Ass1 1

Rationale
The following sequence of three lessons has been designed for use in Year 8 History
classroom, with students in the class of varying ability levels, as well as EALD students. The
aim of these lessons is to introduce students to the Vikings as a topic of study, with the
lessons being designed for the K – 10 Syllabus, with the aims and rationale having been taken
into account, evident through the provision of meaningful and engaging learning across the
lessons. The Vikings is part of Depth Study 4, and is situated in the Ancient to the Modern
World, with the key questions of this area of study having been utilised in these lessons. This
is evident through the lessons, with students looking at the beliefs and values of the Vikings,
as well as “the causes and effects of contact between societies in this period” (Board of
Studies, 2012, P. 64). Coupled with this, literacy is a focus of the lessons, with each lesson
requiring students to engage with texts to build historical understanding. Literacy is important
to the study of history, as noted by Reisman and Wineburg (2012) who state the benefit of
this to increasing student vocabulary and literacy capabilities.
In order to effectively teach these lessons, evidence-based research has been utilised to ensure
the efficacy of the learning. The Centre for Education Statistics and Evaluation (CESE) has
been utilised, evident through the provision of learning objectives, high expectations, and
explicit teaching practices across the three lessons (CESE, 2015; CESE, 2016a; CESE,
2016b). Furthermore, the learning of the lessons is underpinned through the use of Vygotsky,
achieved through the effective use of scaffolding and modelling in all of the activities of the
lessons, which Fani and Ghaemi (2011) note is essential to ensure that all learners in the class
can succeed. Bloom’s Taxonomy is also a basis of the questioning and task difficulty in the
lessons, through use of Ursani, Memon, and Chowdhry (2014) who note the importance of
tasks involving ‘creating’, to adequately challenge students. Assessment of the learning in
these lessons is formative, which is also a means of differentiation by product, as Gannon and
Howie (2010) note that oral skills develop before literacy in English language learners. Smith
(2010) also notes that formative assessment is affective as a measure of gauging student
understandings. In the implementation of formative assessment, the model of Fitzgerald
(2016) has been utilised, to ensure that the assessment is embedded into the learning of the
lessons, rather than being the focus of the lessons. Therefore, the tasks that students complete
in the lessons are designed to contribute to furthering learning, not just as a means of
assessment of learning, which Popham (2011) notes is essential in ensuring that assessment is
transformative.
All activities in the three lessons are strategies from Haydn, Stephen, Arthur, & Hunt (2015)
to ensure that the activities are effective in providing a meaningful learning for all students in
the class. Haydn et al. (2015) note the importance of engaging students in their learning, so
the first task of lesson one focusses on activating student background knowledge to achieve
this. The timeline task that students create in lesson one is underpinned by Hutton and
Hembacher (2012) who state that understanding of time is essential to historical thinking, as
it is imperative that students see time clearly, rather than as a tangled mess of events. This is
furthered by Wineburg and Reisman (2015) who note that for historical learning to be
effective, it is first necessary to anchor events in time and place. This has therefore been the
primary focus of the first lesson, to ensure that students are able to adequately understand the
contexts and key events of the time, which forms a solid basis for students to build historical
understandings. This also means that numeracy skills are being developed within the lesson,
which is outlined by AITSL in standard 2.5 (APST, 2014).

Sexias (2017) notes that perspective taking is entwined within the act of reading, and this has
been extended upon in lesson two. This is achieved through students reading texts, and
responding through creating an interview of a Viking. Reisman and Wineburg (2012) also
note that it is essential to give students a meaningful reason to read, which is achieved in the
lesson through students having a creative purpose for reading the texts. Furthermore, this task
functions as a means of students understanding the varying perspectives of the past, which
Hutton and Hembacher (2012) note is central to historical thinking. Martin (2012) also notes
the benefit of this, as it allows for students to see the multiple stories that make up the past,
shifting students view from history being a single narrative of events. Haydn, et al. (2015)
notes the benefits of students engaging in roleplay activities, as these tasks engage students in
the learning, and allow for students to form deeper understandings of the content of study.
The third lesson involves students analysing the impact of Norse mythology of Vikings,
which is furthered through students looking at the impact of Norse mythology on society
today, which Sexias (2004) notes as being of importance, as history is not separated from the
present, but rather a nexus between past, present, and future. Fogo (2014) sates the benefits of
looking at how the past impacted upon contemporary society, as it allows for students to
understand the changes and continuities in history.
Throughout the three lessons there is a focus on group work, which is designed to allow for
an inclusive learning environment, whilst being a support mechanism for EALD students,
with Hutton and Hembacher (2012) noting that group work helps develop oral literacy skills
within language learners. Across all three of the lessons, students work on the creation of a
mind map, which involves students reflecting on the learning of the lessons, by consolidating
understandings. This activity is designed to allow for students to begin to construct a holistic
understanding about the area of study, rather than the learning being a series of unconnected
events. Retz (2017) notes the importance of this, stating that the construction of a ‘whole’ is
central to the study of history.

References
AITSL. (2014). Australian Professional Standards for Teachers: Professional Knowledge. Retrieved
from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Board of Studies. (2012). History K – 10 Syllabus. Retrieved from
http://syllabus.nesa.nsw.edu.au/history/history-k10
Centre for Education Statistics and Evaluation. (2015). What Works Best: Evidence-Based Practices
to help improve NSW student performance. Retrieved from:
https://www.cese.nsw.gov.au/publications-filter/what-works-best-evidence-based-practices-
to-help-improve-nsw-student-performance
Centre for Education Statistics and Evaluation. (2016a). How students can improve literacy and
numeracy performance and why it (still matters). Retrieved from:
http://www.cese.nsw.gov.au/publications-filter/how-schools-can-improve-literacy-and-
numeracy-performance-and-why-it-still-matters
Centre for Education Statistics and Evaluation. (2016b). What Works Best Reflection Guide.
Retrieved from: http://www.cese.nsw.gov.au/publications-filter/what-works-best-reflection-
guide
Fani, T., & Ghaemi, F. (2011). Implications of Vygotsky's Zone of Proximal Development (ZPD) in
teacher Education: ZPTD and Self-scaffolding. Procedia- Social and Behavioral Sciences,
29. PP. 1549-1554. DOI: 10.1012/j.sbspro.2011.11.396
Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy
Learning: the Middle Years, 24(2).
Fogo, B. (2014). Core Practices for Teaching History: The Results of a Delphi Panel Survey. Theory
& Research in Social Education, 42(2). Pp151-196. DOI:10.1080/00933104.2014.902781
Gannon, S., & Howie, M., & Sawyer, W. (2010). Charged with meaning: Re-viewing English: Third
Edition. Phoenix Education

Haydn, T., & Stephen, A., & Arthur, J., & Hunt, M. (2015). Learning to Teach History in the
Secondary School: A Companion to the School Experience (4th Edition). Routledge
Publishing
Hutton, L., & Hembacher, D. (2012). Developing historical thinking with English learners. Social
Studies Review, 51. ProQuest
Martin, D. (2012). Using Core historical thinking Concepts in an Elementary History Methods
Course. The History Teacher, 45(4). 581-602. www.jstor.org/stable/23265947
Popham, J. (2011). Transformative assessment in action: an inside look at applying the process.
ASCD Publishing
Reisman, A., & Wineburg, S. (2012). 'Text Complexity' in the History Classroom: Teaching to and
Beyond the Common Core. Social Studies Review, 51. ProQuest
Retz, T. (2017). The Structure of historical Inquiry. Educational Philosophy and Theory, 49(6). 606-
617. DOI: 10.1080/00131857.2015.1101365
Sexias, P. (2004). Theorizing historical consciousness. University of Toronto Press
Sexias, P. (2017). A Model of Historical Thinking. Educational philosophy and Theory, 49(6).
PP593-605. DOI: 10.1080/00131857.2015.1101363
Smith, N. (2010). The History Teacher's Handbook. Continuum International Publishing Group
Ursani, A., Memon, A., & Chowdhry, B. (2014). Bloom's taxonomy as a pedagogical model for
signals and systems. International Journal of Electrical Engineering Education, 51(2).
Dx.doi.org/10.7227/IJEE.51.2.7
Wineburg, S., & Reisman, A. (2015). Disciplinary Literacy in History. Journal of Adolescent &
Adult History, 58 (8). Doi: 10.1002/jaal.410. pp 636-639

Lesson Plan One
Topic area: Stage of Learner: Syllabus Pages:

History Depth Study 4a: Vikings Stage 4 Page 67
Date: Location Booked: 123 Lesson Number: 1 /30
3/8/17
Time: 60 minutes Total Number of students 25 Printing/preparation
See Resources
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Formative assessment Students learn about where Students learn to be able to
HT4-2 Describes major periods of in this lesson is the Viking Homelands are, identify the geographical
historical time and sequences events, embedded into and about the timeline of the location of Viking homelands
people and societies from the past. activities through Viking age. Students also on a Map, and the features of
direct observation. learn about the geographical this landscape, and how this
Life Skills outcomes Assessment also features that shaped Viking helped shape Viking society.
Not applicable provided through the society.
Kahoot Quiz at the
summation of the
lesson. Assessment
also through activity at
outset of the lesson to
understand student
background
knowledge.
CCP & GCs subject specific concepts
Understanding of the key events of Viking society, understanding of
Numeracy Viking way of life.
Literacy Skills Discipline specific skills
Comprehension skills, understanding of historical terms.
Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
1.1 This is present in the lesson through students contextualising the learning that will ensue in
following lessons. Students actively begin to create a concept map (Mind Map) that
students will use and build on in further lessons. The outcomes of this lesson are addressed
in the consolidation of the lesson to ensure that students understand the learning of the
lesson with a depth of knowledge.
2.2 Students are engaged through use of engaging activities, and through use of group work
and through scaffolding in activities to ensure that all learners are able to complete the
work, regardless of ability level. The tasks are also challenging, and extension is provided for
the tasks in the lesson for students that complete the activities.
3.1 There is pre-testing of student knowledge at the beginning of the lesson, and mind mapping
as a class to utilise the understandings that students already have into the learning of the
lesson.
Time Teaching and learning actions Organisation Centred
T/S
0-10 Do Now activity Teacher: S
Mins Teacher will play the song “Literally the Viking Song” as Teacher hands out the Mind Map sheet
students enter the classroom to students, and displays the Learning
Song available at: Objectives of the lesson on the Smart
https://www.youtube.com/watch?v=8qSkaAwKMD4 Board. Teacher takes the roll as
students enter the classroom.
The teacher will mark the roll as students enter the Student:
classroom. Students enter the classroom, and
begin on the Mind Map worksheet, and
Students will use the Mind-Map worksheet, and the question write down the learning objectives of
prompts to note down understandings and knowledge that the lesson.
they already hold about Vikings. Students will complete this Resources:
activity, and then write down the learning objectives which PowerPoint
will be displayed on the PowerPoint. Mind Map worksheet
Smart Board
The teacher will ensure that the learning objectives slide of
the PowerPoint is displayed, and will write the date on the
board.
10-20 Teacher Explanation/ Discussion Teacher: T/S

mins The teacher will go through the learning objectives of the Teacher will go through the learning
lesson, linking the information back to what will be learned in objectives with the students, and use
the lesson. The teacher will then introduce the topic for the the PowerPoint to introduce the topic
term, and will then discuss with the teacher to come to an to students.
understanding of what students already understand about Student:
the topic that will be studied. Students will listen to the teacher
during explanation, and will contribute
The teacher will go through the PowerPoint whilst doing this. to the discussion, sharing their
background knowledge with the class.
While students are sharing their understandings, the teacher Resources:
will add these to the mind map that students create. The PowerPoint
teacher will explain to students that this Mind Map will be Mind Map
revisited throughout the unit, so students can add more Smart Board
information into this.
20-22 Teacher Introduces Next Task Teacher: T
Mins The teacher will introduce the time lining task to students, Teacher will introduce the next activity
using the PowerPoint, and placing the first date on the Student:
timeline with the students. Students will listen to the teacher while
the next activity is explained. When
-Teacher will explain to students that this timeline will be instructed students will move into
used in future lessons for students to refer to in terms of the designated groups for group work.
key events of the study of the Vikings, and that students will Resources:
be expanding on this timeline as a homework task to create a Timeline
class timeline of the Depth Study that we are undertaking. PowerPoint
Smart Board
22-32 Student group time-line creation exercise. Teacher: S
Mins Students use the sheets and cut out timeline pieces to create Teacher will observe students during
a timeline in their books of the study of the Vikings. Students the task to ensure that students are
that work on their devices can use their Google Doc to create able to chronologically order the
this timeline. Students will complete this task in groups, but events that have been given to
students must individually complete a timeline as part of this students. The teacher will observe
exercise. students during this activity. The
teacher will help student/s that are
struggling with this task.
Student:
Students will work in groups to
complete the timeline task, and will
make sure that they have each
completed this task.
Resources:
Time line worksheet
PowerPoint
Smart Board
32-35 Teacher Consolidation Teacher: T
Mins Teacher consolidates the previous task, and brings this into Teacher will consolidate the task, and
the next task, asking students whether we can meaningfully will link this to future learning, and to
study the Vikings if we do not know where they came from. the next task.
Student:
Teacher will tell students that before we delve into the study Students will listen while the teacher
of The Vikings, we must know where they originated. The explains the next task, and consolidates
teacher will then ask students to use the passage provided in the previous task.
the worksheet, using this to uncover where the Vikings came Resources:
from, which they will use to shade on their Blank World Map PowerPoint
that they have been given. Teacher completed Timeline
Passage worksheet
Teacher will use the PowerPoint instructions while students SmartBoard
do this task, which has the instructions displayed clearly. Blank Map
Teacher will also highlight to students that any keywords or

interesting information in the passage should be highlighted
by students. Again, this will be linked back to the job of a
historian, as….
35-45 Student Comprehension Activity Teacher: S

Mins Students will read the passage that they have been given, Teacher will monitor students during
and will highlight the key information within the text. the activity, and will offer assistance to
Students will colour in on the map, the homelands of the students that are struggling. Teacher
Viking people. will make note of students who have
The teacher will instruct students as they complete this, to trouble identifying key information,
stick it into their books, as we will be shading with a different and will monitor student ability to
colour to show the lands that the Vikings traded with, or complete the task.
invaded throughout their course of existence. Student:
Students will work on reading and
making notes on the passage. Students
will also use the blank map to colour in
the Viking homelands.
Resources:
Blank Map
Passage worksheet
Highlighters
Colouring Pencils
Smart Board
45-50 Discussion/ Consolidation Teacher: T/S
Mins The teacher will go through the passage with the students, Teacher will go through the passage
highlighting the key information (Using the teacher copy of with students, explaining the key
the extract), and will highlight using the teacher copy of the pieces of information, asking students
map, where the Viking homelands are. questions. The teacher will go through
the blank map, showing the Viking
The teacher will run through the key information, and explain homelands.
to students. Student:
Any students that have not as yet finished putting the Viking Students will listen during teacher
homelands shading on the map will do so whilst the teacher explanation, and will answer questions
explains. that the teacher poses.
Resources:
PowerPoint
Passage (Teacher highlighted copy)
Smart Board
Map (Teacher Copy)
50-55 Teacher Consolidation/ Homework Explanation Teacher: T
The teacher will go through Passage 2 with students, which Teacher will explain the homework,
they will use for Part One of their Homework. The teacher going through the passage and the
will explain that students will be using this to understand homework activities with students.
how geographical features shaped Viking society. Teacher will answer any questions that
The teacher will go through the timeline task, using the students may have.
Homework sheet as a reference, so that students understand Student:
the task fully. Students will listen as the teacher
explains the homework activities, and
The teacher will explain that students should use one of the will ask questions that they may have.
dates on the timeline, and create a profile overview of this Resources:
date, including 5 key points about the date, and its Homework sheet
significance. The teacher will explain that in the next lesson, Passage 2 Sheet
this will be used to create a class timeline on the wall of the Teacher homework Exemplar
class. The teacher will show the example created for this, and PowerPoint
stick this on the wall.
The teacher and students will go through the learning

objectives for the lesson, and how we went about achieving
them, and how the second part of the learning objectives will
be completed as part of homework, which will be reviewed
at the outset of the next lesson.
55-60 End of class Quiz Teacher: S
Students will open up Kahoot on their devices, and will Teacher will observe students as they
answer the Kahoot Questions as a consolidation for the engage with the Kahoot quiz. Teacher
lesson. will note misunderstandings that
students have based off of the results
When the bell goes, students will pack up as instructed by of the quiz, which can be addressed in
the teacher, and stand behind chairs. The teacher will then future lessons.
instruct students to leave in rows, to ensure that students Student:
leave in an orderly manner. Students will complete the quiz, and
will pack up and leave when instructed.
Resources:
Student BYO Devices
Kahoot Quiz
Reflection
Through the creation of this lesson plan, I have learned that it is hard to ensure that
students will be sufficiently engaged in meaningful activities, whilst achieving learning
outcomes. It is also difficult to ensure that a variety of learning styles are catered for in the
time parameters of the lesson, and that the learning is meaningful, and provides
opportunities for students to be challenged, whilst still being achievable for all learners in
the classroom.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

HT4-2 This is assessed through students being able to complete
the timeline activity in the class. Assessment of this will
be through observation and scanning to ensure that
students are able to complete this.
Other considerations
Graduate Evidence within this lesson

Standards
1.1 The developmental level of students has been taken into account in the
design of the lesson through utilisation of Piaget (2013) to ensure that
the learning is suitable for the age level of students.
1.2 A range of strategies for learning have been provided in the lesson, to
ensure that students are able to learn in a variety of ways. This lesson
takes into account the varying ways that students learn, and allows for
students to tap into this.
1.5 All activities are scaffolded, allowing for students of varying ability levels
to be able to complete the tasks. The activities are designed to be
challenging, and thus activities have extensions so that students of
higher ability are able to be further supported in their learning.
2.1 This lesson uses content and teaching strategies for the specific
teaching of history, through utilisation of history teaching pedagogies,
evident in the inquiry embedded into lessons, and the investigative
nature of the lessons.
2.5 This lesson involves students engaging in comprehension skills through
reading and obtaining information through written sources of
information. This lesson also involves students using numeracy skills
through the use of the time line exercise.
2.6 All activities allow for students to use their own devices to assist them
in their learning, and complete the activities using their devices.
3.1 This lesson has learning objectives which are evaluated at the end of the
lessons, as well as modelled examples of expected work quality.
3.3 There are a range of teaching strategies evident in the lesson, through
the use of discussion, direct instruction, and through the use of visual
aids evident in the PowerPoint.
5.1 Student learning is assessed throughout this lesson through utilisation
of formative assessment which is embedded within all activities of
learning in the lesson. This has been integrated through careful use of
resources and evidence-based practices.
WHS
Upon entering the classroom, the teacher should ensure that no furniture is arranged in a dangerous
manner, and that cables and objects are not obstructing walkways between desks. As students enter
and leave the classroom, care should be taken to ensure that there is no risk, and that students are
not endangering themselves through not acting in a sensible manner. When students are in the group
task, it is important to ensure that students transition in a safe manner that poses minimal WHS risks.
Students that are using devices should be positioned in a way where charging cables are not across
walkways. When students are doing the time line creation exercise, ensure that students are using
scissors safely.
References (In APA)

Anderson, M., Keese, I., Low, A. (2013). Retroactive 1: Stage 4: The Ancient World to the
Modern World. Jacaranda.
Board of Studies. (2012). History K-10 Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/hsie/history-k10/
Clyne, J., Searby R., Leeds, M., Frappell, S., Cummins, N., Cashman, L., Meehan, M. (2012).
History 8: The Ancient to the Modern World. MacMillan Education Australia.
Darlington, R., Greer, V. (2004). History zone 1: World History. Era Publications.
Darlington, R., Hospodaryk, J., Wood, A., Hastings, T., Hawkings, T., Jackson, L., Smithies, G.
(2012). History Alive 8. Jacaranda.
Foley, F. (2008). Quality Teaching Framework in your program- What it looks like?.
Department of Education and Training. Retrieved from:
http://www.det.nsw.edu.au/proflearn/docs/pdf/qtinprog.pdf
Rathborne, M., Panczyk, P., Neale, T. (2008). Discovering World History Stage 4. Cambridge
University Press.
Images used in PowerPoint

https://cdn.meme.am/cache/instances/folder838/500x/54514838/winter-is-coming-brace-
yourself-this-is-just-the-beginning.jpg
http://res.cloudinary.com/simpleview/image/upload/v1470836048/clients/norway/naeroyf
jorden_fjord_norway_2_1_001b9127-14ad-4b3d-99b6-29d8b3aae412.jpg
http://az616578.vo.msecnd.net/files/2016/02/22/635917038311632174-
371695616_best_Time_-_good.305184206_std.jpg
https://www.ancient-code.com/wp-content/uploads/2017/03/Ancient-Maps-400x240.jpg
Resources Attached:
All resources for this lesson are attached on the following pages
Passage #1 Understanding where Vikings came from
There was not actually a place called Vikinglandia, and in fact, Vikings came from a few
nations. ‘Vikings’ is a general term, which was used to describe people that originated from
Scandinavian countries, which today is comprised of Denmark, Norway, and Sweden. There
were differences in how the three different Vikings went about their travels, with
Norwegian and Danish Vikings going to Western Europe and England. The Swedish Vikings
however, went to what is now known as Russia, and into the Middle East.
There were actually three main tribes that Vikings can be separated into, being landed,
nomadic, and maritime. Landed tribes were some of the Vikings that lived inland (not by the
sea). Nomadic tribes were those that lived in East and Southern Europe, and usually
followed herds of animals. The ocean-faring (maritime tribes) were those that lived on
coastal regions, whom relied mostly on raids to sustain themselves.
Blank Map for Passage One
Image Source:
http://www.enchantedlearning.com/geography/europe/outlinemap/map.GIF
Blank Map (Teacher Copy) – With lands that Vikings attacked and lands that Vikings came from
Image Source:
http://downloads.bbc.co.uk/rmhttp/schools/primaryhistory/images/vikings/who_were_the_vikings/vk_map_whowerethey.jpg
Timeline for student Timeline Task
Timeline Dates
You should place all of these dates on the above timeline. As you can see I have put in the
beginning and ending dates that we will be looking at. You can use Google Docs to
complete this, ReadWriteThink, or else you can cut out these dates and arrange them in
order in your book.
793 – Vikings Raid the Lindisfarne monastery u England
783 – Vikings establish their first external base, in Ireland. This case would eventually
become the city of Dublin
862 – Vikings settle in Kiev; begin trading with Constantinople and Baghdad
800 – The Oseberg – A Viking longship is buried about this time
866 – Danish ‘Great Army’ lands in England
866- Danish Vikings establish a Kingdom in York, England
911- The Viking chief Rollo is granted land by the Franks and founds Normandy in France.
874- Vikings settle Iceland
981- Viking Erik the Red discovers Greenland
983-86 – Erik the Red explores and colonises Greenland
991 – Althelred II pays a ransom to stop the Viking attacks on England
995- Olav I conquers Norway and proclaims it a Christian Kingdom
1000- Christianity reaches Greenland and Iceland
1002- Brain Boru defeats the Vikings to become the King of Ireland
1010- Viking explorer Thorfinn Karlsefni tries to start a colony, Vinland, in North America
1013- The Danes (Vikings) conquer England
1066- Edward the Confessor dies without an heir; Duke Harold Godwinson crowned King of
England; Duke William of Normandy invades England, defeats Harold Godwinson at the
Battle of Hastings; William crowned King of England.
860- Vikings attack Constantinople (Istanbul)
844- Vikings make an unsuccessful attack on Spain

799- Vikings destroy Seville Monastery (France)
795- Norwegian Vikings attack monasteries in Scotland and Ireland
845- the French King pays Vikings to stop their attacks on Paris
886 – Alfred the Great divides England with the Danes
981 – Eric the Red goes into exile in Greenland
1035- Harthacnut succeeds his father as king of England
1015- Vikings abandon the Vinland settlement in North America
986 – Viking ships land in Newfoundland (Canada)

Teacher Copy of timeline (Completed Version)
What do I know about the Vikings – Mind Map
What do I already know about the Vikings – Question Prompts
Use these questions to guide you in creating a Mind Map of what

you already know about the Vikings. You will be using this
throughout the course of the semester, adding information into it as
you uncover more information about the Vikings.
You can choose to use this mind map as a document on your

computer, or else use a mind map program, such as cmaps, which we
have used as a class in the past.
Question Prompts
1. Where do you think Vikings come from?

2. What do you think a Viking looks like?
3. Do you know the names of any famous Vikings?
4. What religion did Vikings follow?
5. What time period were the Vikings active in?
6. Where were some areas that Vikings conquered or settled?
7. What kind of society was Viking society?
8. What industry were most Vikings a part of?
9. Can you name any of the Viking Gods?
These question prompts are not all of the information that you can
include, they are just to guide you and get you thinking about
possible knowledge that you may already have about the Vikings.
Passage #2 for Homework Activity
What was the area like that Vikings lived in, and why might this be an indicator of why
Vikings set sail?
The geography of Scandinavia affected where Vikings could settle, and the types of work
that Vikings could do. It is important to remember that in this period in history, Vikings like
most people of the time, were an agricultural society. This meant that there was a reliance
was on arable land that could be farmed easily. The geography of Scandinavia meant that
there were lots of forests and mountains, with lots of fjords. A fjord is a narrow inlet of sea
surrounded by really high cliff edges. There was lots of coastline in Scandinavia, with lots of
large groups of islands. The coastline was the main area that was habitable for the Vikings,
as densely packed forests and mountains meant that there were not many other areas that
Vikings could live. Most Vikings were not actually raiders, with most being farmers that did
not actually take part in the raids at all. The economy was supported by farming, fishing,
trade, and profits from attacks on parts of Europe.
As Vikings were an agricultural society, there was a need for land that was easily farmable,
which in Scandinavia was in short supply. There was not a lot of land that was usable by
Vikings, and therefore, Vikings needed to seek out new lands that could sustain their
populations.
Homework Task
You should read the above passage, using this to understand what the geographical
features of Viking homelands were, and how this helped shape Viking society. You should
highlight the document, including key words, and make notes that help you to understand
the Homelands of Vikings.
Timeline – Profile Creation (Homework Activity)
In class, you have been allocated a date on the timeline created in class today. You will be
using this date to create a profile that is A4 sized of the event. You should use the checklist
below, to ensure that you have included the necessary information. You can choose to use
your devices to create this profile, although a hardcopy is needed for the next lesson.
Checklist
o Date clearly Displayed at the Top
o Used the provided scaffold
o Title of the event included
o 5 key pieces of information provided about the event
o Picture representing the event is included
o Student name is on the bottom of the profile
Scaffold for Timeline Profile Creation (Homework Activity)
Date
Title of the Event
Brief description
Text goes here
You should put a picture that represents

the event here.
List 5 facts about the event

1.
2.
3.
4.
5.
Student name :
Timeline Profile Creation Task (Teacher Exemplar)
800 AD
Oseberg The Viking Longship is Buried
Oseberg is a Viking burial ship that was discovered buried, and believed
to have been buried around 800AD. This boat is a fine specimen of a
well-preserved artefact, and is generally considered as one of the best
archaeological finds of the Viking era. This ship confirmed, and provided
information to Historians surrounding the burial traditions of the Viking
people.
Key Facts about the Event
1. This is a Viking burial ship

2. It was believed to have been buried 800AD
3. It is one of the best-preserved artefacts of the Viking
era
4. It is currently located in a museum in Norway
5. There have been attempts to rebuild the ship (a
replica), the last of which was successful and showed
that the ship really floated.
Created by: Mr Stone
Kahoot Quiz for Lesson One
Lesson Plan Two

History Depth Study 4: Vikings Stage 4 Page 67
Date: Location Booked: 123 Lesson Number: 2 /30
4/8/17
Time: 60 minutes Total Number of students: 25 Printing/preparation
See Resources

Syllabus outcomes Formative assessment Students learn about the Describe the everyday life of
HT4-7 Identifies and describes different through direct everyday life of men, women men, women, and children in
contexts, perspectives, and observation and and children in Viking society, Viking society.
interpretations of the past scanning, as well as and learn about the hierarchy
through open-ended of Viking society.
Life Skills outcomes questioning of
Not Applicable students during
discussion and in
interactions with
students.
Work Enterprise The way of life in Viking society and the roles and relationships of
different groups in society.
Diversity and Difference.
Discipline specific skills
Perspectives, Explanation and Communication
History as a study of human experience
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
and among students.
How the quality teaching elements you have identified are achieved within the lesson.

element
1.1 Deep knowledge is present in this lesson through the use of connectedness between this
lesson and the previous lesson, and through students having to use the learning of this
lesson to contribute to the concept map (Mind map) that students are developing for the
unit of work.
2.2 This lesson incorporates engagement through the use of a ‘problem’ as the basis for this
lesson, and through utilising the background interests of students, and providing high-
interest activities that engage students and challenge them. The activities of this lesson also
have scaffolding to ensure that the learning of the lesson is achievable for all students.
3.6 Students frame the learning that they have made in this lesson through creating an
interview, and performing this for the class.
T/S
0-10 DO Now Activity Teacher: S
Mins Teacher will mark the roll, and instruct
Students enter the classroom, and use the PowerPoint to students to write down learning
answer questions based upon the passage that students read objectives, and answer the questions
for homework. Students also write down the learning on the board. Teacher will instruct
objectives for the lesson. students to place their timeline entry
onto the class timeline on the wall.
The teacher will mark the roll, and instruct students to put Student:
their completed timeline entry onto the class timeline. Students will write down the learning
objectives, and will answer the
questions on the passage that students
read and highlighted for homework.
Students will then place their timeline
entry onto the class timeline on the
wall in chronological order.
Resources:
PowerPoint
Smart Board
Student Homework passages
Student Timeline entries
10-20 Teacher Explanation/ Activity Explanation Teacher: T
Mins Teacher will go through the learning
The teacher till explain the learning objectives of the lesson objectives of the lesson, and will
using the PowerPoint, and linking this to the activities that explain the activity that students will
students will be completing in class. be taking part in, and will hand out the
appropriate sheets and scaffolds to
Teacher will comment on the creativity of student work on students. The teacher will answer any
timelines, and thank students for their contributions. questions that students may have,
clarifying answers to the whole class.
The teacher will introduce the topic for the day, “Everyday Student:
life of Vikings”, and will ask students what they think the Students will listen to the teacher
everyday life of Vikings was like. instruction and explanation, and will
(Teacher will make note of misconceptions that students move into the designated groups when
have, and will clear these up) instructed by the teacher. Students will
ask any questions that they may have.
The teacher will then go through the PowerPoint, outlining Resources:
the different groups that we as a class will be looking at. PowerPoint
Scaffold for Interview
The teacher will split students into five groups, allocating one Group ‘women’ resources
of the categories below to each of the groups. Group ‘children’ resources
(Women, children, men, ruler, slave) Group ‘men’ resources
Group ‘ruler’ resources
The teacher will display the PowerPoint, and will introduce Group ‘slave’ resources
the activity that students will be completing for the lesson.
The teacher will explain that in each group one member will
be a Viking that they have been allocated, and that the rest
of them will be historians that have been given the rare
opportunity to interview a real-life Viking from the past.
Students will create an interview using the scaffold to
interview and find out about the everyday life, and society
for the particular individual that they are looking at. The
teacher will note that students have 20 minutes to complete
this task, and will then perform this interview to the rest of
the class before the end of the lesson.
20-40 Group work Teacher: S
Mins Students will in groups read through the resources given to Teacher will use direct observation and
their group, and use their BYO devices to understand the monitor students as they complete the
task. The teacher will also assist
perspective of Viking everyday life of their allocated groups, and provide support, and
individual. answer any student questions.
Student:
Students will work as a group to create an interview script Students will work in groups to create
that allows for students to uncover information about an interview of a Viking.
Vikings through asking questions and answering. Resources:
PowerPoint
Scaffold for Interview
The teacher will monitor student engagement in this activity, Group ‘women’ resources
ensuring that students are on-task, and that students are Group ‘children’ resources
able to complete the task. The teacher will assist and Group ‘men’ resources
question choices of the groups. Group ‘ruler’ resources
Group ‘slave’ resources
The teacher will make note during observation of student
misconceptions, and of students that appear to be struggling,
or not understanding the information.
The teacher will ensure that students are all going to be

contributing to the interview, and that the questions that
they will be asking of their Viking are sufficiently deep, and
that the information given to them is being used to its full
extent.
The teacher will also look at the timeline entries that

students have placed on the wall, noting any incorrect
information and misconceptions, which can be addressed in
a future lesson.
40-50 Student Presentations Teacher: S

Mins Teacher will bring students back from group work, and will Teacher will observe groups, and will
then get the groups to start their performance of these ask questions, testing student depth of
interviews. knowledge.
Student:
The teacher will make note of the information that students Student present interviews, and when
used in the presentations, and will ensure that the groups watching other groups, make note of
that are not performing are using the table to note down the key information that is raised.
information about each of the groups that are being Resources:
interviewed. Table for everyday Life groups
The teacher at the end of the interviews will pose additional

information to the groups, and will make comment on the
key information that students raised as part of their
interviews.
50-60 Consolidation/ homework explanation Teacher: T
Mins The teacher will remark on the interviews that students Teacher will consolidate the learning,
presented, and will then ensure that students have noted summarising the key learning from the
down the key information from these interviews. lesson. Teacher will introduce the
homework activity, and answer any
The teacher will then ask students about how this life questions that students may have.
differed from life nowadays, and whether any parallels can Student:
be drawn between Viking way of life and our own. Students will listen to the teacher, and
will ask any questions that they may
The teacher will then go through the learning objectives, have. Students will pack up when
noting the learning that has occurred, using the information instructed and leave.
from student interviews as a platform for consolidating the Resources:
lesson. Student Mind Map
Teacher Homework Exemplar
The teacher will then go through the homework with Teacher Mind Map expectations
students, noting that students need to use the information
that they have learned today to add this into their mind map
that was created in the previous lesson, including all of the
different perspectives that we have learned about.
Reflection
Through the preparation of this lesson, I have learned that it is important to provide
sufficient timings for activities, as originally, I wanted students to complete another activity,
but that would take away from the learning of the previous activity as students would not
have time to adequately engage with the activity. It was difficult designing the main activity
of this lesson, as I wanted students to have something engaging, whilst also meaningful,
which necessitated the provision of resources, and scaffolding for the group work.

HT4-7 Assessed through formative means of direct observation
and open-ended questioning of students during the group
work and during the performance. Furthermore, any
misconceptions that students hold are recorded by the
teacher, and through the teacher assisting the students in
the group work, the teacher can observe the conversation
to assess the depth of understanding that students have.
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Standards
information.
WHS
As the teacher enters the classroom, it is important that no furniture is arranged in an unsafe manner,
and that classroom is free from hazards. When students are entering and exiting the classroom, the
teacher must be mindful of students to ensure that this is done in a safe manner. The teacher should
also ensure that while students transition into group tasks, and into the performances, that students
do this in a safe and orderly manner that has minimal hazards. The teacher should also ensure that
student bags, chairs, and charging cables do not block any exits, or aisles between desks.
References (In APA)

University Press.
Note – In the creation of the passages, a combination of information from the above
textbooks has been used.
Resources Attached:
All resources can be found on the following pages
Passage #2 (Teacher Copy) – From previous lesson homework
Interview Task – Scaffold
You need to make sure that you are asking and answering relevant questions that you
would want to know about the everyday life of the particular Viking that you are studying.
Step 1 – Read through the resources, and use the links provided to gain an understanding of
the everyday life of the Viking that your group is to create and interview for.
Step 2 – Use the below mind map to jot down all of the things that you have learned, or that
you now understand about the individual that you are studying.
Individual name
Step 3 – Start thinking about some questions that you can use to start off the conversation,
and questions that will lead to the answers that you want from the Vikings.
Examples
1. What is your name?

2. What is life like for you as a “………”?
3. What was your role in Viking society?
4. How were you treated by others in society?
5. What did you do as part of everyday life?
Note: You should try to have around 10-15 questions that you devise as a group.
Extension: If you want to extend this, you can ask your character about the hierarchal
structures that are in place in society, and ask about the political functions of society. You
can use the links provided in your groups resource information to find this out
Interview Structure Scaffold
Sign on: Hello…We are historians studying…and we have used a time machine to bring you
back from the dead…what is your name?
Hi…may we ask you some questions?
Viking:
What was your role in Viking society?
Viking:
Note: You do not have to follow the beginning of this scaffold if you do not want to, this is
an example of how you may choose to start off your interview.
Resources – Viking Woman
To get you started

Viking women lived as part of an extensive family unit, and had a lot of responsibilities. The
duties of a woman were to run the home, cook, take care of the farm animals. Women were
an integral part of society, and took complete charge of Viking settlements when the men
were away on raids of away at war (this was very common). Viking women were usually
married at a young age, and usually between two families to make the bonds between them
stronger (meaning the families would help and protect one another). A bride would buy her
husband many gifts, such as linen, wool, a spinning wheel, and a bed. Richer brides would
also buy animals, land, and jewellery. Even after marriage, women would remain a part of
their birth family, and could divorce their husband at any time if they were cruel, lazy or
rude to her family. The fact that women kept their own property, controlled their own
inheritance, and could divorce meant that Viking women had more rights than any other
woman in the middle ages.
Despite what the show Vikings would have you believe, women did not partake in raids or
warfare in Viking society. Viking women did however play a role in the settlements that
Vikings had set up in places that had been conquered. There is also evidence that suggests
that women took part in trading, and in business, with gravesites being found of females
that contained merchant scales.
Links for your research
http://www.history.com/news/what-was-life-like-for-women-in-the-viking-age
http://www.bbc.co.uk/history/ancient/vikings/women_01.shtml
http://www.hurstwic.org/history/articles/society/text/women.htm
http://www.viking.no/e/life/ewomen.htm
http://www.legendsandchronicles.com/ancient-civilizations/the-vikings/viking-women/
http://www.historyonthenet.com/viking-society-women-and-children/
http://en.natmus.dk/historical-knowledge/denmark/prehistoric-period-until-1050-ad/the-
viking-age/the-people/women/
Resources – Viking Men
To get you started
Freemen (called karls) were ordinary people, being craftsman, fishermen, shipbuilders or
farmers. The farmers would grow crops, and also had herds of cattle and sheep. The Vikings
would then trade their goods to merchants who would sail across the seas and use them to
trade with other countries. It was very important to freemen, and to Viking society in
general to be self-sufficient, with people needing to produce their own food including the
tools, and equipment needed to obtain and move this food. The work that freemen did,
specifically boat building, wood work and metal work were some of the most vital roles in
Viking society.
Most farmers were peasants, who either owner or rented the farm land which they worked
on. Farmers spent their time in a cycle, farming, fishing, and trapping to obtain the food
needed to be self-sufficient.
http://www.legendsandchronicles.com/ancient-civilizations/the-vikings/viking-men/
http://www.historyonthenet.com/viking-society-nobles-freemen-slaves/
http://www.hurstwic.org/history/articles/society/text/social_classes.htm
http://www.legendsandchronicles.com/ancient-civilizations/the-vikings/viking-social-
classes/
http://www.arild-hauge.com/elife.htm
Resources – Slave
To get you started
Slaves were called Thralls in Viking society, and belonged to a master. Thralls worked with
their master, even helping them in raids. Slaves were not always slaves in Viking society, and
could buy their way out. Many would become farmers, by being loyal to their master, who
would give them some land in return. Thralls dressed in a certain way in Viking society,
usually with cropped short hair, wearing white tunics.
http://www.arild-hauge.com/elife.htm
http://spangenhelm.com/norse-class-system-viking-age/
classes/
http://vikings.mrdonn.org/society.html
http://news.nationalgeographic.com/2015/12/151228-vikings-slaves-thralls-norse-
scandinavia-archaeology/
http://www.medievalists.net/2012/08/what-work-did-viking-slaves-do-new-research-looks-
at-slavery-in-medieval-scandinavia/
http://en.natmus.dk/historical-knowledge/denmark/prehistoric-period-until-1050-ad/the-
viking-age/power-and-aristocracy/slaves-and-thralls/
http://thelifeofthevikings.weebly.com/the-way-of-life-in-viking-society-and-the-roles-and-
relationships-of-different-groups-in-society.html
Resources – Children
To get you started
There was no real education system in Viking society, with children’s primary role being to
contribute. The role that children played in Viking society depended on the age, sex and
skills that they had. Children did have some learning though, but only in practical skills.
These were horse riding, fire starting, rowing a boat, and weaponry use. For female
children, the mothers taught them how to run a household, and how to make cloth,
whereas the sons of craftsmen would learn the trade of their father.
Children were usually named after a dead relative, Viking god, or famous Viking. If a baby
was born that was not healthy, it would be left outside to die. Most Viking children did not
live past the age of 15, and at the age of 10 were treated as adults. There was fun for
children in Viking times, as they played chess, wrestled, and had mock battles.
http://www.historyonthenet.com/viking-society-women-and-children/
http://www.legendsandchronicles.com/ancient-civilizations/the-vikings/viking-children/
http://www.bbc.co.uk/schools/primaryhistory/vikings/family_life/
http://www.ancientpages.com/2016/11/01/life-ancient-viking-children/
https://mrbartlett.wordpress.com/2007/02/21/viking-children/
http://thelifeofthevikings.weebly.com/the-way-of-life-in-viking-society-and-the-roles-and-
relationships-of-different-groups-in-society.html
Resources – Ruler
To get you started
Viking kings ruled over the country and the villages. Chieftains were called Jarls, and were
the village leaders, and were very powerful individuals in Viking society. These individuals
were responsible for the law and order in society, as well as the moral standards. They
attended annual meetings (called ‘the thing’) where they settled disputes and discussed
community issues.
http://vikings.mrdonn.org/society.html
classes/
https://vallepajares.wordpress.com/2010/01/05/society-and-laws/
Everyday Life of Vikings – Table Scaffold
You should fill this in with the relevant information whilst other students are doing their interviews.
Women Children Men Slaves Rulers

Everyday Life of Vikings – Table Scaffold (Teacher completed copy)
Women Children Men Slaves Rulers

Women were powerful, and Children learned the skill of the Men were craftsmen, farmers, Slaves had a hard life, and Rulers had a lot of power and
had more freedoms and rights father if a boy, and the duties of fishermen. worked with their masters, and were responsible for the law
than other women in Medieval a woman if a girl even had to raid with them and order of Viking society
Europe. The focus for men was on self-
Children did not live very long, sufficiency, so that they could Slaves could buy their way out They usually had slaves
They had a lot of most died by age 15, at age 10 provide for themselves. of slavery
responsibilities, cooking, they were actually adults. They attended an annual
cleaning, taking care of the Men were versatile, needing to Some slaves became farmers meeting called the thing, where
house. Children played chess and create all tools necessary for they would discuss issues and
wrestling games. the jobs that they did Slaves usually had short hair conflicts in society
They had possessions and wore white tunics
Children had no formal Men traded their goods with The rulers of towns were often
schooling, instead they had to traders who sold them overseas elected for kingships
They looked after everything learn practical skills
while men were away raiding Men were responsible for their
and at war. The focus for children was to own food and resources,
provide for their family meaning that they have a hard
Women were an integral part of way of life.
Viking society, and some have
been known to conduct
business.
Women did not fight in battles.

Mind Map Scaffold (Teacher exemplar of expectations)
Women
Rulers
Everyday Life
Men
Children
Slaves
Lesson Plan Three

History Depth Study 4: Vikings Stage 4 Page 67
Date: Location Booked: 123 Lesson Number: 3/30
5/8/17
Time: 60 minutes Total Number of students: 25 Printing/preparation
See Resources

Syllabus outcomes Formative assessment Students learn about Norse Discuss the ole of Norse Gods
HT4-3 Describes and assesses the through direct Gods and the role that Gods in Viking Society.
motives and actions of past observation and played in Viking society.
individuals and groups in the directed questioning
context of past societies of students. Scanning
and observation used
in all activities in the
Life Skills outcomes lesson as a formative
Not Applicable assessment measure.

Understanding of Norse Mythology
Intercultural Understanding
Diversity and difference
Discipline specific skills
Continuity and Change, Comprehension Skills
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
and among students.

element
1.1 Deep knowledge is built into this lesson through students having to read information and
understand how Norse mythology changed as a result of the influence of Christianity. This
requires a depth of knowledge about Norse mythology.
2.2 This lesson is engaging, as it has high interest activities such as the profile creation, and also
uses groups to create an inclusive and engaging environment. The scaffolds in the activities
ensure that all learners can succeed.
3.4 The tasks in this lesson require the contribution of all students in the class, as each student
works as part of a group to come to an understanding of Norse mythology, and the changes
and continuities of this.
T/S
0-10 Do Now activity Teacher: S
Mins Teacher will play the video after students enter the class and Teacher will mark the roll, and will play
are seated, and will instruct students to take notes using the the video for students and ensure that
scaffold. students are using the scaffold while
Teacher will play video watching the video.
https://www.youtube.com/watch?v=CyU54gV_PWM Student:
Students will be seated in class, and
Teacher will mark the roll while students complete this task will watch the video, and will take
notes using the provided scaffold.
Resources:
Smart Board
Scaffold for Students
10-20 Teacher Explanation Teacher: T
Mins Teacher will bring up the PowerPoint slide with the learning Teacher will go through the learning
objectives for the lesson, and ensure that students copy objectives ensuring that students write
them down into their books. them down in their books.
The teacher will explain the learning intentions, noting that The teacher will then go through the
this lesson will be looking at Norse mythology which is an PowerPoint, outlining the Norse Gods,
integral facet of Viking society, and that we will be looking at clarifying any questions that students
the key Norse Gods, as well as looking at Christianity and may have.
how this changed Norse mythology, and how this religious
system vary from modern religious systems. The teacher will introduce the profile
creation task that students will be
The teacher will explain any ideas or facts from the video completing. The teacher will show
that students did not understand while going through the exemplar of this to the students, and
PowerPoint. will show the exemplar to students.
Student:
The teacher will then go through the PowerPoint, outlining Students will listen to teacher
the key Gods, and will ask students questions (Displayed on instructions, and will ask any questions
PowerPoint) while going through. that they may have.
Resources:
After going through this PowerPoint, the teacher will display PowerPoint
the graph with all of the Norse Gods. The teacher will instruct Smart Board
students to pick any of the Gods, and for a challenge to pick Norse Gods Graph
one of the harder (less commonly heard of) Gods to use in Norse God Profile- Teacher Exemplar
the next task. Student scaffold for profile task
The teacher will introduce the next activity
Teacher will explain that individually, students will create a

profile of a God using the provided scaffold.
The teacher will show an example of what this will look like
to students. The teacher will ask if any students have any
questions about this activity, and clarify the task to those
that do not understand. (Instructions for the profile creation
are on the PowerPoint).
20-30 Individual Student Work Teacher: S
Mins Students will work on creating the profile for the God that Teacher will use formative assessment
they have chosen. measure of direct observation to
monitor students. The teacher will also
The teacher will observe students as they engage in this support students that may need help,
activity, assisting students that may need help. and answer any student questions.
Student:
Students will work on the profile
creation for their chosen Norse God.
Resources:
Student BYO Devices
Student scaffold for profile task
Norse God Profile- Teacher Exemplar
30-40 Teacher Explanation/ Consolidation Teacher: T
Mins The teacher will bring students back from the individual task, The teacher will ask if any students
asking if any students want to share their work with the want to share their created profiles.
class. Teacher will explain the impacts that
Norse mythology had on everyday life,
The teacher will then go through how Norse mythology and then introduce the next activity for
impacted on the everyday life of Viking society, asking students to engage with.
students questions (on the PowerPoint) to ensure that Student:
students understand the role that mythology played in Viking Students will listen, and will engage
society. with questions that the teacher poses
towards the class. Students will ask
The teacher will introduce the next task questions that they may have about
the next task.
The teacher will explain that students will work in groups to Resources:
analyse information about the changes that Norse mythology PowerPoint
faced as Vikings interacted with other cultures, and that as a Table Scaffold for Norse Mythology
group, students will note the differences between Norse (Continuity and Change)
mythology, and how Christianity changed it. Students will use
the table scaffold to complete this task. Group work information passages
Students will table information to discern the difference Teacher completed table scaffold
between Norse mythology, Christian mythology, and
mythology in current times
40-50 Group Work Task Teacher: S
Mins Students will work in groups to analyse the impact of Monitor students, and offer assistance
Christianity on Norse mythology, and to table information to groups that seem to be struggling.
regarding the change and continuities of Norse Mythology. Student:
Students work in groups to table
The teacher will monitor student progress, and will assist any information regarding the changes and
students that may require assistance. continuities of Norse mythology.
Resources:
Student table scaffold
Teacher completed scaffold
Group Work information passages
Student BYO Devices
50-55 Consolidation Teacher: T
Mins Teacher consolidates this activity, providing sample answers, Teacher will consolidate the activity
and asking for students to contribute their understandings going through some answers that
that they developed in groups. students may have come to, asking
groups to contribute to the discussion.
For homework, the teacher will also instruct students to add Student:
the learning of the lesson into their mind map. Students will participate in discussion,
and note down any of the information
The teacher will also relate this learning back to the learning that they have not already included in
objectives of the lesson, consolidating this for students. their scaffolds.
Resources:
Teacher completed scaffold
Student scaffold
Smart Board
Group work information passages.
55-60 Quiz Teacher: S
Mins Teacher will open up the Kahoot Quiz for everything that Monitor students while they engage in
students have learned so far about Vikings. the Quiz, noting the answers that
students struggle with.
Once Students have completed this quiz, the teacher will Student:
instruct students to pack up and leave after the bell has Students complete the Kahoot Quiz,
sounded. and pack up when instructed by the
teacher.
Back-up Activity Resources:
Student BYO Devices
If the bell does not go, or the class is running ahead of Kahoot Quiz
schedule, get students to Gimme Three- Where students
provide three things that they have learned so far about the
topic of the Vikings.
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Through the creation of this lesson, I have learned that it is important to effectively scaffold
learning to ensure that students can succeed in the activities set out. Before the
implementation of scaffolds, the tasks were vague, and did not provide for a learning
environment conducive to the success of students.

HT4-3 Formative assessment through student engagement in discussion
and analysis of the information in the group work task. This will be
assessed through use of direct observation, and through directed
questioning during teacher explanations and interactions with
students.
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Standards
information.
WHS
Upon entering the classroom, the teacher should ensure that no furniture is arranged in a way that is
hazardous, and ensure that there is adequate spacing between desks to allow for ease of movement.
The teacher should monitor students as they enter and exit the classroom, to ensure that students
are moving in a way that poses minimal WHS risks. The teacher should also make sure that students
move in a sensible manner when transitioning into group work, which can be achieved through having
a small number of students moving at a time.
References (In APA)

University Press.
Wilkinson, P., Philip, N. Mythology. Eyewitness companions. DK Publishing. London
Note – In the creation of the passages, a combination of information from the above
textbooks has been used.
Resources Attached:
All resources can be found on the following pages
Scaffold for Do Now Video task
What is the name of the religion of the Vikings? What are some of the Gods that are named in the
Video?
How did the gods impact Viking society? What are the relationships between the gods?
What do I not understand? What do I need the teacher to clarify?

Teacher Graph of the Norse Gods
Infographic source: Mythology Eyewitness Companions (2007)
Profile of a God – Student Scaffold
Name of the God

Picture of the God
Who is the god in charge of, what is the individual a god of?
Who is this god related to, if anyone?
How do Vikings worship this God?
What, If any are the symbols of this God?
Description
Give a Brief description of the god here
What famous stories/ myths are told about this god?
How did this god impact Viking life?

Profile of a God – Teacher Exemplar
Fenrir
Who is the god in charge of, what is the individual a god of?
This is not a God of anything, more a magical creature, although he is a son of Loki
Who is this god related to, if anyone?
Fenrir is the son of Loki, and is ‘He Who Dwells in the Marshes’
How do Vikings worship this God?
The Vikings do not worship this God, but this god is a symbol in their mythology, being the
one that was predicted to kill and devour Odin.
What, If any are the symbols of this God?
There are no real symbols, but experts believe that originally all wolves would have
represented Fenrir. Also he has been depicted on Viking Runes that archaeologists have
discovered.
Description
This creature was prophesised to be the one to kill Odin. In the Prose Edda, he has been the
subject of a few tales, whereby he was bound and chained due to his rising power.
What famous stories/ myths are told about this god?
This God is predicted to have killed Odin, and bit the hand of Tyr (another God).
How did this god impact Viking life?
Vikings held a superstition of wolves as a result of Fenrir, meaning that Vikings saw them as
a symbol of danger.
Source for image:
http://vignette1.wikia.nocookie.net/vsbattles/images/7/78/Fenrir.jpg/revision/latest?cb=20
141125002812
Source for information: http://norse-mythology.org/gods-and-creatures/giants/fenrir/
Passage and Links for students to analyse for group work task
Group-work Links for students to analyse
http://spangenhelm.com/the-christianization-of-the-norse/
http://www.viking.no/e/life/echristianity.htm
http://www.bbc.co.uk/history/ancient/vikings/religion_01.shtml
http://www.skwirk.com/p-c_s-14_u-175_t-474_c-1725/nsw/history/medieval-and-early-
modern-societies-vikings/the-viking-life/vikings-as-pagans
Passage on the impacts of Viking mythology on Viking life
Odin
Odin in Norse mythology has one eye, a result of his adventure for wisdom and
knowledge. He is a god that will sacrifice anything for this aim. In order to be able to
obtain knowledge, Odin actually sacrificed his own eye.
The significance?
For Vikings, Odin represents that no sacrifice is too great in the pursuit of Wisdom. Odin
was the inspiration for Vikings, and used to inspire them to be courageous and have the
wisdom and knowledge to complete their missions.
Loki
Loki is the trickster god, and killed Baldur (who was one of the most loved gods)
The significance?
Loki was used during Viking times to explain events that are otherwise unexplainable.
He was often blames for the misfortunes of Vikings in the community.
Baldur’s Death
Baldur was the most-liked of the Gods, he was kind-hearted, and compassionate, and
was killed by Loki.
The significance?
The significance of Baldur’s death is that Vikings saw death as a very special event.
Odin’s Discovery of the Runes

The discovery of the runes by Odin, became the alphabet for Vikings, and this was used
as a part of everyday Viking life. They believed that the runes held powers, which were
used to protect Vikings and bring good fortunes.
Student Table for outlining Information from passages and links
How did the Norse gods impact Viking life? What are some Examples of the effects What is the problem with our
that Norse gods had on Viking life? understanding that we have on Norse
mythology?
What were the Viking beliefs towards What is the impact of Christianity on Norse What is the impact of Christianity on Norse
death? mythology in the early years? mythology towards the later years?
Why did Christianity impact Norse Discuss how the Norse system of What are your judgements on the impact
mythology? mythology compares to modern religious of Norse mythology on Viking life?
systems
Table for outlining information from the passages and links (Teacher copy)
How did the Norse gods impact Viking life? What are some Examples of the effects that What is the problem with our understanding
The Norse Gods impacted Viking life as Vikings were Norse gods had on Viking life? that we have on Norse mythology?
impacted by the stories of the Gods, and used runes Vikings believed that the Norse gods interfered with The documents that we have on Norse mythology
as an aspect of their religion. Vikings believed that their lives. For example, misfortunes and are written by a Christian, and Norse mythology
the gods would help them, and that it was necessary unexplained events were often attributed to the changed as a result of interactions with Christianity.
to be kind to the gods. work of Loki. Modern scholars note that much of Norse
mythology could have been in fact Christianised,
whereby it was altered to represent the old
testament.
What were the Viking beliefs towards death? What is the impact of Christianity on Norse What is the impact of Christianity on Norse
Vikings were buried with everything that they mythology in the early years? mythology towards the later years?
would need in the next life, as it was believed In the early years there was resistance to Norse mythology slowly faded as Vikings
that Valkyries would carry them to Valhalla. Christianity, with only some Vikings converting converted to Christianity, and with trade and
There was great honour in dying in Norse to Christianity. As time progressed, more and movement of people, Christianity came to
mythology. more individuals converted from Paganism to Viking homelands, slowly becoming the
Christianity. dominant religion.
Why did Christianity impact Norse mythology? Discuss how the Norse system of mythology What are your judgements on the impact of
The Christian faith adopted some of the aspects compares to modern religious systems Norse mythology on Viking life?
of Norse mythology, as originally the culturally
ingrained Norse mythology was so hard for Student answers will vary for this task, so draw Student answers will also vary for this question,
Norse people to understand. Thus Norse from student responses to build a discussion. so be sure to build discussion with students.
mythology has aspects likened to Christianity to
draw parallels, and parts were incorporated into
the Christian faith.
Kahoot Quiz: Lesson Three

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Rationale

this to increasing student vocabulary and literacy capabilities.

understandings. In the implementation of formative assessment, the model of Fitzgerald

which is outlined by AITSL in standard 2.5 (APST, 2014).

understand the changes and continuities in history.

central to the study of history.

Board of Studies. (2012). History K – 10 Syllabus. Retrieved from

to help improve NSW student performance. Retrieved from:

numeracy performance and why it (still matters). Retrieved from:

Retrieved from: http://www.cese.nsw.gov.au/publications-filter/what-works-best-reflection-

29. PP. 1549-1554. DOI: 10.1012/j.sbspro.2011.11.396

Learning: the Middle Years, 24(2).

& Research in Social Education, 42(2). Pp151-196. DOI:10.1080/00933104.2014.902781

Edition. Phoenix Education

Secondary School: A Companion to the School Experience (4th Edition). Routledge

Studies Review, 51. ProQuest

Course. The History Teacher, 45(4). 581-602. www.jstor.org/stable/23265947

Beyond the Common Core. Social Studies Review, 51. ProQuest

617. DOI: 10.1080/00131857.2015.1101365

Sexias, P. (2004). Theorizing historical consciousness. University of Toronto Press

PP593-605. DOI: 10.1080/00131857.2015.1101363

signals and systems. International Journal of Electrical Engineering Education, 51(2).

Adult History, 58 (8). Doi: 10.1002/jaal.410. pp 636-639

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

10-20 Teacher Explanation/ Discussion Teacher: T/S

Teacher will also highlight to students that any keywords or

35-45 Student Comprehension Activity Teacher: S

The teacher and students will go through the learning

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Images used in PowerPoint

Blank Map for Passage One

793 – Vikings Raid the Lindisfarne monastery u England

800 – The Oseberg – A Viking longship is buried about this time

866 – Danish ‘Great Army’ lands in England

866- Danish Vikings establish a Kingdom in York, England

874- Vikings settle Iceland

981- Viking Erik the Red discovers Greenland

983-86 – Erik the Red explores and colonises Greenland

991 – Althelred II pays a ransom to stop the Viking attacks on England

995- Olav I conquers Norway and proclaims it a Christian Kingdom

1000- Christianity reaches Greenland and Iceland

1013- The Danes (Vikings) conquer England

860- Vikings attack Constantinople (Istanbul)

844- Vikings make an unsuccessful attack on Spain

795- Norwegian Vikings attack monasteries in Scotland and Ireland

886 – Alfred the Great divides England with the Danes

981 – Eric the Red goes into exile in Greenland

1035- Harthacnut succeeds his father as king of England

1015- Vikings abandon the Vinland settlement in North America

986 – Viking ships land in Newfoundland (Canada)

Use these questions to guide you in creating a Mind Map of what

You can choose to use this mind map as a document on your

1. Where do you think Vikings come from?

Title of the Event

You should put a picture that represents

List 5 facts about the event

Key Facts about the Event