Settlementinvasion

SETTLEMENT/INVASION
This activity was first devised for the beginning of work on Roman London in the
days of integrated studies to explain why London has always been a settlement,
and what impact the Roman invasion had on those already settled there. We later
used it as an introduction to a series of settlement studies. We still hold copies of
these, and they include Helsinki, Kingston, Jamaica, Pozzuoli, Mecca, San Francisco
and Port Sudan. The activity is being revised in anticipation of our workshop on
“Making the most of the local in London” on 24th June 2008.
The websaddress for this activity is:

http://www.collaborativelearning.org/settlementinvasion.pdf
Last updated 12th October 2007
Notes:
The map has been scanned from a photocopy of the original and is therefore not
ideal. Anyone with the energy/inclination to redo it? You will have to keep the
same coordinates; otherwise the instructions will need revision.
We would also like to improve the settlement card pictures.
COLLABORATIVE LEARNING PROJECT

Project Director: Stuart Scott
Supporting a cooperative network of teaching professionals throughout the European Union to develop and disseminate accessible interactive teaching materials in all subject areas and for all
ages.
17, Barford Street, Islington, London N1 0QB UK Phone: 0044 (0)20 7226 8885
Website: http://www.collaborativelearning.org
BRIEF SUMMARY OF BASIC PRINCIPLES BEHIND OUR TEACHING ACTIVITIES:
The project is a teacher network, and a non-profit making educational trust. Our main aim is to develop and disseminate classroom tested examples of effective group strategies that promote
talk across all phases and subjects. We hope they will inspire you to develop and use similar strategies in other topics and curriculum areas. We want to encourage you to change them and
adapt them to your classroom and students. We run teacher workshops, swapshops and conferences throughout the European Union. The project posts online many activities in all subject
areas. An online newsletter is also updated regularly.
*These activities are influenced by current thinking about the role of language in learning. They are designed to help children learn through talk and active learning in small groups. They work
best in non selective classes where children in need of language or learning support are integrated. They are well suited for the development of speaking and listening . They provide teachers
opportunities for assessment of speaking and listening.
*They support differentiation by placing a high value on what children can offer to each other on a particular topic, and also give children the chance to respect each other’s views and
formulate shared opinions which they can disseminate to peers. By helping them to take ideas and abstract concepts, discuss, paraphrase and move them about physically, they help to develop
thinking skills.
*They give children the opportunity to participate in their own words and language in their own time without pressure. Many activities can be tried out in mother tongue and afterwards in
English. A growing number of activities are available in more than one language, not translated, but mixed, so that you may need more than one language to complete the activity.
*They encourage study skills in context, and should therefore be used with a range of appropriate information books which are preferably within reach in the classroom.
*They are generally adaptable over a wide age range because children can bring their own knowledge to an activity and refer to books at an appropriate level. The activities work like catalysts.
*All project activities were planned and developed by teachers working together, and the main reason they are disseminated is to encourage teachers to work more effectively with each other
inside and outside the classroom. They have made it possible for mainstream and language and learning support teachers to share an equal role in curriculum delivery. They should be adapted
to local conditions. In order to help us keep pace with curriculum changes, please send any new or revised activities back to the project, so that we can add them to our lists of materials.
SETTLEMENT
Why do you think some people stay in one place and

others move about with no permanent home? There
must be reasons for staying and and reasons for
moving.
Read your set of cards carefully and divide them into two
piles:
Reasons for Reasons for

moving staying
WHERE SHALL WE BUILD OUR SETTLEMENTS?

Imagine you are the first people to settle in London. First finish the map
using the key. Colour rivers and marsh symbols blue. Colour these squares of high
ground light brown:
3165 3564 2973 3072 3172 2072 2172 2273 2373
3166 3565 2974 3073 3173 2073 2173 2274 2374
3265 3663 2975 3074 3174 2074 2174 2275 2375
3266 3664 3075 3175 2075 2175
3665
Work together in your group Some of these are basic needs.

to decide where to build
five settlements. You want power station marsh
to build villages which are building materials water
not too close together and quicksand volcano
which satify your basic needs. good soil wood
Choose your basic needs from landing strip rocks
the list and put them on your oil field big river
grid. mountain
Fill in your basic needs on your “Where shall we build table” (the first three are
done for you). Mark in on the map and on the table the five squares where you
decide to settle.
You decide to use You are near a river
The soil is thin. stone to build houses that keeps flooding
Crops don’t grow because there is your homes.
well. plenty nearby and it is
warmer in winter
It is possible that Your animals do very

Your crops are ruined
you will be invaded well and produce a lot
by flying insects.
again. of baby animals.
You find that with An old man in the People come to visit
patience you can village declares that you and say how much
grow larger wheat the gods want you to better things are
ears by picking stay and build a where they live.
out the big seeds temple.
and replanting
them.
You feel very safe on The spring you have

People hear about your
top of your hill always used for water
excellent pottery and
surrounded by the has dried up.
come to trade with
walls it took you a you regularly.
year to build.
WHERE WE BUILT OUR SETTLEMENTS TABLE
Village 1. Village 2. Village 3. Village 4. Village 5

Grid square Grid square Grid square Grid square Grid square
BASIC NEEDS
not near another village
easy to defend
not marshy
How well situated are your villages? Check their basic needs by ticking the boxes on the table.
WHERE WE BUILT OUR SETTLEMENTS TABLE
Village 1. Village 2. Village 3. Village 4. Village 5

Grid square Grid square Grid square Grid square Grid square
BASIC NEEDS
not near another village
easy to defend
not marshy
How well situated are your villages? Check their basic needs by ticking the boxes on the table.
INVASION!
You are invaded by a group of people who build towns and cas-
tles. They decide that your land is a very good place to build a
town. The first thing they do is build a bridge across the river.
Mark their bridge (like this ) in square 3562.

They build and town hall and a market place in square 3665.
Mark it like this
They build a castle in square 3267. Decide on your own
symbol for a castle.
Now mark the boundary of their town by joining these grid
references together with a red line:
300641- 300670-320670-320680-350680-370670-390660-390623
They then built straight roads between the town hall and
the castle and between the town hall and the bridge. Mark
these on your map.
They built roads coming into the town:
from 200680 to 320670 from 390660 to 470700
from 290760 to 320680 from 320570 to 350620
from 370670 to 390720 from 332590 to 350570
What has happened to your villages. Have they been swallowed

up by the invaders? Will there be little change or big change for
your people?

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SETTLEMENT/INVASION

The websaddress for this activity is:

We would also like to improve the settlement card pictures.

COLLABORATIVE LEARNING PROJECT

BRIEF SUMMARY OF BASIC PRINCIPLES BEHIND OUR TEACHING ACTIVITIES:

Why do you think some people stay in one place and

Reasons for Reasons for

WHERE SHALL WE BUILD OUR SETTLEMENTS?

Work together in your group Some of these are basic needs.

It is possible that Your animals do very

You feel very safe on The spring you have

Village 1. Village 2. Village 3. Village 4. Village 5

WHERE WE BUILT OUR SETTLEMENTS TABLE

Village 1. Village 2. Village 3. Village 4. Village 5

Mark their bridge (like this ) in square 3562.

What has happened to your villages. Have they been swallowed

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