significant isthmuses, the developing road system, and strategic islands.
The aims and limitations of the literary sources. Students find it difficult to understand the possible reasons why the literary sources cover some governorships in far more detail than others. It might be profitable to link discussion of this issue to the aims of Tacitus and Cassius Dio. It should also be noted that the different works of Tacitus had different aims and that parts of his Histories that may have been relevant to this course have been lost. A particularly salient issue is the fact that modern readers may define what constitutes a successful governorship very differently from our Roman literary sources. Students will need to think about the worldviews of the different writers, why they held these worldviews, and how these worldviews may have impacted their work.
The personal and international dimensions. Students sometimes find it challenging to locate events in Britain within the international context. Students should be familiar with the personal situation of the emperors, as well as relevant events elsewhere in the Empire, during key periods of policy change in Britain. For example, although the personal situation of Claudius on his accession is well known, Domitian’s lack of a military reputation may have had a similar impact on policy making in the latter period of Agricola’s governorship. Furthermore, unrest in Dacia may account for the decision to give up land gained by Agricola.
The use of different types of evidence. Students will need to become adept at using literary and archaeological evidence in tandem. In doing so they will again need to consider the contexts applicable to each archaeological source while also understanding the limitations of such evidence. Using archaeological sources to compliment the historical narrative of the literary sources offers scope for much useful analysis along with a number of potential pitfalls. All too often archaeological evidence has been interpreted to support the historical narrative of the literary sources without due consideration being given to other possible interpretations; in order to reach judgements, the archaeological sources should be analysed individually, in groups, and in conjunction with the literary sources. Students should enjoy the challenge of critiquing the historical evidence in the process of forming their own interpretations.
Planning guide
It is important to note that ‘Britannia: from conquest to province, AD 43–c.84’ is a depth study. Focus will be on a wide range of historical concepts including: causation, change and continuity, significance, and similarity and difference. The basic format of this planning guide is to take the events in chronological order as the easiest approach for students to gain familiarity with the facts and sources. The themes in the specification can be accessed at various points in the scheme; there will be a need to focus on the themes for the students at various points. Throughout this scheme of work relevant original sources are suggested, as well as useful themes for discussion in the classroom.
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Content |
Narrative/content |
Relevant ancient sources |
Themes for Discussion |
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An introduction to Roman views of Britain and the nature of the sources for this depth study (Suggested timing: 1 hour) |
· Roman views of Britain and the tribal nature of the Britons, including the broad location of the different tribes mentioned in this depth study. · The nature of the evidence: the key literary sources: Cassius Dio, Suetonius and Tacitus · Brief overview of the chronology, perhaps going beyond the depth study to cover Hadrian’s Wall |
· Tacitus, Agricola 10–12 |
· the link between the geographic location of the tribal states and their relationship with Rome · the aims and nature of the literary sources · Roman views of the Britons |
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The situation in Britain and Rome prior to AD 43: the reasons for the invasion. (Suggested timing: 2 ½–3 hours) |
· Julius Caesar’s two invasions in 55 and 54 BC, and the likely impact that this had on Claudius’ decision to invade · The increasing trade and pro-Roman outlook of the Britons south of the Thames, as demonstrated in the coinage of Verica. · The relationship between the Catuvellauni tribe and Rome, as evidenced in the coinage of Cunobelinus. · The policy of Augustus towards Britain as depicted in Agricola 13. You could go into further depth here (Cassius Dio covers Augustus’ plans to campaign against the Britons – 49.38.2, 53.22.5, 53.25.2) · The situation in the Catuvellauni tribe: its strength, outlook and probable divisions. Adminius, a son of Cunobelinus (whether this was a true familial relationship or a mere title is unclear), fled Britain to seek Roman support. Evidence suggests that Adminius was either a prince of the Catuvellauni or the ruler of the Cantiaci tribe in Kent. · The significance of Caligula’s preparations for an invasion and then sudden abortion of the invasion (Agricola 13 and Suetonius Caligula 44.2, 46.1) · In Britain, there appears to have been tribal unrest between the Catuvellauni and the Atrebates; Berikos (Verica), prince of the Atrebates tribe, fled Britain and encouraged Claudius to invade · Caligula’s assassination and Claudius’ accession, including the strength of his position and the plots against him |
· Gold stater of Verica · Gold stater of Cunobelinus · Bronze coin of Cunobelinus · Tacitus, Agricola 13 · Suetonius, Caligula 44.2, 46.1 · Suetonius, Claudius 13.2
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· the reasons for Claudius’ invasion · the nature of the archaeological evidence · the relationships between the Romans and the Britons · the importance of the different factors for the invasion |
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The main events of Claudius’ invasion and the value of the conquest to Claudius (Suggested timing: 3 ½–5 hours) |
· Students will need to know the specific details of the course of the invasion, especially with regard to the following areas: · The Roman preparations for the invasion · The crossing of the channel · The encounters at the Medway and Thames · The nature and extent of Claudius’ role in the invasion · The submission of the tribes to Claudius at Camulodunum (Colchester) · The propaganda value to Claudius of the conquest · In the years AD 43–47, the general Vespasian campaigned in the west of England. The fact he later became Emperor means the sources record his exploits while remaining silent about the deeds of other Romans elsewhere in Britain. The second phase of the Roman invasion (AD 44–47) should be covered to find out how and where the area under Roman control expanded. Students may wish to explore the relationship between Josephus and Vespasian and how this relationship may have impacted on the former’s writing. · The first governor of Britain was Aulus Plautius (AD 43–47), the man who had been the commander of Claudius’ invasion force. During this period client states were created: the Atrebates, the Iceni and the Brigantes. Students should be aware of the nature and purpose of these client states from Roman and British perspectives. · It may be worth looking at this point at Fishbourne Palace linking it to the idea of client state relations. · The Fosse Way was a road from Exeter to Lincoln. It was thought to have marked the limit of Roman territory however is now no longer thought to have been seen as a firm frontier by the Romans. The nature, location and possible significance of the Fosse Way are worth exploring. |
· Cassius Dio 60.19–60.23.6, 60.30.2 · Suetonius, Claudius 17.1–17.3, 21.6, 24.3 · Josephus, Jewish War 3.1.2 · Tacitus, Annals 12.23 · Tacitus, Agricola 13 · Suetonius, Vespasian 4.1–4.2 · Arch of Claudius · Aureus of Claudius · Silver didrachma of Claudius |
· The reasons for Rome’s success in conquering southern Britain · the utility of the evidence regarding the different events of the invasion · the nature and extent of Claudius’ involvement in the invasion in comparison to the contribution of others · the reasons for the patchy nature of the evidence regarding the invasion period. · the aims of Rome during this period · the methods the Romans used to conquer and control southern Britain |
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The Romans in Britain before Boudicca’s revolt: Ostorius Scapula, Caratacus’ opposition, Didius Gallus, and the significance of the appointments of Quintus Veranius and Suetonius Paulinus. AD 43–AD 60 (Suggested timing: 3 ½–4 ½ hours) |
· The next governor of Britain was Publius Ostorius Scapula (AD 47–52). The specification looks at his motives, preparations and tactics. Key events include: · AD 47: first Iceni revolt (Tacitus Annals 12.31–32) · Aborted campaign against the Decangi (Tacitus Annals 12.32). The campaign no doubt ultimately aimed to destroy the Druid influence emanating from Mona (Anglesey) · In AD 49, Camulodonum (Colchester) was established as a colonia in relation to the preparations to campaign against the Silures. It may be worth looking at this point at the effects of Roman rule and the extent of change on Colchester, including urbanisation, and cultural and religious changes. Alternatively it could be left towards the end of the course when also looking at Aquae Sulis, or in the middle of the course when studying Boudicca. · The two tombstones provide useful information on the preparations and methods of Ostorius Scapula in relation to his campaign against the Silures. · Ostorius Scapula campaigned against Caratacus who fought with the Silures and later the Ordovices. In AD 51 the Romans managed to defeat Caratacus. He fled to the Brigantes ruled by Queen Cartimandua and Venutius. Queen Cartimandua handed him over to the Romans. Caractacus and his family were taken to Rome, where Claudius pardoned him. · In the years AD 52–57, Aulus Didius Gallus was governor. Students should evaluate the utility of Tacitus’ portrayal of Gallus and his campaigns against the Silures and in support of Cartimandua of the Brigantes. The Romans supported Queen Cartimandua against her ex-husband Venutius (Tacitus Annals 12.40 and Agricola 14). Students should consider how successful Aulus Didius Gallus may have been, although they should also consider the limitations of the evidence. · In the years AD 57–58, the governor was Quintus Veranius. Tacitus plays down his achievements, although it might be inferred that he played a role in subduing Wales as the next governor was able to attack Mona within two years of taking office. North Wales must have been at least partially subdued for this task to have been undertaken. Quintus Veranius was the first governor of Britain appointed by Nero. He was also experienced in mountain warfare. These two points might suggest a change of policy from consolidation/defence to further expansion. · Gauis Suetonius Paulinus became the next governor after the death of Quintus Veranius. Tacitus was broadly favourable in his portrayal of Suetonius Paulinus and records that he subdued various tribes and established garrisons. Suetonius Paulinus was also experienced in mountain warfare; as a Roman general in North Africa he had crossed the Atlas Mountains. |
· Tombstone of Sextus Valerius Genialis (RIB 109) · Tombstone of Rufus Sita (RIB 121) · Tacitus, Annals 12.31–12.40 · Tacitus, Agricola 14 |
· the possible reasons for the Roman campaigns of this period · the relative success of the various campaigns · the portrayal of the various Roman governors in the sources · the nature of the relationship between the client states and Rome during this period. · the utility of the evidence regarding the policies and campaigns of the different governors of the period · the propaganda value for Claudius for the capture and then pardoning of Caratacus · the reasons for Caractacus’ resistance · the extent of Caractacus’ success against the Romans · the sources’ portrayal of Caractacus |
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Boudicca’s rebellion and its aftermath (Suggested timing: 4–5 hours) |
· In AD 60, the governor of Britain, Suetonius Paulinus, attacked Mona (Anglesey), which was a stronghold of the Druids. Whilst he was away, the Iceni, under Queen Boudicca, revolted. Other nearby tribes joined the revolt. · The sources list a number of reasons for the revolt. These include: o In King Prasutagus’ will, he bequeathed his kingdom to Nero and his two daughters. The Romans’ subsequent treatment of these two daughters was a cause of the revolt: the Romans whipped Boudicca, raped her daughters and plundered the tribe o confiscation of the money Claudius had given to the most important Britons o Seneca calling in all of his loans at once o It is also worth noting that the Trinovantes joined the revolt. The tribe’s capital was Camulodonum (Colchester). The veterans had treated the Trinovantes badly; they had driven the Trinovantes from their farmlands and thus caused hardship for the people of the tribe. The new temple to Claudius was also resented as a symbol of Roman occupation; the tribal elites even had to foot the bill for its construction. Students should know the details of the events of the rebellion and its aftermath. · Boudicca’s army sacked Camulodonum (Colchester), London and Verulamium (St Albans). Boudicca’s Destruction Horizon shows that all three towns were burnt, even though Cassus Dio mentions that only two towns were sacked. · The Battle of Watling Street and Boudicca’s death · After the defeat, the Romans engaged in a devastating campaign of retribution. · A dispute between Suetonius Paulinus (the governor) and Julius Classicianus (the new procurator) resulted in Nero sending his freedman Polyclitus to smooth over the relationship. Suetonius Paulinus continued as governor for a short period, before being replaced. Classicianus understood the need not to punish the Britons as this would potentially spark future uprisings while lowering the value of goods Rome could extract from the province. · Suetonius Nero 18 states that Nero considered withdrawing from Britain. Presumably, Suetonius is referring to the situation after the Bouddican revolt. · Publius Petronius Turpilianus (AD 61/2–63) restored things to their “previous quiet state” and Marcus Trebellius Maximus (AD 63–69) is described as “lazy” and “inexperienced in military affairs”. This period marked a change in Roman policy towards Britain where the Romans consolidated their position rather than antagonising the Britons. Marcus Trebellius Maximus was known as an administrator rather than a military man. He had been in charge of the census and taxes in Gaul. Despite Tacitus’ negativity, it seems that these men were able to improve the security situation; Nero was able to remove the XIV Legion from Britain in AD 66. |
· Tacitus, Annals 14.29–14.39 · Tacitus, Agricola 14–16 · Cassius Dio, 62.1–62.3, 62.7–62.9.2, 62.12.1–62.12.6 Extra sources · Suetonius, Nero 18 · LACTOR 4, 24 tombstone of Julius Classicianus, procurator
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· the reasons for Boudicca’s resistance and the different explanations offered by Tacitus and Cassius Dio · the nature of the relationship between Rome and its client states at this time · the sources’ portrayal of Boudicca and the Britons · the accuracy and reliability of the literary sources regarding the origins, events, course and aftermath of the rebellion (the archaeological record can be used to aid this discussion). · the methods, and the success with which, the Romans dealt with the rebellion and its aftermath · Tacitus’ attitude towards those Roman officials charged with dealing with the aftermath in comparison to his attitude towards Suetonius Paulinus · the significance of the appointments of the governors that followed Suetonius Paulinus · reasons for the change in policy after the Boudiccan revolt · the influence Nero had had on policy |
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The campaigns and achievements of Bolanus, Cerialis and Frontinus (Suggested timing: 2 ½–3 hours) |
· In AD 68, the emperor Nero committed suicide. A civil war followed. In AD 69 there were four different emperors. The civil wars ended when Vespasian established himself as the next emperor. · Marcus Vettius Bolanus was governor between AD 69 and AD 71. Bolanus had been appointed by one of Vespasian’s rivals during the civil war, Vitellius. Tacitus, Agricola 16, states that “the same inaction towards the enemy” continued. Taking advantage of the civil wars affecting the Roman Empire, Venutius started a major civil war against his queen, Cartimandua. The Romans rescued Queen Cartimandua (AD 69). · Following Bolanus, the next governor was Quintus Petillius Cerialis. He was governor from AD 71–73/4. Cerialis was the first governor appointed by Vespasian. He was another man with fighting experience and had commanded the IX Legion in Britain a decade earlier. His appointment marked another change in policy; attack was now to be the chosen means of defence – the so called Flavian Advance. Cerialis subjugated a major part of the Brigantes’ territory and thus the conquest of northern Britain began. On the way north Cerialis established York before ending Venutius’ revolt and founding Carlisle. In doing so, Cerialis laid the way open for Agricola’s later exploits. · The next governor was Sextus Julius Frontinus (AD 73/4–77). Under his governorship, the Silures tribe were finally conquered and major works in British cities took place. Frontinus may also have done much to conquer the Ordovices, although Tacitus does not mention this. Agricola, after all, was able to attack the Druids on Mona soon after becoming governor. Much of the fighting against the Ordovices may, therefore, have already taken place. · It may have been in this period that Aquae Sulis became a site of significance. This might be the moment to analyse Aquae Sulis. The site’s development can also be integrated with discussion of the achievements of these governors – achievements Tacitus was less enthusiastic about sharing |
· Tacitus, Agricola 16–17 · Tacitus, Histories 3.44–3.45 Extra sources · Suetonius, Nero 39.1; · Tacitus Histories 1.9, 1.59-60, 2.65-66 (LACTOR 11)
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· the reasons for Venutius’ resistance · the extent of his success · the sources’ portrayal of Venutius · the influence of Vespasian on policy in Britain and the reasons for the initial Flavian Advance · the utility, and especially the limitations, of the literary evidence related to the campaigns and achievements of the three governors. · the manner in which Tacitus portrays the governorships of Bolanus, Cerialis and Frontinus; the success (or lack thereof) he attributes to each governor · the possible reasons for the governors’ various campaigns |
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Romanisation (Suggested timing: 2 hours) |
· The effects of Roman rule and the extent of change: the nature and degree of urbanisation as well as cultural, religious and lifestyle change · A recap of the studies of Fishbourne Palace, Aquae Sulis and Colchester as examples of Roman influence. The studies should be linked to urbanisation and cultural, religious and lifestyle changes. |
· Tacitus, Agricola 21 |
· the effects of Roman rule and the extent of change · the utility of the available evidence |
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The economic impact of the Roman army and traders (Suggested timing: 2 hours) |
· The effects of Roman rule and the extent of change in the context of the economic impact of the Roman army and traders. Links can be made to sources already studied regarding the initial invasion and Boudiccan Rebellion (Boudicca’s choice of Verulamium as a target, for example, is possibly revealing). The Vindolanda tablets specified in the syllabus were written just after the period of this study, yet they remain useful as evidence of the economic impact of the Romans by the end of our period. Little will have changed from an economic perspective in the short number of years between the end of the study period and the time the tablets were written. The tablets might be profitably analysed alongside information on the vicus at Vindolanda. |
· Vindolanda tablet 343 · Vindolanda tablet 309 · Vindolanda tablet 632 |
· the effects of Roman rule and the extent of change · the utility of the available evidence |
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The campaigns of Agricola, including the resistance of Calgacus AD 77–84 (Suggested timing: 4 hours) |
· Agricola’s campaigns and achievements, including his motives, preparations and tactics. Students should be familiar with the main aspects of Agricola’s campaigns against the Druids, in the Forth-Clyde Isthmus, in southern Scotland, and in northern Scotland. This should include some reference to his use of ships. · Particular focus should be placed on the resistance of Calgacus and his allies, both before and at the battle of Mons Graupius. · The two bullet points above can be dealt with as part of a narrative account of Agricola’s governorship. · Students should analyse the extent of Agricola’s achievements as well as Tacitus’ portrayal of Calgacus. |
· Tacitus, Agricola 18–27, 29–37 Extra sources · LACTOR 4 25 Chester Agricola lead pipe · LACTOR 4 28 Verulamium forum Agricola inscription AD 79 or 81
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· the resistance of Calgacus · the reasons for his resistance · the extent of his success · the sources’ portrayal of Calgacus and the Britons · the influence of Vespasian, Titus and Domitian on policy in Britain (and the governor) · the utility of Tacitus’ evidence, especially (but not exclusively) with regard to Agricola’s achievements · the extent to which we can understand Agricola’s motives, preparations and tactics at different points of his campaigns |
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Overview (Suggested timing: 2 hours) |
A chance to pull together the key themes of the depth study, to allow students to engage with overarching general questions about the conquest and consolidation of Britain, the Roman governors, the resistance from the Britons and the impact of Romanisation, similar to the style of essay questions that they will find in the examination. |
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Endorsed textbooks from Bloomsbury
Resources for OCR specification for first teaching September 2017
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OCR Ancient History GCSE Component 1: Greece and Persia Sam Baddeley, Paul Fowler, Lucy Nicholas, James Renshaw ISBN-13: 978-1350015173 Released July 2017 £14.99 |
OCR Ancient History GCSE Component 2: Rome Paul Fowler, Christopher Grocock, James Melville ISBN-13: 978-1350015203 Released July 2017 £14.99 |
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This textbook supports OCR's GCSE Ancient History Component 1. It covers the period study on the Persian Empire and the three optional depth studies.
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This textbook supports OCR's GCSE Ancient History Component 2. It covers the longer period study on the Foundation of Rome and the three optional depth studies. |
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These textbooks have been written by experts and experienced teachers in a clear and accessible narrative. Ancient sources are described and analysed, with supporting images. Helpful features include study questions, further reading, and boxes focusing in on key people, events and terms. |
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Suggested resources
Student resources
Books:
- Guy De La Bédoyère’s Roman Britain: a New History (London: Thames and Hudson, 2013) enthuses the reader with a comprehensive selection of colour images.
- Timothy Potter and Michael Fulford’s articles in The Roman Era (Oxford: Oxford University Press 2002) edited by Peter Salway. Read together, the articles provide a great introduction to the era.
- Christopher Snyder’s The Britons (Blackwell, 2003) provides a short, useful and accessible introduction to the main events and some of the issues.
- H. Scullard’s Roman Britain: Outpost of the Empire (London: Thames and Hudson, 1986) contains a number of useful diagrams and images.
- Barry Cunliffe has produced very useful books on two of the settlements used as case studies: Roman Bath Discovered (The History Press, 2009) and Fishbourne: Roman Palace (The History Press, 1998)
- Christopher Grocock’s (ed.) new edition of the Inscriptions of Roman Britain (LACTOR 4) includes additional inscriptions and images that will prove very useful to students seeking to expand their knowledge beyond the set sources.
Websites:
- Students might also find it worthwhile to look at more of the Vindolanda Tablets and some of the latest finds from elsewhere such as the 405 writing tablets recently recovered by Museum of London Archaeology. Information on some of the London tablets will be in the new edition of LACTOR 4 mentioned above. The best site for learning about the Vindolanda Tablets is Vindolanda Tablets Online: http://vindolanda.csad.ox.ac.uk
- A more general website providing a wealth of information is http://roman-britain.co.uk
Films:
- Bettany Hughes has presented a useful 3-part documentary: The Roman Invasion of Britain (History Channel, 2009).
Teacher resources (in addition to those recommended for students)
- A valuable resource on the whole period is Peter Salway’s A History of Roman Britain (Oxford: Oxford University Press, 1997). Sometimes criticised for including too much detail on events elsewhere in the Empire, the volume actually provides the contextual information necessary to truly understand the history of the province. The text is the same as found in the earlier The Oxford Illustrated History of Roman Britain.
- Another very useful text is David Mattingly’s An Imperial Possession – Britain in the Roman Empire. Mattingly interprets the Roman conquest as generally a negative process and in doing so raises many issues of interest. Often controversial, the analysis proffered is a must for any student of the conquest.
- Sheppard Frere’s Britannia will also be of value to those seeking an alternative reading of the complicated array of multi-disciplinary evidence.
- John Wacher’s Roman Britain (Stroud: Sutton Publishing, 2001) should also be considered for its useful diagrams and thematic structure.
- Patricia Southern’s Roman Britain: A New History (Stroud: Amberley Publishing, 2011) is a more recent addition to the corpus of work on Roman Britain.
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OCR Resources: the small print OCR acknowledges the use of the following content: n/a Please get in touch if you want to discuss the accessibility of resources we offer to support delivery of our qualifications: resources.feedback@ocr.org.uk |