History · Year 3 · The Iron Age: Hillforts and Warriors · Spring Term

The Druids: Priests & Power

Investigating the mysterious religious leaders of the Iron Age, the Druids, and their significant role in society, law, and spiritual beliefs.

• National Curriculum Attainment Targets
• KS2: History - Stone Age to Iron Age Britain
• KS2: History - Iron Age religion and society

About This Topic

The arrival of the Romans in AD 43 marks the end of prehistory in Britain and the beginning of recorded history. This topic explores the clash between the tribal, decentralized world of the Iron Age and the massive, organized power of the Roman Empire. For Year 3, it is the bridge between the 'Stone Age to Iron Age' unit and the 'Roman Britain' unit.

Students investigate the first contacts, from Julius Caesar's 'scouting' missions to the full-scale invasion under Emperor Claudius. They look at how different British tribes reacted: some fought fiercely, while others made deals to become 'client kingdoms'. This topic comes alive when students can physically model the 'clash of cultures' and the different strategies used by the British and the Romans.

Key Questions

1. Analyze the sources of power and influence held by the Druids in Iron Age society.
2. Hypothesize the reasons for the secrecy surrounding Druidic practices.
3. Explain the connection between Druidic beliefs and the natural world.

Learning Objectives

• Identify the key roles and responsibilities attributed to Druids in Iron Age Britain.
• Explain the connection between Druidic beliefs and elements of the natural world, such as trees and celestial bodies.
• Analyze the potential reasons for the secrecy surrounding Druidic rituals and knowledge.
• Compare the societal influence of Druids with the influence of religious leaders in other historical periods studied.

Before You Start

Introduction to Prehistory

Why: Students need a basic understanding of the concept of prehistory and the time periods preceding written records to contextualize the Iron Age.

Early Farming Communities

Why: Understanding the development of settled communities and early societal structures provides a foundation for grasping the organization of Iron Age society and the role of figures like Druids.

Key Vocabulary

Druid	A member of the learned class among the ancient Celts, believed to have religious, judicial, and educational functions.
Iron Age	A period in history characterized by the widespread use of iron tools and weapons, preceding Roman influence in Britain.
Sacred Grove	A natural area of woodland considered holy and often used by Druids for religious ceremonies and rituals.
Oral Tradition	The passing down of knowledge, stories, and beliefs from generation to generation by word of mouth, rather than by writing.
Divination	The practice of seeking knowledge of the future or the unknown by supernatural means, such as interpreting omens or signs.

Watch Out for These Misconceptions

Common Misconception

The Romans conquered all of Britain in one day.

What to Teach Instead

It took many years and many battles to control even just England and Wales, and they never fully conquered Scotland. Using a 'conquest map' that changes over 40 years helps students see that the British tribes put up a massive fight.

Common Misconception

The British were 'primitive' compared to the Romans.

What to Teach Instead

The British had complex laws, beautiful art, and great farming. They were just 'different', not 'worse'. Comparing Roman 'roads and stone' with British 'nature and gold' helps students see it as a clash of two different but advanced cultures.

Active Learning Ideas

Formal Debate: Fight or Join?

The class is a 'Tribal Council'. News has arrived that the Romans are landing. Half the class argues to fight for their freedom; the other half argues to make a deal to get Roman trade and protection. They must vote on the future of the tribe.

45 min·Whole Class

Simulation Game: The Roman Shield Wall

A small group of 'Romans' uses clipboards as shields to form a 'testudo' (tortoise). A group of 'Britons' tries to 'attack' them (using soft balls or paper scrunched up). They discuss why the Roman organization was so hard for the tribes to beat.

30 min·Whole Class

Think-Pair-Share: First Impressions

Show a picture of a Roman soldier and an Iron Age warrior. Students think: What would the Briton think of the Roman's armor? What would the Roman think of the Briton's blue tattoos? They share their 'first thoughts' in pairs.

20 min·Pairs

Real-World Connections

• Archaeologists working at sites like Stonehenge or Avebury continue to study ancient religious practices, seeking to understand the beliefs and rituals of people like the Druids through physical evidence.
• Modern pagan and neo-Druid groups draw inspiration from historical accounts of Druidism, practicing nature-based spirituality and advocating for the preservation of natural landscapes.

Assessment Ideas

Exit Ticket

Provide students with three statements about Druids, for example: 'Druids were only priests.' 'Druids worshipped in caves.' 'Druids believed in the power of nature.' Ask students to write 'True' or 'False' next to each statement and provide one piece of evidence from the lesson to support their answer for one statement.

Discussion Prompt

Pose the question: 'Why might the Druids have wanted to keep their knowledge secret?' Facilitate a class discussion, encouraging students to consider reasons related to power, control of information, and the nature of their spiritual beliefs. Prompt them to think about what might happen if their secrets were revealed.

Quick Check

Show students images of natural elements like a large oak tree, the moon, or a flowing river. Ask them to write down one sentence explaining how a Druid might have viewed the significance of each element, connecting it to their beliefs about the natural world.

Frequently Asked Questions

Why did the Romans want Britain?

Britain was rich! It had lead, tin, copper, silver, and gold. It also had lots of grain to feed the Roman army and many people who could be taken as slaves.

Who was Caratacus?

He was a British king who led the resistance against the Romans for nearly nine years. He was eventually captured and taken to Rome, but he was so brave that the Emperor let him live in peace there.

How can active learning help students understand the Roman invasion?

By role-playing the 'Tribal Council', students weigh the impossible choices faced by British leaders. Active learning moves the story away from 'winners and losers' and toward 'decisions and consequences'. This helps students understand the complexity of the Roman Empire's impact on local people.

What happened to the Iron Age tribes after the invasion?

Some tribes disappeared, but many stayed. They became 'Romano-British'. They started living in Roman-style houses, speaking Latin, and wearing togas, but they often kept their old British gods and traditions too.