Professional Documents
Culture Documents
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
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
(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,
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
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
AITSL. (2014). Australian Professional Standards for Teachers: Professional Knowledge. Retrieved
from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
http://syllabus.nesa.nsw.edu.au/history/history-k10
Centre for Education Statistics and Evaluation. (2015). What Works Best: Evidence-Based Practices
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
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.
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,
Fitzgerald, P. (2016). Differentiation for all literacy levels in mainstream classrooms. Literacy
Fogo, B. (2014). Core Practices for Teaching History: The Results of a Delphi Panel Survey. Theory
Gannon, S., & Howie, M., & Sawyer, W. (2010). Charged with meaning: Re-viewing English: Third
Publishing
Hutton, L., & Hembacher, D. (2012). Developing historical thinking with English learners. Social
Martin, D. (2012). Using Core historical thinking Concepts in an Elementary History Methods
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
Retz, T. (2017). The Structure of historical Inquiry. Educational Philosophy and Theory, 49(6). 606-
Sexias, P. (2017). A Model of Historical Thinking. Educational philosophy and Theory, 49(6).
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
Dx.doi.org/10.7227/IJEE.51.2.7
Wineburg, S., & Reisman, A. (2015). Disciplinary Literacy in History. Journal of Adolescent &
How the quality teaching elements you have identified are achieved within the lesson.
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.
Other considerations
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.
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.
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.
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
911- The Viking chief Rollo is granted land by the Franks and founds Normandy in France.
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
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.
845- the French King pays Vikings to stop their attacks on Paris
Question Prompts
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
Brief description
Text goes here
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.
How the quality teaching elements you have identified are achieved within 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.
Other considerations
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.
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.
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
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.
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.
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
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?
Viking:
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
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.
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
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/
http://www.legendsandchronicles.com/ancient-civilizations/the-vikings/viking-social-
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://www.historyonthenet.com/viking-society-nobles-freemen-slaves/
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
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
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
http://www.historyonthenet.com/viking-society-nobles-freemen-slaves/
http://www.legendsandchronicles.com/ancient-civilizations/the-vikings/viking-social-
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
Rulers
Everyday Life
Men
Children
Slaves
Lesson Plan Three
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 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.
Other considerations
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.
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.
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 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.
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.
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?
Who is the god in charge of, what is the individual a god of?
Description
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
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
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.
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