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GCSE (9–1) Teachers’ Guide B (SCHOOLS HISTORY PROJECT)

J411 For first teaching in 2016

Viking Expansion, c.790-1050 Version 2

www.ocr.org.uk/history Introduction those documents. These Teachers Guidesbuildontheinformation andapproaches contained within be the Your pointfor Bshould eachofthetopics you starting chooseto teach inHistory confidentthatyou’vework, covered alltherequired content insufficientdepth. shouldthenhelpyou to buildyour own It inpractice. schemeof might looklike this guideisintended to do, therefore, isto show you whataterm’s teaching outline B’s butyou may flexibility feel ofwhatyou have more to instantlycertain teach. What asmuchwelcome: amore rigid specification may notgiveworrying you History forcourse thatismeaningful your students. Butfor freedom canbe some, thatvery any relevant andthisgives andvalidknowledge, you thefreedom a to construct content theexaminations, or issues. studentswillberewarded In for deploying your own programmes ofstudyandto chooseyour own examplesto exemplify teacher to devise thatitallows you Bspecificationistheflexibility asaHistory History This guideisnotintended to beprescriptive; oneofthegreat strengths ofthe T eachers’ Guide – Expansion, c.790-1050Teachers’ Expansion, Viking – Guide GCSE (9–1) History B (Schools History Project) History B(Schools GCSE (9–1)History your teaching shouldbestructured. Teachers may usethisguideasanexample ofonepossibleway ofapproaching theteaching content BandNOT for GCSEHistory aprescriptive planfor how Guide to course Booklet planningandOptions , available from the OCR website . 2 • • • • This guideisdividedinto four sections: of whatexaminersare to lookfor expecting inanswers. exam answers, butuntilfirstassessmentyou may findtheseusefulasindications Candidate answers style recommended by teachers. beenhighly asthey’ve put inacoupleofsuggested lessonsinthissection of thespecificationto cover your own chosencontent orenquiries, butwe’ve becausetheideaisthatyou exploittheflexibility suggested activities, partly lessonelements/ideas Some this topic. Termly planningdocument things to watch for. A brief overview ofthetopic includingsomecommonmisconceptions and . In timethesewillofcoursebereplaced by. In actual : how you mightstructure your term’s teaching of . The planningdocumentdoesn’t termly include Teachers’ Guide

© OCR 2018 GCSE (9–1) History B (School History Project) Teachers’ Guide

Introduction and rationale Common misconceptions: The period study is a new option offered and allow students to Your students may have studied the in primary school, many might have study a fascinating group of people who made their mark internationally from the seen films, TV programmes or even played video games featuring the Vikings; the eighth to the eleventh century. The Vikings were a creative and enterprising people Vikings of popular culture are sometimes far from historical fact. It is important who played to their strengths and would adapt to secure their goals. The Viking for students to realise that the majority of Scandinavians at this time were farmers era may seem strange and distant but many of the achievements of the Vikings or craftsmen, not vicious blood thirsty . Secondly, , and follow themes that we would recognise today. and commerce, expansionism, are very different countries, the geography of these countries affected religious and cultural change are themes that you will have taught, that students are Vikings daily and would influence how they expanded. Furthermore, students should familiar with and which are still relevant today. not misinterpret Viking life and culture as being similar to that of Medieval . Women for example had much greater autonomy, religion was not as organised As you teach you may try to find and reference modern day or historical examples and there was no formal clergy. Additionally, Viking society was hierarchical but not of great upheaval or change to help students with their understanding of the feudal like the in Britain; in the beginning there were not Kings like we experiences and perspectives of the Vikings and those who encountered the Vikings. would think of today, instead warlords or chiefs would own territory. Gradually, over The scheme of work does not contain activities, this is intentional to enable you to time, chiefs who managed to control the majority of the land could call themselves

Viking Expansion, c.790-1050 choose a series of lessons that compliment your own teaching style and the learning king but their positions would be precarious and there was not a strong cultural and style of students. What it does is provide a broken down extended specification religious belief in succession of their eldest son to the throne. content, with topics that you would probably wish to cover during the course as well as an indication of how long each section would take to complete. The key is to ensure sequences of lessons are planned that allow students to access and understand the second order historical concepts of the period. Students need to know throughout the period what changed and why, how much continuity was there across the period and what were the main causes and consequences of Viking expansionism. Furthermore, students need to evaluate the importance of the people, events and developments across this period. Sequences of lessons should be planned with an overarching historical enquiry to ensure these concepts are taught and that students understand them. Below, the guide will demonstrate how this could be done, however it is up to you to decide how your students learn best. Overview Indications of time allocations for different topics are given below, however, this will be dependent on the curriculum hours provided in your centre. The option should take one term to teach, planning should allow students to gain understanding, retention and application of knowledge; this would total 30 hours teaching over a twelve week term. This is based on two lessons a week but depending on your individual school you may have more time.

3 © OCR 2018 Termly planning guide assignments have alsobeenprovided inthiscolumn. hour to teach. To allrelevant thisandincorporate learning, extend suggested homework which shouldbeallocated one to eachtopic; should take eachsolidbulletpointed section your own research andplanningto supplementthis. The finalcolumnistheamountoftime you maysubject wishto addto your planninginformation thatyou have comeacross in neededfor thetopic. knowledge example ofthekey However, expansive isavery ashistory shouldstudy, thatlearner knowledge thiscontent columnisthekey isto providefifth an three lessonsaweek andotherschoolswhohave lessonsaweek two ofGCSEHistory. The been numbered totalling 30lessons, thisismidway thoseschoolswhohave between and bringing themtogether attheendto answer theoverall enquiry. Eachexamplehas group andsplittingtheclassinto work groups aboutdifferent to learn ofthetopic aspects is tightandthere isalotofcontent to cover solessonsshouldinvolve theuseofcarousels, column offers asuggestionofhow to planalessonto ensure thecontent isdelivered, time enquiries,historical inorder to provide aclearfocus for thestudents’ learning. The fourth questionsprovided, itisrecommendedexample enquiry thatthecourseisstructured around and whichneedto becovered, thethird columnfocuses onenquiry. There are some columnisspecificationcontent, theseareThe next thetopics thatare inthespecification as whatyou are teaching thestudentsiswithinc.750AD -c.1050AD, thecontent isrelevant. however, the soaslong agedoesnotalways neatlyfitinto specificperiods/centuries Viking The inwhich eachofthespecificationcontent firstcolumnindicates focuses, theperiod Notes onthetermly planningguide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History 4 Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.750AD Periods Viking Homelands Viking Content Specification to Viking expansion? ships to Viking How significant were long more likely to expand? be Where mighttheVikings ? How hard was lifeinViking warriors?thirsty Were justblood theVikings Enquiry minutes inlength Possible examples –lessonsare 45-50 • • • point down how to improve theanswer. and peerassess theanswer, thenbullet they times. Studentsthengettheir bookback haveon andsountilthey swopped four their booksonto anotherstudentandso have three minutes to pass thenthey write questionintheirbooks, they the enquiry expansion. Studentsthenbegin to answer in culture andthesuccessoftheir Viking of reasons why longshipswere sosignificant expanded usingtheirboatsto create atable and mapsofwhere the carvings Vikings boats. They canthenexamineburials, stone the design ledto fast,strong andflexible of shipandexplainhow eachpart Viking Students canlabelthedifferent ofa parts expand andwhy? and where mighteach country Viking to tradeandraid,had more opportunities live inaharsherlandscape, which Vikings faced anddecidewhichgroup of Vikings then decidewhatchallengesthe Vikings features andtradingcentres. Studentscould flora,fauna,geographical plot andlabelkey Using ablankmapofScandinavia, students interpretations ofthe Vikings. explain why otherpeoplehave different and create theirown interpretations and day popularculture aboutthe Vikings and picturesorvideofrom modern artefacts from thetime, from historians, picturesof accounts Students couldlookatwritten 5 • • • • • • Example ofContent Knowledge religion rights. andburial poetry, was demonstrated intheirart, oftheshipto the The importance Vikings incredibly significant. intrinsic, intheirculture theshipwasalso ships to the andtheirexpansionwas Vikings - Ships andSeafaring of The importance Sweden, Denmark. anddifferences Similarities ofNorway, ofScandinavia would expand. parts shaped how different from differentVikings catalystsin the key expansionand Viking Landscape - The landscapewasoneof words intheEnglishlanguage. ofplacenames and their lastinglegacy we ontheworld live innow with Impact the term expansion. andtheterm Viking students to understandingthe meaningof common misconceptions, allowing to thetopic by Introduction addressing . Oseberg burial Examine the Homework: homelands. different Viking a mindmapofthe Create Homework: sources. primary and pictures of including maps expansion Viking about facts key Create alistof Homework: suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.750AD Periods Viking Homelands Viking Content Specification andbeyond? successful traders across made theVikings What society? Viking and whowere thelosersin wereWho thewinners Enquiry • minutes inlength Possible examples –lessonsare 45-50 • • • Students create ahierarchy ofthe triangle with eachotherto increase theirwealth. amount ofsilver.certain Students cantrade amount ofgoodsanda represent acertain Students couldbegiven cards which and where. rivers,interior thennote traded whatthey the took acrossVikings theseasanddown highlighters coulddraw they the routes that such asantlers, iron ore, falconsetc. Using items the mapwithkey traded Vikings .Studentscouldthenlabel ofthe a blankmapofEurope andparts trading locationson Students couldmark question. enquiry andtheclassdebates theoverall performed are and whattheirdailylife Interviews islike. are eachotheronwhothey and interview onacharacter Students couldthentake • • • • • • • time, including: carousel fileson different fact peopleatthe different levels insociety. They thencould child A A A wife ofany ofthese builder, farmer, worker farm blacksmith,boat fisherman, A Karl A A Jarl’s wife Jarl A 6 • • • • • • Example ofContent Knowledge and 10thcenturies. flooding into the9th Scandinavia during time. This ledto hugeamountsofwealth andtradersallinonelife farmers craftsmen, Many Scandinavians were pirates, part-time encouraging expansion. oneffect in and thishadaknock century Early Trade - Trade increased inthe8th Law andorder in society.Viking Women andchildren in society.Viking insociety.Jarls life Everyday includingtherole of European neighbours. Christian progressivewas surprisingly compared to its - washierarchical Society society but Viking

trading town. was animportant explaining why it the town ofHedby, Students research Homework: labelled diagrams. with the Chieftains the Great Hallsof and of theKarls Research housing Homework: suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.750AD Periods Viking Homelands Viking Content Specification religion organised? How far was Viking their dailylives? religious beliefsaffect How far didViking Enquiry

• minutes inlength Possible examples –lessonsare 45-50 • Carousel ofdifferent gods, students Viking of . of historical ceremony. Studentspeerassesstheirworks to Uppsalaandwitnessthesacrificial see, they thenventure they what rituals visitor to a village, record they Viking Students imagine are thatthey aforeign sources basedon religionViking inpractice. then mindmap/create atableorexamine features oforganised religion. Students Students thinkpairshare aboutthekey lives ordecisions. how suchbeliefs would affect theirdaily map the religiousViking thenexplain world fertility, ormind etc. Studentsflow chart war, like themunderterms categorise 7 • • • • • • Example ofContent Knowledge . home. andworship at Superstitious practices rituals. Religious how didthe worship.Vikings Religion inPractice – playthey in beliefandsociety?. Viking Who were thedifferent gods, whatroles did and Freyr. were paganGods , important , Religious Beliefs – Key The three most

practices. and religious Gods, beliefsViking mini project onthe Students create a Homework: from thesestories. culture andbelief about Viking what canbelearnt and thensuggest aboutOdin stories Students research Homework: 1 HourLesson suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.907-c.1050 c.907-c.1050 c.882-c.988 c.860 Periods Vikings Volga Vikings Volga Vikings Volga Vikings Content Specification the Northmen? did theArabsWhat make of the Vikings? benefit How far didtrade with creation ofKiev? inthe Viking important wasWho themost expansion inRussia? consequences ofViking wereWhat thecauses and Enquiry

• minutes inlength Possible examples –lessonsare 45-50 • • • Students create atimelineof Viking ) on towns like and Hedby.silver) ontowns Birka like oftradewiththeArabs(Arabian impact the Studentscouldassessthe Vikings. students evaluate whatwe about canlearn analysingthesource Faldan,By by Ibn then answer thehow farquestion. students Constantinople wasimportant, of reasons with why tradeandcontact Students complete adiamond nineactivity cases theclassvotes. ofKiev.the Kingdom After presenting their inthedevelopment of important Viking Olegor , Vladamir wasthemost Students putacasetogether asto why investigate whatwastradedandwhy. causes, events andconsequences. Students expansion inRussia,highlightingkey 8 • • • • • • • • • • • • • • Example ofContent Knowledge Interpretations ofthe Interpretations by theArabs.Vikings andco-operation. Contact world? Why were the interestedVikings intheArab Decreased presence by c. 1050. Trade andco-operation. to e.g. capture actions it. Viking trying attitudesto Constantinople. Viking people. of Europe withinhabitantsofonemillion ontheedge city andmostpowerful richest itwasthe inthe9th century great‘the city’; Constantinople ‘Miklagard’ whichmeans The wereVikings impressed with The life, role andsignificance of Vladimir. The life, role andsignificance ofOleg. The life, role andsignificance ofRurik. and . ofthe The importance Volga river intrade interact? How didSwedes, and ‘Rus’ (Vikings) Early Trade andSettlement. to trade. had and whatthey where Northmen explaining whothe another merchant merchant to a Byzantine wereas ifthey aletterwrite Students could Homework: fileaboutthe a fact Students to create Homework: middle east. the Rusand traded between goods thatwere used andthe the Vikings rivers map showing the Students create a Homework: 1 HourLesson suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.789-c.911 Periods Invaders and Raiders Content Specification Vikings. were targeted by raiding Explain whymonasteries period? the Viking and scale ofraids grow in How andwhydidthesize and invasions to successful raids Viking Explain whyshipswere key battles? choose to fighttheir what terms didVikings On their battles? How fight would Vikings period? early Viking need to goandraid inthe didyoung menfeelthe Why Enquiry • minutes inlength Possible examples –lessonsare 45-50 • • • Students complete a card sort categorising categorising Students complete acard sort time by dividingtheraidsinto three stages. how could chart raidschangedover Viking Using a Venn diagram ortimelinestudents Francs. fight abattleagainstthedefending / come ashore, buildadefensive positionand are amonkwhowitnessedthe Vikings achronicleStudents couldwrite asifthey understand how foughtVikings their battles. to begin to andweaponry tactics Viking or accountsstudentscoulddescribe Using clipsfrom YouTube, pictures the mosteffective raidwas. Viking time andwhy. They couldthendecidewhat then decidehow raidschangedover Viking theraidsinatable. charts The group can andtheclass theinterview They perform it happenedandwhy theraidhappened. what happened, whenithappened, where different of victims raids, explain they Viking create pairsthey in time. arole In play as Students are given fileofa afact Viking question andpeerassess. Students canthenanswer anexamstyle economic, politicalandsocialfactors. the different causesof raidsunder Viking 9 • • • • • • • • • • • • • • • • Example ofContent Knowledge Targeting ofmonasteries. Conquest andsettlement. Camps andoverwintering. raids. Seasonal, unco-ordinated The nature of raids. Viking . Discipline andbeliefs e.g. honour. ofarmies. Organisation and tactics Design anduseoflongships. Technology. Religious beliefe.g. entranceto . . and . inEngland Split andcompetingkingdoms culture. warrior Viking ’s refusal to trade. second sonswithnoinheritance. Causes oftheraidssuchas:lackland, and websites. leaflet usinggiven Warrior’A Viking Be Toa ‘How create students can Using theinternet Homework: raids. of Viking causes question onthe a mockexam Students complete Homework: suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.789-c.911 Periods Invaders and Raiders Content Specification invasion ofEngland? the great heathenarmy’s wasWhat theimpactof goals? heathen armyachieve its How far didthegreat heathen army? the invasion ofthegreat wereWhat thecauses of and invading? most from raiding Vikings suffered the country Which Enquiry • minutes inlength Possible examples –lessonsare 45-50 • • • • Students couldcreate agraph ofthe language andplacenames. onEnglandto thisdayimpact inregards andhow thishadasignificant Students couldlookatthecreation of the invasion orjustonelarge coordinated raid. Students coulddecidewhetheritwasan Great HeathenArmy was inaclassdebate. Students couldassesshow successful the pointfroma turning raidingto invading. Students canbegin to decidewhy thiswas the invasion ondifferent pointsofthemap. of wereVikings sosuccessfulinthefirstpart could labelthemainreasons why the dates onablankmapofEngland. Students the army usingcoloured codedarrows and Students couldtrackthemovements of raids andinvasions. suffered themostandleastfrom Viking their findingsandargue whichcountry andFrance. They thencouldpresent raids usinginformation sheetsonEngland, andthedamagecausedby frequency 10 • • • • • • • • • • • Example ofContent Knowledge Situation by the time of King Alfred. Situation by thetimeofKing Danelaw. for Reasons theestablishmentof . Anglia. East andMercia. Peace withEastAnglia. Legend ofRagnar’s sons. target. difficulties inFrancia, choiceofEnflandas First phaseofthe ‘great heathenarmy’ – location, success. chronology, onIreland: Raids location, success. onFrancia: Raids chronology, location, success. onEngland:chronology, Raids

Army’ ‘Great Heathen invasion by the ofthe summary a Students write Homework: place andwhere. out whatraidstook students canmap map ofEurope Using anA3blank Homework: suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.810-C.1050 Periods Settlers Content Specification successful? wasWhy settlementin settled ifyou were aViking? Where would you have settlement? Viking was asuccessfulJorvik evidence isthereWhat that to theVikings? important so madeJorvik What Enquiry • minutes inlength Possible examples –lessonsare 45-50 • Students could start by identify Students couldstart Viking and why. think wasthegreatest settlement Viking could thenvote themselves for whatthey best settlementfor themandwhy. They and decidewhatwouldcharacters bethe each settlementfor eachofthehistorical France. They couldrate theeffectiveness of to America settlementsfrom North Viking carousel information abouttheindividual expand hiswealth overseas. Studentscould to family ora looking chieftain Viking second sonofa Viking, awidow andher constitute agoodplaceto settlefor a Students couldmindmapwhatwould settlement. Viking important and religious thatmade factors suchan into economic,knowledge political, social were there. like their They couldcategorise inferenceand make onwhatpeople’s lives found atCoppergatelook atartefacts dig today.influence onBritain Studentscould of could bequestionedontheextent Viking Danelaw couldthenberevealed, students know,place namesthatthey amapofthe 11 • • • • • • • • • • • • following: fewThe lessonscouldcover next the • • • • Example ofContent Knowledge settlements. from natives, ease ofsettlement,success Local economy, attacks trade, transport, settlement ineacharea. anddifferences similarities Key of each oftheabove. features Key andreasons for settlementin across Settlement theAtlantic. in . Settlement in Iceland. Settlement in Ireland. Settlement in theIsleofMan. Settlement inScotland. Settlement intheFaroe Settlement Island. inOrkney. Settlement inFrancia.Settlement ended. How ruleinJorvik Viking economy and trade. features Key ofJorvik: reasons for expansion. Jorvik: features Key oftheDanelaw. culture. government, housing, farming, the titlesof mind mapusing and produce a lived inIceland how settlers investigate Students Homework: Jorvik. Viking were avisitor to account asifthey an students write museum’s website, Using theJorvik Homework: suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.810-C.1050 Periods Settlers Content Specification States ofViking? isthereWhy noUnited and why? successful settlement Viking wasWhich themost settlers inIceland? America face compared to in Greenland andNorth challengesdidsettlers What Enquiry • minutes inlength Possible examples –lessonsare 45-50 • • After a starter task looking atGreenland tasklooking After astarter never created in . America. never created inNorth and successfulsettlementwas permanent andcreateevidence inferences asto why a They couldthenlookatarchaeological account ofLeif Eriksson’s life andjourney. number order mixed upsentences ofan Students cancomplete amissingwords or in aclassvote. was themostsuccessful settlement Vikings the answer. Studentsthendecidewhich the classoruseipads/laptops to research of, couldtheneither askamemberof they create three are questionsthatthey unsure about settlements, thencould they Viking have they learnt mind mapeverything the statement belongsto. Studentscould haveand they to decidewhichsettlement statement orpicture isputon theboard called ‘guess thesettlement’ where a studentscouldhaveAs aquiz astarter settlements. thetwo between board for alltheclassto seethedifferences the teacher cancomplete atableonthe settledin.Atthey theendoflesson to thecountry and challengesparticular climate, housing, farming, naturalresources couldlookat about eachsettlement,they halvestwo have 20minutes to research other are thesettlersinGreenland. The one sideare theIcelandicsettlersand and Icelandtheclasscouldbesplitinhalf, 12 • • • • • • • • • • • • • • • • Example ofContent Knowledge Reasons forReasons failure features America Key ofsettlementinNorth settlements. from natives, easeofsettlement,success Local economy, attacks trade, transport, settlement ineacharea. anddifferences similarities Key of each oftheabove. features Key andreasons for settlementin across Settlement theAtlantic. in Greenland. Settlement in Iceland. Settlement in Ireland. Settlement intheIsleofMan. Settlement inScotland. Settlement intheFaroe Settlement Island. inOrkney. Settlement inFrancia.Settlement inIceland Settlement inGreenlandSettlement 1 hourlesson 1 hourlesson 1 hourlesson suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.920-c.1035 Periods Kings Content Specification England? allowed Svein to conqueror Was that itluckorskill become Christian? didtheVikings Why significant forDenmark? of was Why thelegacy Enquiry • minutes inlength Possible examples –lessonsare 45-50 • • • Students could start off with looking at offwithlooking Students couldstart Anglo Saxon England. withwhichhedefeated it wasluckorskill invasion ofEnglandanddecidewhether board Svien’sStudents couldstory life and converted. social hierarchies and askthemwhy they different interview from differentVikings inpairsand Studentscouldwork Christian. causes ofthe eventually becoming Vikings onrunestones.inscriptions Categorise the with thecross, boatshapedcoffinsand with thatofChristian, Thor’s hammer that show aminglingof beliefs Viking Students couldexaminedifferent sources Christian. thebenefitsofbecoming of Denmark speech for Haraldconvincing thepeople a their expansion.Studentscouldwrite onthe how thismightimpact and Vikings on thesignificance ofthestones and inferencesstones andmaking atJelling by examiningtherune Students couldstart poem. aSkaldic by writing overall legacy failures ofHaraldBluetooth anddecidehis successesand Students couldcard sort the andconvert to Christianity.Vikings try dangerous andunpopularfor Haraldto could bequestionedonwhy itwould be Harald’s religious conversion, students 13 • • • • • • • • • • • • • • • • Example ofContent Knowledge vi’ legacy. Svein’s Successes andfailures. Conquests. life Early andcampaigns. and afterlife. people e.g. changeinbeliefs aboutdeath Advantages ofconversion for ordinary literacy, reduced threat ofinvasion. Advantages ofconversion for rulerse.g. beliefs. Conversions and continuanceofpagan to themissionaries. Reactions Missionaries. withChristianity. contact Early Significance ofJelling. Legacy. Achievements. Wars andconflicts. Conversion to Christianity. Life events ofHaraldBluetooth. andkey interesting facts. significance and failures, achievements, death, birth such asname, with headings profile onHarald Students create a Homework: 1 HourLesson suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History c.920-c.1035 Periods Kings Content Specification Viking king? Viking wasWho thegreatest great’? ‘the the Cnut deserve Did empire? Danish establishing andAnglo- Svein Forkbeard orCnut in wasWho more important Enquiry • minutes inlength Possible examples –lessonsare 45-50 Students could start withqualitiesthat Students couldstart title of ‘great’.title the and thendecidewhetherhedeserved events inCnut’scould thenflowchart life wouldthey solve theseproblems. Students which Cnuthad)andinpairsdecidehow be given anumberofproblems (theones agreatmake king. Then studentscould 14 • • • • • • • • Example ofContent Knowledge nts legacy. Cnut’s Successes andfailures. Loss ofNorway. Rule inScandinavia. Unification ofSaxons andDanes. ofthechurch andlegislation. Support Danish aristocracy. Rule inEngland:establishmentofanAnglo- Cnut’s life. early interesting facts. significance and failures, achievements, death, birth such asname, with headings a profile onCnut Students create Homework: suggestion or homework time allocation Suggested Teachers’ Guide

© OCR 2018 Termly planning guide the.remarkable.account.of.ibn.fadlan.htm FaldanIbn - vikings-new--suggests-ancient-links - - Byzantine 4podcast- Radio Volga trade- Rus - Volga Vikings reveals-vikings-navigate-after-dark-using-sun-compass-092345 - faring Ships - orgiastic-funeral-viking-chieftain-002865?page=0%2C2 - Rune stones - - Society - overview In-depth overview- In-depth Overview Who were they? Viking Homelands GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History are more ofthecourse. focused ontheindividualsections covers alotofthetopic sothefocus hasbeento research websites that as thetext book buthere isalistofusefulwebsites to dothis, Wikipedia andresearch.knowledge You willwant to useapproved material such You willprobably want to supplement your planningwithfurther https://en.wikipedia.org/wiki/Rus%27_Khaganate http://www.pbs.org/wgbh/nova/ancient/viking-ships.html https://www.q-files.com/history/vikings/everyday-life-in-viking-times/ http://www.history.com/topics/exploration/vikings-history http://www.soldiers-of-misfortune.com/history/varangian-guard.htm http://www.ancient-origins.net/news-history-archaeology/new-study- http://archive.aramcoworld.com/issue/199906/among.the.norse.tribes- http://www.ancient-origins.net/history/10th-century-chronicle-violent- http://www.thenational.ae/world/europe/when-the-arabs-met-the- https://en.wikipedia.org/wiki/Volga_trade_route http://www.pbs.org/wgbh/nova/ancient/viking-runes-through-time.html http://jorvik-viking-centre.co.uk/who-were-the-vikings/ http://www.bbc.co.uk/programmes/b00vrx8g http://www.newworldencyclopedia.org/entry/Vikings

http://archaeology.about.com/od/vterms/qt/viking_age.htm

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British Isles- British Raiders andInvadersRaiders - Jelling should-know Kings/leaders Harald Bluetooth - Harald Bluetooth - Kings settlement- Viking norse_origins.aspx http://www.britishmuseum.org/whats_on/past_exhibitions/2014/vikings/old_ http://www.history.org.uk/resources/primary_resource_3741_132.html lessonideas Settlers Danelaw - Jorvik Settlers - Invasion Viking - warriors Viking http://www.bbc.co.uk/history/ancient/vikings/weapons_01.shtml warfare Viking raids- Viking - http://jorvik-viking-centre.co.uk/who-were-the-vikings/how-did-they-live/ http://whc.unesco.org/en/list/697/video http://www.newworldencyclopedia.org/entry/Danelaw https://en.wikipedia.org/wiki/Norse_activity_in_the_British_Isles https://www.lindisfarne.org.uk/793/

http://www.pbs.org/wgbh/nova/ancient/who-were-vikings.html http://www.history.com/news/history-lists/6-viking-leaders-you- http://www.viking.no/e/travels/eraid.htm http://www.vikinganswerlady.com/VALWarfare.shtml http://www.timeref.com/episodes/viking_invasions.htm

https://en.wikipedia.org/wiki/Harald_Bluetooth http://www.britannica.com/biography/Harald-I-king-of-Denmark https://en.wikipedia.org/wiki/Viking_Age

Teachers’ Guide

© OCR 20182016

Assessment strategies Furthermore: dates,memorised schemesguidanceonthespecificquestionstates: themark might findthisapproach more accessiblethanarguing different solelybetween to through showcentury changeandcontinuity time,Vikings many learners is relevant however studentscouldcompare to the11th the8thcentury Vikings withinthe period age. Viking Therefore information c.750AD between -c.1050AD to note aboutthisquestionisthatitnotspecific to anyWhat isimportant time Assessment strategies for question4/5 GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History this statement? Give reasons for your answer. that they were muchmore thanjustwarriors’. How fardoyou agree with studyof ‘The Viking intheirhomelandsofScandinavia shows society us appropriate understandingofany othersecondorder concept.’ asthe and continuity spread developed butreward andsociety Vikings anddifference (similarity concepts ofdiversity in orchange society) Viking Answers are to show mostlikely understanding ofthesecondorder for example.and artefacts, nature of the warlike through society godsrelating toViking war, weapons BUT,description. to highestlevels, achieve thetwo answers mustconsider or anywhere providing between, theresponse matches thelevel ispossibleto reach eitherby agreeing thehighestmarks ‘It ordisagreeing appropriate understandingofany othersecondorder concept.’ asthe and continuity spread developed butreward andsociety Vikings anddifference (similarity concepts ofdiversity in orchange society) Viking ‘Answers are to show mostlikely understandingofthesecondorder 16 domestic life, andthetradeacross oftheircrafts theirhomelandsand thequality Grounds for agreeing include: e.g. longshipsandswords. religion andculture; thatmany thefact treasuresViking are associated withwar Grounds for disagreeing include: the valueplacedonfamilyandhonour. a considerationof socialhierarchies,Viking laws, the emphasisonwarandfightingin Viking Teachers’ Guide

© OCR 2018 Assessment strategies The questionisassessingAO1 andAO2 (6marks) (12marks). The levels are asfollows: GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History on theissueinquestion(AO2). reasonably sustainedattempt judgement to explainideasandreach asupported Shows a soundunderstandingofappropriate secondorder conceptsinmaking ways thatshow someunderstandingofthem(AO1). features in ofperiod ofkey andcharacteristics Demonstrates soundknowledge Level 3(7–9marks) on theissueinquestion(AO2). a sustainedandgenerallyconvincing judgement explanationto reach asupported Shows strong understandingofappropriate secondorder conceptsinsetting out in ways that show secure understandingofthem(AO1). features oftheperiod ofkey andcharacteristics Demonstrates soundknowledge Level 4(10–12marks) judgement ontheissueinquestion(AO2). out asustainedandconvincing explanationandreaching awell-supported strong understandingofappropriateShows secondorder very conceptsinsetting in ways that show secure understandingofthem(AO1). features oftheperiod ofkey Demonstrates strong andcharacteristics knowledge Level 5(13–15marks) judgement ontheissueinquestion(AO2). well-supported reaching avery setting outasustained, consistently focused andconvincing explanationand Shows sophisticated understandingofappropriate secondorder conceptsin secure andthoroughin ways that show understandingofthem(AO1). very features oftheperiod ofkey Demonstrates strong andcharacteristics knowledge Level 6(16–18marks) 17 No response ornoresponse ofcredit. worthy 0 marks (AO2). validity unclear orlackshistorical attempt to explainideasandreach ajudgementontheissueinquestionis Shows somebasicunderstandingofappropriate secondorder concept(s)butany offeatures (AO1). oftheperiod Demonstrates someknowledge andcharacteristics Level 1(1–3marks) issue inthequestion(AO2). limited way judgementaboutthe to explainideasandreach alooselysupported Shows someunderstandingofappropriate secondorder conceptsmanaging ina ways that show someunderstandingofthem(AO1). offeatures in oftheperiod Demonstrates someknowledge andcharacteristics Level 2(4–6marks) Teachers’ Guide

© OCR 2018 Assessment strategies Answer A GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History for inwar. tradeandcommerce supersededtheirskill east. The creation ofatradingtown suchasHedby shows thatthe eye Vikings were tradedfor silver orraw from materials allover Europe andthemiddle equipment consumergoods suchcombs,Manufactured jewellery, cooking items intheninthcentury. inmaking wereof consumerluxury Vikings skilled iscraftsmanship. Hedbythan justwarriors isanexcellent exampleoftherange One ofthemainarguments thatdemonstrates that wereVikings muchmore to thehouse, thekeys storeswished andkept andstrong boxes. insociety.just warriors Women their , coulddivorce they kept ifthey onotherpeopleratherthan placedimportance thatthey due to thefact shows thatintheirhomelands wereVikings muchmore thanjustwarriors be argued the comparative freedom andrespect women hadin society Viking women were merchants withscales, (buried could weights andmeasures). It this appliedto women aswell, somegrave have burials shown thatsome could beawarrior, andamerchant craftsmen atsomepoint. To anextent whatisclearthatinalifetime, fact merchants In orcraftsmen. men Viking occupations of fishermen, workers, men,mostbeingfarmers, farm Viking Furthermore, ofthe professional onlymadeupasmallproportion warriors to amaninthe was incredibly important age. Viking wasnotrevered,somebody inyour community butdishonourableandhonour have realised thisanddealwithmurder severely. inessenceviolenceagainst So must andthey Blood feuds to destructive asociety familieswere between very ‘’ wasattended by allfreemen were whether they orfarmers. warriors werethe localJarl notsolelyincharge inthegoverning of society.Viking The shows thatthefulltimeprofessional and protect whoexisted to serve warriors decisions. took place to important judgecriminals, settledisputes andmake This mid there inregards period wasaform ofdemocracy Viking to the ‘Thing’ that progressive for itstime. Compared to therest ofEurope for to muchoftheearly show were thatthey more for thanjustwarriors, example wasvery society Viking I would agree thatstudiesof to anextent intheirhomelandsdoes society Viking 18 However, oflife there culture isnodenying part wasanintricate thatwarrior for weapons ofsteel andboats ofstrong . to purchase theses items inthefirstplaceandthere would always beadesire other consumeritems. The raidersontheirreturn would have enough wealth to beautifulpiecesofjewellery,materials with to work , construct or and wealth into thehomelands. hadtherawThis meantthat thecraftsmen onlydeveloped becauseoftheflow ofplundered incraftsmanship silver skills the menwere away raiding andinvading. Alsoitcouldbeargued thattheir had to runthefamilybusiness, thehomeandchildren lookafter when you couldsay thatwomen hadto bestrong andindependentbecausethey geographical landscapelimited themto be. closer at Looking society Viking war andviolencethatallowed themto becomemore thantheirharsh You couldargue thatwhilst wereVikings more itwas thanjustwarriors, precious cargo’s from other or Vikings Wenland pirates. the . They were hired asbodyguards, mercenaries andto protect shamanicdevotees and most notablytheberserkers, to Odin thewarGod so prevalent thatinthehomelandsdifferent of formed, sects warriors Viking canleadto successinthislife in whichbeingawarrior andthenext. This was of prospects for mostyoung meninthehomelandsandyou have asociety of naturalcauses. incentive,This isahugespiritual combinethiswiththe lack least have enough ‘fame’ to withOdin bechosento enter itshallsifyou died demanded thatto enter thehallof Valhalla you hadto dieincombat,orat fight, thiswould have been passeddown from fatherto son. religionViking setboys how hadto to learn of thatskill labelled acoward soaspart orweak, and inaculture where honourwasrevered; nomancouldacceptbeing their lives. children neededfor they wereViking adulthood taughttheskills a large amountofmenfrom thehomelandswere atsomepointin warriors to goand fightinsearch canbeargued offame, that honourandwealth. It Europe withmostlyvolunteers, menwhowere choosing notfulltimewarriors in the age. Viking Throughout thistime raidedandinvaded acrossVikings Teachers’ Guide

© OCR 2018 Assessment strategies coherent, relevant andlogically structured. andsustainedlineofreasoning theanswer isawell-developed whichis Overall judgementontheissuesinquestion(AO2).well-supported out asustained, consistently focused andconvincing explanationandreaching a sophisticated understandingofappropriate secondorder conceptsinsetting to secure thequestion(AO1) understandingofthem(AO1). andshows very Shows featuresThe answer demonstrates ofthecharacteristic astrong relevant knowledge Commentary: Level 5response Answer A GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History culture and society to flourish intheScandinavianculture to homelands. flourish andsociety thatinfluencedandallowed ofthosewhobecamewarriors the actions Viking in violence. Consequently the wereVikings butitwas more thanjustwarriors commerce ifneeded. Hedby were outofwarandviolenceended born providing this, thethreat ofviolencecouldalways grease thewheelsof neededprotection andthe network capableofdealing wereVikings certainly were to warandviolence. indirectly linked Furthermore suchatrading wereVikings of many notjustwarriors, aspects andachievement society Viking rivers, ravaging town even went. thoughthe andvillagesasthey Overall prows struckfear inallthosewhosaw themsaildown theirinterior were to raidingandwar.craftsmanship linked intrinsically or Their serpent Furthermore itcanbeargued that ships, hailedasexamplesoftheir Viking 19 Teachers’ Guide

© OCR 2018 Assessment strategies Answer B GCSE (9–1) History B (School History Project) History B(School GCSE (9–1)History creative culture ifyou andquite were afairsociety afree manorwoman. However you could say were thatthey more had avery they thanjustwarriors, rather thancommunicatingwitheachotherinacalm way. would alsofighteachotherinduelsto themselves settle issuesbetween wanted revenge orinsulted another oramemberoftheirfamily.Viking They other inbloodfeuds, thesecouldlastfor generationsjustbecausesomebody wouldsometimes they even fighteachother, the each would kill Vikings thehomelands andbeingableto gave they fight.In onwarriors importance hoards thathave withadead beenburied warrior,Viking thisshows the onrunestones andin prized in you canseethisincarvings society Viking whowould bite theirshieldsinarage.vicious warriors Weapons were highly not fear hadOdin’s believed they deathbecausethey protection, were they some whowould gointo atranceandwould even becameberserkers Vikings shows society. that war andwarriors wasawarrior Furthermore society Viking of war. whowastheGod Odin, thatthere of wastheGod The fact mainGod the worshipped isthatthey couldbeconsidered theGod justwarriors Vikings reason atsomepointintheirlife.raid othercountries why Anotherimportant so through the to agelotsofmenmusthave Viking goneandbeenwarriors raidingbandswereViking madeupofmostlyfreemen whohadvolunteered, weapons sothisproves were thatthey Anotherreason mostlywarriors. isthat passed down from fatherto son.. law even saidallfreemenViking mustown fight atayoung agewithweapons suchasswords andaxes, thiswould be if needsbefightfor Male theirchieftain. freemen would toViking thenlearn thatshowed ring hadbecomeamanand would they an arm beloyal, and a young agefree menwould swear allegiance to alocalwarlord andreceive ofbeinga part Viking. At and invaded otherplacesandthiswasanimportant Iwould disagreeMostly andsay thatthe were raided Vikings they justwarriors, 20 structured. There lineofreasoning isawell-developed whichisclear, relevant andlogically in thequestion(AO2). convincing attempt judgement ontheissue to explainideasandreach asupported asustainedandgenerally standing ofappropriate second order conceptsinmaking secure(AO1) understandingofthem(AO1). andshows very Shows strong under features ofcharacteristic Demonstrates strong relevant knowledge to thequestion Commentary: Level 4response For examplemencouldvote atthe ‘Thing’ andwomen hadgreater freedom a big part of it and it will be what history mostlyremembers themfor. ofitandwillbewhathistory a bigpart andotherareas oftheirculture,lots ofotherskills however was beingawarrior Iwould sayOverall that were had Vikings becausethey more thanjustwarriors otherpeople. andfightingkilling was notjustaboutbeingawarrior their own country. whichgoesto show theirsociety This alltook alotofskills boats whichallowed themto explore andtradeallover aswell theworld asin of silver andgold. Their biggestachievement wasthebuildingofstrong fast were sometimesto dowithwar. out beautifuljewellery They couldeven make recites poemsatfeasts, andhadSkalds even thoughthesepoems poetry hugerunestones thatgave messagesortold carved stories.they They loved that otherwomen inEurope that atthetime. Anotherexampleisthefact Teachers’ Guide

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