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Viking Myths Episode 9 Teacher Resource 3rd April 2018 Viking Myths Students will develop a deeper 1. What images come to mind when you think about Vikings? Discuss understanding of the way of life in in pairs before watching this story. Viking society. They will also 2. Where in Australia is there a new exhibition about Vikings? examine artefacts from the Viking age. 3. What is the aim of the exhibition? 4. Vikings weren’t actually called Vikings, they were called ________ People. 5. They lived in Scandinavia between what years? 6. What were they known for? 7. Where did the horns that many people associate with Vikings actually come from? History – Year 8 8. Vikings didn’t care about their appearance. True or false? The way of life in Viking society 9. What did you learn watching the Viking Myths story? (social, cultural, economic and political features) and the roles and 10. Illustrate an aspect of this story. relationships of different groups in society Significant developments and/or cultural achievements that led to Viking expansion, including weapons and shipbuilding, and the extent of their trade Class Discussion Discuss the BTN Viking Myths story as a class, using the following questions Viking conquests and relationships to guide the discussion. Record the main points on a mind map with `Vikings’ with subject peoples, including the at the centre. perspectives of monks, changes in the way of life of the English, and • What comes to mind when you the Norman invasion hear the word `Viking’? • Who were the Vikings? The role of a significant individual in the expansion of Viking settlement • Where did they come from? and influence, such as Erik the Red • What do you know about Viking or Leif Ericson culture? • Where do your ideas about Vikings come from? • What surprising information did you learn in the BTN story? On a world map, students identify the countries the Vikings came from (Sweden, Denmark and Norway). What is the climate and geography of those countries? As students conduct more research, they can add more detail to the map, for example, the countries that the Vikings traded with and the countries they invaded. ©ABC 2018 Viking Research Define: What do I want to know? Key questions to research Students can choose one or more of the following questions or come up with their own: • How did the climate and geography of Scandinavia shape Viking society and way of life? • What was the Viking social structure? Explore the roles of the three main classes – the Jarls, Karls and Thralls. • What were the cultural practices of the Vikings? • What are some myths about Vikings? How have these myths been created? • What role did significant individuals have in the expansion of the Viking settlement? Choose an individual to research in depth. • What were the reasons for the decline of Viking culture? Locate: Where do I find the information? What resources will help answer my questions? (Internet, people, resource centre, organisations, print). Discuss with students what a reliable source is. Select: What information is important for the investigation? Students may need support to sort through and select relevant information. Organise: How do I make sense of the information? Students can organise their research by creating main headings from their questions. Write each heading on a separate piece of paper. Record the information found for each question. Present: How do we let others know about this information? Each group needs to discuss then decide on the best way to present the information. Possibilities could include: • A `Did You Know’ Facts sheet • A journal entry written from the perspective of a Viking. • Oral presentation • Prezi presentation Evaluate: What have we learnt? Each group reflects on what they have learnt about Vikings during their investigation. Students will reflect on their learning and respond to the following. • What I learned... • What I found surprising... ©ABC 2018 Viking Artefacts Students examine a range of Viking artefacts to find out more about Viking culture. Vikings were accomplished craftspeople who made anything from weapons to gold and silver jewellery. Ask students to look at each item and respond to the following questions: • What was the purpose of the item? • What skills are required to make it? • What does the item tell you about Viking society? A double-edged iron sword Combs used during the Viking era Viking helmet Silver brooches Bronze key Gold arm ring ©ABC 2018 The Viking Alphabet The letters of the Viking alphabet are called runes. Vikings inscribed short written messages in wood, bone or stone. Students can use the runic alphabet to create a message to another student. Swap messages and try to read the message. ABC News – Vikings: Beyond the Legend at Melbourne Museum reveals truth about Scandinavian raiders http://www.abc.net.au/news/2018-03-23/everything-you-thought-you-knew-about-vikings-is-probably- wrong/9575860 Museum Victoria – Vikings: Beyond the Legend https://museumsvictoria.com.au/melbournemuseum/whats-on/vikings/ BBC Bitesize – Vikings https://www.bbc.co.uk/education/topics/ztyr9j6 BBC Primary History – Vikings http://www.bbc.co.uk/schools/primaryhistory/vikings/who_were_the_vikings/ ©ABC 2018 .
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