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BERIC THE BRITON
A STORY OF THE ROMAN INVASION
BY G. A. HENTY
Study Guide by Nicki Truesdell
nickitruesdell.com
Page |1
W
hen Americans think of Britain, our thoughts are typically of proper citizens drinking tea and
saying everything in a cool accent. We might also think of Kings and Queens, quaint cottages
surrounded by flowers, with polite butlers greeting visitors at the door, and a dish of scones
being served to guests.
But before the Romans brought civilization to Britain, the British were called Britons and they were
actually barbaric! Imagine William Wallace from Braveheart - - - and you’ll have just an inkling of what
these Ancient Britons were like.
Welcome to Beric the Briton, an exciting novel by G. A. Henty that takes place in Ancient Britain during
the time when Rome invaded. The story starts in A.D. 60, and blends historical facts with the fictional tale
of one Briton, named Beric, who lived in both the Roman and Briton worlds.
In the first half of the book and study guide, we will read about the ancient Celts and their lifestyle, as well
as their fight to be free. The famous Iceni Queen, Boudicea, also enters this tale. After much resistance and
fighting, Beric and many of his companions are captured and taken to Rome as prisoners.
The second half of the book takes place in Rome. We get to meet Nero, gladiators, and are introduced to 1 st
Century Christian martyrs.
It’s an exciting story of ancient civilizations, battles, and it introduces us to the beginnings of Western
Civilization.
How to use this Guide
This Study Guide is designed to be used in a variety of situations by homeschool families or in a
homeschool co-op setting. It may be used by an individual student or a group of students. It’s suitable for
upper elementary and high school (as well as parents who would like to learn along with their children!).
I like to read stories like this one aloud to my children, and then have everyone participate in the
discussions and activities (according to their ages and abilities). We typically read 1-2 chapters per day
(or listen to a quality audio version), look up the maps, visit a link or two, watch a video clip, or explore
other books. Use the Names, Places and Terms sections for further research, spelling and vocabulary
practice, or copywork. (You’ll notice that some chapters don’t have this section; I tried not to overwhelm
with frivolous content.) You’ll want to do some kind of costuming, eat some Roman or Celtic foods,
listen to their languages, and play historic games.
At the end of this guide, I’ve included links to additional resources that you might want to add. Please
consider purchasing through my affiliate links to allow me to provide more free study guides like this
one! This guide is a free gift for {nickitruesdell.com} subscribers. Please do not share this or the
password to the Download Library. However, I’d love it if you shared a link to my site!
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If your family uses this guide, I’d love feedback! Comment on my site, email me, or post on my social
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Setting up the Story
Map “How the Romans Saw Their World” (source unknown)
In the summer of the Roman year 699, now described as the year 55 before the birth of Christ, the
Proconsul of Gaul, Gaius Julius Caesar, turned his gaze upon Britain. In the midst of his wars in
Germany and in Gaul he became conscious of this heavy Island which stirred his ambitions and already
obstructed his designs. He knew that it was inhabited by the same type of tribesmen who confronted the
Roman arms in Germany, Gaul, and Spain. The Islanders had helped local tribes in the late campaigns
along the northern coast of Gaul. They were the same Celtic stock, somewhat intensified by insular life.
[The Birth of Britain by William Churchill Book 1, Chapter 1: Britannia]
Map “Celtic Peoples of Roman Britain” 50 A.D.
“Professor Collinsgwood has drawn us a picture of what is called the Late Bronze Age. ‘Britain,’ he says,
‘as a whole was a backward country by comparison with the Continent; primitive in its civilization,
stagnant and passive in its life, and receiving most of what progress it enjoyed through invasion and
importation from overseas. Its people lived either in isolated farms or in hut-villages, situated for the most
part on the gravel of river banks, or the light upland soils such as the chalk downs or coolite plateau,
which by that time had been to a great extent cleared of their native scrub; each settlement was
surrounded by small fields, tilled wither with a foot-plough of the type still used not long ago by
Hevriedean crofters, or else at best with a light ox-drawn plough which scratched the soil without turning
the sod; the dead were burnt and their ashes, preserved in urns, buried in regular cemeteries. Tus the land
was inhabited by a stable and industrious peasant population, living by agriculture and the keeping of
livestock, augmented no doubt by hunting and fishing. They made rude pottery without a wheel, and still
used flint for such things as arrow heads; but they were visited by itinerant bronze-founders able to make
swords, spears, socketed axes, and many other types of implements and utensil, such as sickles,
carpenters’ tools, metal parts of wheeled vehicles, buckets, and cauldrons. Judging by the absence of
towns and the scarcity of anything like true fortifications, these people were little organized for warfare,
and their political life was simple and undeveloped, through there was certainly a distinction between the
rich and poor, since many kinds of metal objects belonging to the period imply a considerable degree of
wealth and luxury.’” [The Birth of Britain by William Churchill, Part 1, Chapter 1: Britannia]
p. 12 1st paragraph – 2nd on p. 13
Britannia.com has a great overview/timeline of Roman-Britain history.
The people of Ancient Britain are generally believed to be the Celts who migrated from central Europe.
These peoples migrated to Britain, France (and became known as Gauls), Spain, Italy, and Turkey.
Caesar describes the inhabitants of the new island: “Most of the tribes of the interior do not grow corn but
live on milk and meat, and wear skins. All the Britons dye their bodies wit woad, which produces a blue
colour, and this gives them a more terrifying appearance in battle. They wear their hair long, and shave
the whole of their bodies except the head and upper lip.” [Birth of Britain by Winston Churchill, Part 1,
Chapter 1: Britannia]
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The story begins in 60 A.D. Rome has amassed a great empire, stretching from the eastern Mediterranean
to the countries on the Atlantic Ocean. [Map of the Roman Empire at the death of Julius Caesar] Britain is
now a part of that empire, though the natives have not all learned to submit. Britain is divided into
scattered tribes, not united in any way.
Beric, the hero of this story, is just 16 years old. He is the son of Parta, chieftainess of the Sarci, a
segment of the Iceni tribe. He has spent 4 years in the captivity of the Romans, in the Roman town of
Camalodunum, where he has learned the Roman style of fighting, as well as receiving a Roman education
in Latin and Roman law.
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Chapter 1 – A Hostage
The future of Britain is changing forever. Beric understands this,
while most of his tribesmen do not. He hopes to persuade his people
to adapt because they have little chance of defeating the Romans.
Names and Places
Belgae – large confederation of tribes living in northern Gaul from 3
B. C.
Boadicea – queen of the Iceni who led a revolt against the Romans
and burned London
Brigantes – Celtic tribe in pre-Roman times
Carractacis - first-century British chieftain of the Catuvellauni tribe,
who led the British resistance to the Roman conquest.
Cassivelanunus – British tribal chief 54 B. C. – led the defense
against Julius Caesar’s 2nd invasion
Cunobeline - Cunobeline (or Cunobelin, from Latin Cunobelinus,
derived from Greek Kynobellinus, Κυνοβελλίνος) was a king in preRoman Britain from the late first century BC until the 40s AD. Druids –
leaders and priests in the Celtic religion
Ostorius - Publius Ostorius Scapula (died 52) was a Roman statesman
and general who governed Britain from 47 until his death, and was
responsible for the defeat and capture of Caratacus.
Silures - a powerful and warlike tribe or tribal confederation of ancient
Britain, occupying what is now south east Wales and perhaps some
adjoining areas. [Wikipedia]
Tribonantes – British tribe located just north of the Iceni
Discussion and Research topics



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“We are not
conquered
yet, as they
will someday
know to their
cost. We are
silent, we
wait, but we
do not
admit that
we are
conquered.”
-Beric
Compare the differences in body type and build between the
Romans and the Britons; this is discussed throughout the
book.
Compare the homes and lifestyles of the Romans and the
Britons: how they eat, their education, how they entertain
themselves, etc.
Listen to samples of Roman Latin being spoken at this link
on YouTube.
Listen to the Lord’s Prayer recited in Proto-Celtic, Ancient
British and Brythonic at this link on YouTube.
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Hands-On Activity Suggestions
Costumes: History really comes to life when a child puts on a historic costume! Celtic costumes are easy
to recreate. Yards of fabric in basic dark colors or plaids, furs and skins, and leather for wrapping or tying
are the basic essentials. Men wore a type of pants, while women wore long flowing robes, all in the same
types of fabrics.
1. World4.eu has several great descriptions of both Celtic and Roman clothing styles
2. This blog has some neat information on Celtic clothing
Maps: Look at the map of Roman Briton. Locate London.
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Chapter 2 – City and Forest
In the house of Caius Muro, Beric has spent several years as a student. Now he returns as a visitor, and we
get a glimpse of Roman life in Ancient Britain.
There are lots of Latin terms in this chapter!
Names, Places, and Terms
atrium – a room in a Roman villa, open to the sky
Cardun – Celtic village
impluvium – a sunken floor in a room
Nero – Roman Emperor from 54 to 68 A.D.
peristylium – an open courtyard within a Roman house
preceptor – teacher
proprietor – one who acted with the powers of a magistrate without actually holding the office
Salve – Latin greeting
tablinum – a room in a Roman villa, situated on one side of the atrium
triclinium – a dining table with three couches
Vestibule – entry hall or room
Discussion and Research topics



A roman house, or villa, is described on the first page of the chapter. Archaeologists have
discovered many Roman ruins, such as Fishbourne Roman Palace and Gardens and Chedworth
Roman Villa. Notice the beautiful mosaic tile floors. HGTV has a good beginner tutorial for
trying your own mosaic design! View a 1947 lithograph of a Roman dwelling.
A Celtic village and home is described on the last two pages of the chapter. Resources for
History has a good explanation with pictures of Celtic roundhouses, along with book
recommendations. Try making your own model Celtic roundhouse.
So much of what we know about primitive cultures is because of the work archaeologists do.
Discuss archaeology and how important it is to us today. You can even simulate an
archaeological dig with your children with these ideas from archaeological.org.
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Chapter 3- A Wolf Hunt
In this chapter, Beric’s tribe finds it necessary to go on a wolf hunt to reduce the number of wild wolves
terrorizing the people. The religion of the Britons is discussed, their rituals, and their belief in an afterlife.
The Romans attacked Mona, the island of the Druids. You can read the Roman description of this event at
Resources for History.
Beric also begins to train his fellow Britons in the Roman fighting style with order and formation.
Winston Churchill mentions this in The Birth of Briton:
“numbers and valour the British
had, but of discipline they were
absolutely ignorant.”
Names, Places, and Terms
Woad – a blue paint that the Celts used on their skin in battle
Stour – a river
Druids – priests of the Celtic religion.
Severus – Roman governor
Mona – the island of the Druids
Discussion and Research topics



Compare the descriptions of Celtic men and women against Roman men and women.
Compare the fighting styles of the Roman troops and the Celtic warriors.
This is a great time for costumes! My Creative Life has a quick, easy Toga costume for younger
children. For a very creative Roman Soldier costume made of cardboard, check out this
Instructables post. We have made plenty of costumes and weapons from cardboard; it’s cheap and
fun! A British/Celtic costume consists of long, plain gowns for females with a wrap or drape of
another fabric, possibly pinned at the shoulder with a brooch. Celtic men dressed similarly, in a
more masculine fashion. World4.eu has pages and pages of ancient costume pictures and
descriptions. Of course, Celtic warriors will need to paint their faces blue!
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Chapter 4 – An Infuriated People
The true story of Boadicea, Queen of the Iceni, is told in this chapter. After her daughters are attacked and
mistreated by Roman soldiers, she travels to the Roman town of Camalodunum to demand a redress, and
is punished herself.
Beric’s clothing is discussed in detail.
Names, Places, and Terms
Prasutagus – King of the Iceni, and ally of Rome, and Boadicea’s husband
Discussion and Research topics


A great feast is described in this chapter. Consider recreating a Celtic feast. Picture Britain has a
great blog post on the basics of this ancient cuisine.
Fermented honey is mentioned several times in this book. Research what it is and how it was
used. Research the health benefits of fermented foods.
Chapter 5 – The Sack of Camalodunum
The Britons take repay the Romans for the abuse of Boadicea and her daughters with the attack and
destruction of the town of Camalodunum. The town is attacked, the inhabitants killed, and everything
burned – except the temple.
Discussion and Research topics



Celtic women often joined the men in battle. In this fight, Boadicea is a warrior and leader as
Queen.
A battering ram is used in battle – describe, draw, or build a model. Bible Archaeology has a
great history and descriptions of ancient battering rams.
A “tortoise” is also used – another type of battering ram.
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Chapter 6 – First Successes
After destroying the city of Camaodunum, all that is left is the temple. Beric is asked to lead the
destruction. After it is burned, Boudicea enters and destroys the Roman gods.
The Britons next move on to Verulamium to destroy it, and then on to London. On their way, the Britons
defeated the Ninth Legion that was sent to rescue the city of Camalodunum. As word of their successes
grew, more Britons joined forces with Beric’s tribe.
The destruction of London takes place.
According to Tacitus, “No less than seventy thousand citizens and
allies were slain. For the barbarians would have no capturing, no
selling, nor any kind of traffic usual in war; they would have
nothing but killing, by sword, cross, gibbet, or fire.”
A statue of Boudicea was erected in 1902 on the Westminster Bridge in London. See a photo on
Wikipedia.
Discussion and Research Topics:



Research Roman forts. This site has a reconstruction of a Roman fort and watchtower. This site
has a paper model of a Roman watch tower (you will need to click on the translation, and follow
the instructions as best you can.)
Research the story of Boudicea (her name is spelled several different ways depending on who
writes the tale).
See the story of what might be a hoard of Boudicea’s gold unearthed by archaeologists.
Chapter 7 – Defeat of the Britons
The fight against the Romans fails; Beric encourages the Britons to flee and live to fight another day.
They plan to relocate to the Fen country, a swampy region near the sea (an inland area between the Iceni
and Coritani regions – see map).
In this chapter, Boudicea and the ladies of the tribes drink poison and kill themselves to avoid being
captured by the Romans. This is confirmed by the Roman historian, Tacitus.
Discussion and Research Topics:

Look up the Fens and learn how this area has changed over the centuries. There is a lot of history
there.
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Chapter 8 – The Great Swamps
The Britons move into the swamps to hide from the Romans. They make an agreement with the Fen-men
to live in an area inhabited by monsters (dragons). Discuss the idea that dragons, or dinosaurs, were
present in this area at this time.
Chapter 9 – The Struggle in the Swamp
The defense of their new fortress is underway. Beric “strengthened the confidence of the Britons and
taught them the importance of fighting with a plan.” Despite their rough beginnings, their descendants
would one day be the most powerful military force in the world!
Names, Places, and Terms
Coracle – a small boat
Huntingdon – a town north of Cambridge
Buckler – a shield either held or worn on the arm
Discussion and Research Topics:
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

Roman Roads are an archaeological marvel today. Read more about them at HistoricUK.com.
Make a model of a Roman Road at Weird, Unsocialized Homeschoolers.
The Britons made their own tar for boats. You can make it with instructions from Practical
Primitive.
Discuss the strategies Beric used to harass and fight the Romans from the swamps: guerilla
warfare. Think of all the different battles throughout history where this was employed.
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Chapter 10 – Betrayed
News has come that the cruel Suetonius has been replaced.
After vicious fighting, the Britons are surrounded on all sides and captured. They are taken to Petronius,
and terms of peace are made. Britain is conquered.
Names, Places, and Terms
Petronius – the new propraetor
Barbarians – a term that will be widely used for the Britons and other Celtic peoples
Chapter 11 – A Prisoner
Petronius declares a solemn peace with Britain. The Iceni are allowed to go back to their homes and live
peacefully if they will agree to never again fight the Romans. Beric encourages his people to accept these
terms, as he and a few of the captured warriors prepare to sail to Rome as prisoners.
“We know not what may be our fate at Rome, but whatever it be, it will be a consolation to us to
know that our people again wander in the old woods; that our women are spinning by their
hearthstones; that the Iceni are again a tribe; and that it is we who have won this for them.”
The lifestyles of the Gauls under Roman rule are very different from those in Britain. In Rome, the
Britons encounter black people for the first time.
Christianity is first mentioned as a “new sect” or religion.
Names, Places, and Terms
Gaul – France
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Chapter 12 – A School for Gladiators
Beric and his fellow Britons meet the Emperor Nero. They are spared death, and instead are sent to be
trained as Gladiators.
Names, Places, and Terms
Caestus – a fighting or boxing glove
Goths – members of the German race
Grati – a gift
Iberians – people from the area now known as Spain
Lanistae – a trainer of Gladiators
Numidians – a kingdom in what is now Algeria and Tunisia
Parthians – a kingdom in modern-day Iran
Retiariusm- a type of Gladiator
Soythians – a people from Eurasia, near modern-day Iran
Thessalian – a people from ancient Greece
Trident – a three-pronged spear
Discussion and Research Topics


Rome! This is a great time to explore the city of Rome and its architecture. Some of the famous
structures are still standing (or partially standing) today.
Nero was the emperor during Beric’s stay in Rome. He was not known as a great Emperor, but he
is definitely remembered. Do some research into his life.
Chapter 13 – A Christian
Beric encounters a Christian girl, intent on going to a secret meeting of believers.
Discussion and Research Topics

The Apostle Paul wrote the New Testament book of Romans to these very Christians in Rome
just like this girl in the story. They were being persecuted and were driven underground.
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Chapter 14 – Rome in Flames
Rome is on fire and much of the city is destroyed. Meanwhile, Nero is busy planning a new and greater
city, and throwing large entertainments while the people suffered. You have probably heard the saying,
“Nero fiddled while Rome burned.” This is the context.
One of the horrible forms of entertainment was Christians being thrown to the lions.
Discussion and Research Topics

The libraries were filled with “books,” but these books were actually rolls and rolls of vellum.
This article has a picture of a sample library from the Colisseum in Rome.
Chapter 15 – The Christians to the Lions
In the arena, Gladiators and Christian martyrs are part of the entertainment. When the Christians were
brought before Nero, they were offered a chance to deny God and save their lives, but they refused.
One of the Christians is a girl that Beric knows. He offers to fight the lion for the girl. What an exciting
event takes place!
Names, Places, and Terms
Leech – a doctor of sorts
Lectica – a portable bed and a form of transportation
Research and Discussion Topics

Read through the book of Romans in the New Testament to see what encouragement Paul gave to
these persecuted Christians
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Chapter 16 – In Nero’s Palace
Beric and all of his friends are given positions in the palace.
Chapter 17 – Betrothal
Beric is betrothed to Aemilia, a Roman and the sister of the Christian girl.
Catacombs – underground burial places
Research and Discussion Topics


Research the catacombs under Rome.
The Apostle Paul was in Rome during this time, and was put to death by Nero.
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Chapter 18 – The Outbreak
Although Nero has been extremely kind to Beric, he is swayed by a friend (and too much wine). Beric is
forced to disobey a command of Nero to protect his wife. Beric and his fellow Britons rebel and must flee
the city.
Wikimedia Commons has a nice map of the ancient city of Rome.
Chapter 19 – Outlaws
The Britons are forced to hide and flee to keep alive. Beric finds a way for his wife to move to a nearby
farmhouse to be close to him. Map of Italy.
Beric and the Britons faced death as a welcome thing because they looked forward to the afterlife. This is
why Beric understood and respected the Christians and Christianity.
Rome sends new troops to hunt for the outlaws.
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Chapter 20 – Mountain Warfare
The dreaded betrayal by a spy alerts the Romans to the whereabouts of Beric’s wife. A trap is set to
capture Beric.
Chapter 21 – Old Friends
The year is now 68 A.D.
Beric’s old friend Berenice brings the warning of the betrayal. He and his wife both leave for the
mountains.
The Emperor Nero takes his own life. Beric is given freedom and allowed to return to Britain. He is
appointed a provincial governor of a portion of southern Britain.
Recommended activities for comprehension

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Dress in costumes and re-enact the story on video. Create a mini-movie to share with your family,
or even share on YouTube.
Created an illustrated version of the story for (or with) younger students.
Make a Lego stop-action movie of the story.
Write a research paper after studying one of the topics in this story more in-depth, such as Celtic
tribes, Nero, the Roman empire, or persecuted Christians of the early church.
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After the story ends
BibleHistory.com has some great information about Nero, his successor, and the destruction of the
temple at Jerusalem in 70 A.D.
The Roman Empire [map]
Additional Recommended Resources:
1. Follow my Beric the Briton Pinterest Board for lots more info and hands-on learning ideas!
2. This pack of Post-Roman Celtic British activity sheets is really fun for reinforcement, study, and
activities. Although they are “post-Roman,” they feature many aspects of Roman and Celtic life
and customs (purchase required – but worth it!).
3. We love to use Dover Coloring Books for history studies, and this Life in Ancient Rome coloring
book is no exception. (affiliate link)
4. For those interested in a story from the Roman perspective, Eagle of the Ninth by Rosemary
Sutcliff is a great book! It’s the first in a trilogy about Roman Britain. (affiliate link)
5. Augustus Caesar’s World is a great book about the rise of the Roman empire, and includes events
around the world at that same time. It makes a great all-around history book for upper elementary
and high school students (affiliate link).
6. For the reluctant readers, I highly recommend Drive Thru History: Ancient History DVDs. It’s
funny, informative, and filmed on location in Rome (plus other ancient history locations).
(affiliate link)
[About the author]
Nicki Truesdell is a 2nd generation homeschooler, and a 9th generation Texan living on
a nine-acre homestead in – you guessed it – Texas, with her husband and five
children. She blogs about homeschooling, history, freedom, faith, homesteading,
reading, and quilting. She has a passion for making history fun and exciting for the
next generation. She is a member of the Texas Home Educators Advisory Board,
previous director of her homeschool co-op, and a relaxed homeschooler. If you want
faith-based encouragement, be sure to follow her
on Instagram, Facebook, Twitter, Pinterest, and subscribe to my blog!
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