The Roman Box
Author: Tim Taylor l Suitable for: Key Stage 2, Key Stage 3+, Planning
The Theme
Romans – Invaders & Settlers
Background
The Curriculum
Knowledge: Historical information of the Roman & Iceni people.
Skills: Historical investigation skills;
Close observation; research & inference.
Understanding: To understand something of what it was like to be a subjugated people.
Inquiry Questions
Main question: What effect did the Roman invasions have on the indigenous people of Britain, in particular the Iceni?
1. What might have happened? Why would the family suddenly decide to bury their most precious things? Did they intend to come back for them or where they desperately protecting them from falling into the wrong hands.
2. Whatever the reason they have laid undiscovered for nearly 2,000 year, what can they tell us about the lives of the people that owned them and the people who attacked the house, terrifying the occupants?
3. How should artefacts of the past be preserved and is important for everyone to have access to them? Does the person who discovers them on their land have the right to sell them abroad or to someone rich to make money? Or is something like this of such great historical value that it should be owned by the nation?
Note: Investigations of these questions can involve both the worlds of the expert and the world of the content.
In the world of the expert, then the archaeologists will be researching the past using what they know and can discover from the objects themselves and their research of the historical context.
In the world of the content, the children themselves can (through dramatic enquiry) invent the parts of the story the archaeologists can only speculate on. This is authoring – when reported back in the world of the archaeologists it is described as possibilities, not historical fact, although there may be supportive evidence. For example the fire damage of the ruins of the villa would suggest that the building was destroyed by fire and it reasonable to assume that the box was buried at this time (it was discovered in a room at the centre of the house) and that the house was being attacked by the Iceni tribe, who are recorded as having been in rebellion in the early years of the Roman invasions (Tacitus).
Designing the Expert Frame
Expert Team
A team of archaeologists are asked to examine the contents of a recently uncovered Roman security chest
Client
A local museum – The box might have been discovered by a farmer, who might still have ownership of the box, but is lending it to the museum for exploration. Or the museum might own it out-right. The first option is more complicated and allows the possibility of the archaeologists having to explain things to the farmer. For example why the objects best belong on permanent exhibition at the museum. I don’t know what the law is on important historical finds and whether the farmer has the right to sell the objects at auction etc. But you might not want to explore these issues and want to keep things simple.
Commission
Initially the commission is to examine the contents of the box and tell the museum about their significance. Of course the commission could later become more involved and the team might be asked to convince the farmer not sell the items abroad. Or/and to advice on a permanent exhibition at the museum (like the Boudicca room) which would display the objects and inform the visiting public of the historical importance and context.
Narrative
1. A local farmer has uncovered a large metal box with an interesting and complicated opening mechanism that involves turning two handles, sunk into the lid of the box, simultaneously.
2. The site of the discovery, later excavated, was once a Roman villa, which shows signs of fire damage.
3. A team of archaeologists are asked to open the box and examine the contents and advice the local museum, who have temporary ownership of the box, as to its historical importance.
4. When the team examine carefully the contents of the box they discover the things are very personal and must have been very valuable to the family who owned them, although some of the objects themselves have little intrinsic value.
(Possible) Steps in:
1. Gather the class round a large sheet of sugar paper. Before you begin drawing you start by asking them what they’ve heard about Boudicca and the Iceni rebellion against the Romans. They might have heard nothing – which of course is OK – but there might be one or two who have heard something.
2. Say: “I’d like to tell you about something that was found in a field…” Now, as you are telling the story you are drawing at the same time. Start with the outline of the box, make it big, about half the size of a desk. “It was found by a farmer, who was out ploughing his field one early morning. He was driving his tractor when the plough caught something hard. He knew that could spell trouble (a broken blade or something) so he jumped out of his cab and rushed round to have a look. And there, after he cleared away some of the earth, was a very curious thing. A large metal box buried deep in the ground – you can see the size of it – a large metal box with a curious lid. (Start drawing the two handles) The lid had two metal handles that looked like this. He couldn’t open it immediately, that had to be done later at the museum, after the box was carefully lifted out of the ground and washed clean.”
3. (Dramatic action) “I’ll show you how the opening mechanism worked.” Lean over the box ‘grab’ the handles and turn simultaneously. Show them again, then sit back. “Clearly whoever put things in this box, must have thought a lot of…” This is a fishing exercise, you’re just seeing if they take the bait. If they’re getting interested they might make a few suggestions. They might connect it to the conversation you had earlier. I would expect they might. You could do a bit more leading, but avoid being ‘teachery’. “Someone obviously went to a lot of trouble, this box is very heavy and why would they want to bury it! When they cleared off the mud the archaeologists found wonderful engravings, carved into sides. This was not something you would want hidden in the ground.” – It is difficult to advise because so much of it depends on how much they pick up. Just remember you’re not after the right answer… this is just speculation – as the story-teller you can always get it back on course and if someone does start to make the connections then you have the perfect in.
4. (Dramatic action) You can do this move if you’re feeling confident! Although it is probably not essential. “What I haven’t told you is what else the archaeologists uncovered when they examined the site where the box was found. After some more digging they found the ruins of a Roman villa, not much left now, but what there was showed signs of fire damage. It is possible that the villa was completely destroyed by fire.” Again go carefully, this is all about negotiation and judging the right moment, they don’t want to feel as though you are playing them along. They might join everything up, but don’t be disappointed if they don’t. But I think there is a chance that you could ‘look’ at the moment when the box was buried. This is best done with another adult. “I’m just going to ask Mrs… if she would help us out. What we would like to see Mrs… is the moment just after the box was buried, but before the villa was burnt down. Obviously the people who burnt down the villa didn’t discover the box, because its here! But there might have been a moment when they were outside trying to get in, we’d like you to help us with that. OK we’re just going to watch Mrs… get ready and represent for us one of the people in the house.” The adult then takes a position crouched on the floor, looking terrified. The children have permission to stare and make observations, because this is happening in a story. But protect the adult if they get personal or disrespectful (pulling faces etc). You could then allow them to question the person – “Why are you so scared?” etc. The adult should tell them that the house is being attacked and they’re outside, she can hear them bashing on the door, screaming. Some are on the roof. When asked she should tell the children the attackers call themselves the Iceni etc…
5. (Dramatic action) After this you can make a move by asking the adult, “Is there anyone with you at this time?” Then add three or four children to the picture. The others can take up the flaming brands and represent the Iceni. You can ask – I wonder what they shouted? Take up the cry. “I wonder which one of us would be the first to light the fire?” Be careful, don’t do this lightly… whoever it was carried that burden for the rest of their lives, there are woman and children in there… is there anyone among us who has doubts? Now we know they did it, we can see the evidence, and I doubt they would ever admit it, but in their own hearts, some of the warriors might have been reluctant to do this, to innocent people etc…
6. Remember to debrief the people representing the Romans and ask them what do you think the Romans could have done to deserve that?
7. (Enquiry) “Lets go to the chest. Could you think of yourselves, just for a moment or two, now as the team of archaeologists opening the box for the first time in 2,000 years. Could you just think to yourself what might you find in there and consider this, whatever was in the box, it must have been very valuable to the family who buried it. But not necessarily valuable like treasure, but valuable in the sense that it meant a lot to them. They obviously didn’t want the Iceni to get their hands on it, but probably knew they themselves would never see them again. So what do you think might be in the box, that would have been valuable to them, the family?”
8. (Research) Have available a selection of books and pictures available to the children as they work. “Could you just have a think about that, and consider if you were one of the archaeologists opening the box what might you find. I’ve put out some books and pictures for you to have a look at while you’re working and could you make a sketch on one of these small bits of paper so we can keep a record… etc.”
9. (Research) As they are thinking and sketching quickly nip round having conversations – as a colleague – what are thinking at them moment? Remember they are authoring and inventing, not pretending to be archaeologists. “Would you mind please writing on sketch what is significant about the object you’re sketching, that is why did the family think it was so valuable that they put it in the box…etc.”
10. (Dramatic action) Later on you can start to investigate some of the objects. “Could you please show us what you found in the box and tell us something about it?’ (A question for the archaeologist) “Now why was this so valuable to the family?” (A question for the author) You can then, switching time frames, ‘see’ why this – suit of armour – was so important.