Humanities Units

HISTORY
Vicious Vikings (The Vikings 790 1066)


YEAR LEVEL: 8

AUSVELS LEVEL: 8

DURATION: 5 weeks (12 sessions)




UNIT OVERVIEW AND RATIONALE
This Year 8 inquiry based unit investigates The Vikings era (790 1066), and integrates the discipline areas of history and geography,
as well as the general capabilities of literacy, information and communications technology (ICT), personal and social capabilities and
teaches students to have an intercultural understanding.
In this unit students will:
Locate the Viking homelands
Identify the factors that helped shape Vikings society and history
Describe the everyday life of men, women and children in Viking society
Discuss Viking beliefs and the role of the Norse gods in Viking society

Key Inquiry Questions:
1. How did societies change from the end of the ancient period to the beginning of the modern age?
2. What key beliefs and value emerged and how did they influence societies?
3. What were the causes and effects of contact between societies in this period?
4. Which significant people, groups and ideas from this period have influenced the world today?

AusVELS LEVEL 8
HISTORICAL SKILLS
AusVELS LEVEL 8
HISTORICAL KNOWLEDGE AND UNDERSTANDING
CHRONOLOGY, TERMS AND CONCEPTS
sequence historical events, developments and periods
use historical terms and concepts

HISTORICAL QUESTIONS AND RESEARCH
experiment with different words/phrases/concepts when
developing a research focus
pose an intitial question and develop related questions to
inform an inquiry
By the end of Level 8, students recognise and explain patterns of
change and continuity over time. They explain the causes and
effects of events and developments. They identify the motives and
actions of people at the time. Students explain the significance of
individuals and groups and how they were influenced by the beliefs
and values of their society. They describe different interpretations
of the past.
Students sequence events and developments within a

ANALYSIS AND USE OF RESOURCES
identify the origin and purpose of primary and secondary
sources
locate, compare, select and use information from a range of
sources as evidence
draw conclusions about the usefulness of sources

PERSPECTIVE AND INTERPRETATIONS
identify and describe points of view, attitude and values in
primary and secondary sources

EXPLANATION AND COMMUNICATION
develop texts, particularly descriptions and explanations that
use evidence from a range of sources
chronological framework with reference to periods of time. When
researching, students develop questions to frame an historical
inquiry. They analyse, select and organise information from primary
and secondary sources and use it as evidence to answer inquiry
questions. Students identify and explain different points of view in
sources. When interpreting sources, they identify their origin and
purpose, and distinguish between fact and opinion. Students
develop texts, particularly descriptions and explanations,
incorporating analysis. In developing these texts, and organising
and presenting their findings, they use historical terms and
concepts; evidence identified in sources, and acknowledge their
sources of information.
The Vikings (c.790 c.1066)
The way of life in Viking society (social, cultural, economic and
political features) and the roles and relationships of different groups
in society (ACDSEH007)
Significant developments and/or cultural achievements that led to
Viking expansion, including weapons and shipbuilding, and the
extent of their trade (ACDSEH047)
Viking conquests and relationships with subject peoples, including
the perspectives of monks, changes in the way of life of the
English, and the Norman invasion (ACDSEH048)
The role of a significant individual in the expansion of Viking
settlement and influence, such as Erik the Red or Leif Ericson
(ACDSEH049)
Information & Communication Technology
Select appropriate search engines and use complex search
strategies) to locate information from the Internet and other
sources
Evaluate the credibility, accuracy, reliability and
comprehensiveness of this information
Organise and store gathered information to enable easy
retrieval
Intercultural Understanding
Recognising Culture & Developing Respect:
Investigate culture & cultural identity
Explore & compare cultural knowledge, beliefs & practices
Interacting & Empathising with others:
Communicate across cultures
Reflecting on Intercultural experiences and taking responsibility:
Reflect on intercultural experiences
Interpersonal Development
Building Social Relationships:
Respect others of local, national and global contexts, and
acknowledging the diversity of individuals
Working in Teams:
Accept responsibility as a team member and support other
members to share information, explore ideas and work
cooperatively
Reflect on individual and team outcomes and act to improve
their own and the teams performance



Vicious Vikings
Lesson Sequence
Sequence Learning Intention Success Criteria Learning Task/s Resources
1 To introduce the
Vikings

Watch Introduction to Vikings
video.
Students to write notes on three
things they found interesting/have
learnt about Vikings.

2 To introduce the
Vikings
Use terminology
appropriate to the topic
Discuss points of interest from last
sessions film.
View map identifying the 3
homelands of the Vikings
what are the modern names for
these areas?

3 To appreciate the
history and culture of
the Vikings
Demonstrate
understanding of Viking
surnames and nicknames
Introduce Viking language
(Futhark) and how surnames and
nicknames are given.

Students create a picture of
themselves as a Viking including
their own Viking surname and
nickname.

Formative Assessment
Class discussion and questions

Summative Assessment
Completion of poster
http://www.bbc.co.uk/schoo
ls/primaryhistory/vikings/fa
mily_life/
http://www.omniglot.com/wri
ting/runic.htm
Doc: Viking runes (Futhark)

4/5 To appreciate the List 10 facts on an aspect Class divided into four groups, http://www.bbc.co.uk/hist
history and culture of
the Vikings.
of Viking culture. each group is to research and
make a poster about an aspect of
Viking culture.

Topics:
Family and house
Religion and customs
Clothes and appearances
Army and ships

Jiggsaw - Second session students
share knowledge with students
from other groups.
ory/ancient/vikings/religi
on_01.shtml
http://history.howstuffwor
ks.com/historical-

6 To identify significant
developments/cultural
achievements that led
to Viking expansions.
To list the possible causes
of Viking expansion
Discuss and take notes on the 6
main influences to Viking
Expansion
Rise in population
Increase in warfare
Greed
Viking Culture
Trade
Ships and Navigation
PowerPoint: Why the
Vikings Expanded out of
Scandinavia?

Doc: Viking Expansion
Worksheet
7 To appreciate Viking
skills and
craftsmanship
Identify aspects of boat
making
Describe how the Vikings
created iron
As a class complete game Viking
Quest, completing boat building
worksheet as we go.
Discuss possible tactics for a
Viking raid.

Viking Quest Games:
http://www.bbc.co.uk/history/i
nteractive/games/viking_quest/
index_embed.shtml

Doc: Boat Building Worksheet
8 To appreciate Viking
skills and
craftsmanship
Identify aspects of boat
making
Describe how the Vikings
created iron
Using information given/
discussion, complete iron
production worksheet.
Creativity Activity: Design a Viking
http://www.hurstwic.org/histor
y/articles/manufacturing/text/b
og_iron.htm

Longship with three modern
changes.
Doc: Iron Production Worksheet

9 To explore the role of a
significant individual in
the expansion of
Viking settlement.
Describe achievements of
chosen Viking
Effectively display
information using ICT
Research the life of one of the
famous Vikings and present
findings using the App Explain
Everything or Keynote.

Students brainstorm information
that should be included in a
biography.

Eric Thorvaldsson
Leif Eriksson
Eric Haraldsson
Ragnar Lodbrok
Ivar Ragnarsson

Docs: Viking research
project

10 To explore the role of a
significant individual in
the expansion of
Viking settlement.
To provide useful
feedback to your peers.
Students provide peer assessment
to other students who have
researched the same Viking.

Viking Research Project Peer
Assessment Sheet

If time permits, the best from each
group can present to class.
Doc: Viking research project
peer assessment

11 To appreciate Viking
beliefs and religion
Name some of the Viking
gods
Describe the three levels
of the Viking universe
Discuss Viking religion - Believe in
many gods
God Worksheet - Match the god to
the description
Video: Odin & the Lords of Asgard
Discuss World Tree (show picture)
In groups of three students are to
draw the three levels of the World
tree, including details of what is
found at each level.
- Asgard (Valhalla)
- Midgard
- Niflheim (Hel)
Description of the nine worlds:
http://asgardian.shrine.angelfire.co
m/the-nine-worlds-of-the-norse-
cosmology.html
http://www.rosala-viking-
centre.com/gods.htm
http://www.pantheon.org/
articles/a/asgard.html
http://asgardian.shrine.a
ngelfire.com/the-nine-
worlds-of-the-norse-
cosmology.html
Doc: Viking Gods
Worksheet

Pic: World Tree
BRINGING IT TOGETHER
Now you have an understanding of the Life and Times of the Vikings choose one aspect of Viking culture to investigate more deeply.

Based on your research create a short movie to highlight the key aspects of your study.