Rudi Yacoub

Douha Tehseldar

Cover Sheet:
EDMT5609: History Curriculum 1
Four Sequential Lesson Plans and Assessment

Rudi Atheer Yacoub- 440231653

Douha Tehseldar- 440249326

Description:
These four lesson plans will focus on providing students’ knowledge on the way of life of Viking
society and the roles and relationships of different societal groups. The first three lessons will
focus on the social, political, economic, and cultural features of the Viking society. The fourth
lesson will focus on to the significant developments and cultural achievements that led to Viking
expansion, including trade and battle.

Key Question:
One major overarching question: Who are the Vikings?
which can then be broken down into sub questions for each individual lesson plan, helping to
make each lesson more focused including:
1. Where did they come from? 5. Did they follow a religion or
2. What was the environment like in believed in deities?
these countries? 6. Where did Vikings trade? And what
3. How did society form amongst did they trade?
Viking tribes? 7. What did a Viking warrior look like?
4. Did they have a social class
structure?

Outcomes:
● HT4-3 describes and assesses the
motives and actions of past
individuals and groups in the
context of past societies.
● HT4-6 uses evidence from sources
to support historical narratives and
explanations
● HT4-8 locates, selects and
organises information from sources
to develop an historical inquiry.
● HT4-9 uses a range of historical
terms and concepts when
communicating an understanding of
the past.
● HT4-10 selects and uses
appropriate oral, written, visual and

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digital forms to communicate about the past.

Resources:
Multiple resources that will be used throughout the four lesson plans which includes the
incorporation of I.T technologies to make learning more interactive and fun for students. Other
resources will include pre-prepared worksheets and PowerPoint presentations.

Historical Skills:
These four lesson plans will teach the following skills:
• Use historical terms and concepts
• Locate, select and use information from a range of sources as evidence
• Interpret history within the context of the actions, attitudes and motives of people in the
context of the past
• Identify and locate a range of relevant sources, using ICT and other methods
• Select and use a range of communication forms (oral, graphic, written and digital) to
communicate effectively about the past

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Lesson Plan 1:

Year: 8 History (Mixed ability)

Time: 50 minutes
Date: Monday, Period 2

Objectives:
● Develop skills to undertake the process of
historical inquiry.
● Develop skills to communicate their
understanding of history.
Outcomes:
● HT4-8 locates, selects and organises information from
sources to develop an historical inquiry
● HT4-10 selects and uses appropriate oral, written,
visual and digital forms to communicate about the past

Students Learn About: Students Learn To:

● Students will learn about the homelands ● Locate the Viking homelands
that were occupied by Viking tribes and ● Identify the geographical features that helped shape
looking at the geographical features that Viking society and history
dominated these countries.

Strategies and Learning Activities: Resources:

● 1 minutes: Students will be given this ● Internet access, laptop & smart board / visual projector
time to settle down into their seats and for YouTube video, powerpoint presentation for
getting ready for the lesson mapping exercise and access to Google earth.
● 4 minutes: Quick introductory video- ● Hand out for mapping exercise (Appendix 1).
students will watch a video called the ● Geographic features worksheet and questions
Vikings in a Nutshell from Nutshell (Appendix 2).
Education. ● Students will require their writing stationery and books
https://www.youtube.com/watch?v=3xIy7 or folders.
FoiaQY
● 10 minutes: Mapping exercise- Students
will be provided with an empty map of the
countries that form Scandinavia
(Appendix 1). As the teacher I will have
pre-prepared powerpoint presentation
which has the labelled map, which the
students will use to label their empty map
as we go through the powerpoint (Pdf
powerpoint- appendix 2).
● 20 minutes: Pre-prepared worksheet.
Students will focus on worksheet
developed by the teacher. We will read
over the worksheet as a class and students

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will be given to 10 minutes three questions

after (found on worksheet). For 5 minutes
we will go over some of the answers that
were recorded by students (see appendix
3).
● 15 minutes: Google Earth Exercise-
Using Google Earth, students will given a
virtual tour of some of the geographic
features of Scandinavia including:
❖ The Jutland Peninsula in Denmark
❖ The Mountain ranges of Norway
and Sweden
❖ Fjords in Norway and Sweden
❖ The city of Hedeby (an important
site in the Jutland Peninsula
prominent for Viking settlement).

Assessment/Evidence of Learning: Homework/Preparation for next week:

● Circling the class to make sure mapping ● As this is an introductory class, no homework will be
exercise is completed assigned at this stage.
● Responses to answer from worksheet.

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Lesson Plan 2:

Year: 8 History (Mixed Ability)

Time: 50 minutes
Date: Tuesday, Period 3

Objectives:
● Develop knowledge and understanding of
ideas, movements, people and events that
shaped past civilisations, the modern world
and Australia.
● Develop skills to communicate their
understanding of history.
Outcomes:
● HT4-10 selects and uses appropriate oral, written,
visual and digital forms to communicate about the past
● HT4-8 locates, selects and organises information from
sources to develop an historical inquiry

Students Learn About: Students Learn To:

● Students will learn about the life of men, ● Describe the everyday life of men, women and children
women and children in Viking society, as in Viking society
well as the social structure.

Strategies and Learning Activities: Resources:

● 1 minute - Students will be given this time ● Internet access, personal laptop & smart board / visual
to settle down into their seats and getting projector, to show the class the Hierarchy chart
ready for the lesson (Appendix 4) and YouTube video
● 3 minutes - Students will be shown a ● 2 Handouts for cut and paste activity (Appendix 5, 6,
hierarchy pyramid representing the Viking 7)
society (Appendix 4). Teacher will explain ● Handouts for the different roles of Karls class in
the hierarchy to students using colloquial Viking society. (Appendix 8)
language in order for them to complete the ● Students will need their writing stationery and their
next task. books or folders.
● 1 minute - Students will take a minute to
roughly sketch the pyramid.
● 15 minutes - Students will be given a table
(Appendix 5) dividing the three lower
classes of the Viking society. They will be
given a page of facts (Appendix 6) about the
everyday life of the different classes and
students will need to cut and paste them into
the correct category according to the
hierarchy pyramid.
● 4 minutes - Students will be shown the
correct categories for each fact. Students
will take 4 minutes to mark their neighbours

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work while teacher reads out correct

answers (Appendix 7).
● 1 minute - Students will throw rubbish in
the bin and organise themselves.
● 8 minutes - Students will look at source
sheet (Appendix 7) which describes the
different roles of the largest class, the Karls.
● 2 minutes - Students will watch a video
about Viking women, called ‘Vikings: 'The
Real Vikings' - Women | History’ From the
History Channel.
https://www.youtube.com/watch?v=1mahiw
eaHI8
● 10 minutes - Students will take 10 minutes
to answer 3 focus questions on the everyday
roles of the social class, Karls.
1. Outline some of the rights and
freedoms women had in the Viking
society.
2. List some of the activities children
in the Viking society may get up to
in their everyday lives.
3. Draw what a person from the Thrall
class may look like according to
their everyday life in Viking
society.
● 5 minutes - Teacher will allow students to
discuss answers they have come up with for
the 3 focus questions. Any further questions
or comments made by students will also be
discussed now.

Assessment/Evidence of Learning: Homework/Preparation for next week:

● Class discussion and circling the class to ● Find an object that has religious significance to Viking
make sure students are completing tasks. religion. Bring your example to share in class (does not
● Responses to questions on activity sheets. have to be extensively researched).

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Lesson Plan 3:

Year: 8 History (Mixed Ability)

Time: 50 minutes
Date: Thursday, Period 5

Objectives: Outcomes:
● Develop skills to undertake the process of ● HT4-6 uses evidence from sources to support historical
historical inquiry. narratives and explanations
● Develop skills to communicate their ● HT4-9 uses a range of historical terms and concepts
understanding of history. when communicating an understanding of the past

Students Learn About: Students Learn To:

● Students learn about the significance of the ● Discuss the role of the Norse gods in Viking society
religion, particularly the role of Norse Gods
in Viking Society.

Strategies and Learning Activities: Resources:

• 1 minute - Students will be given this ● Handout with table divided into 5 different Norse gods
time to settle down into their seats and get (Appendix 9)
ready for the lesson ● Internet access, personal laptop & smart board/visual
• 5 minutes - Students will be given time to projector, to show the class the YouTube video.
show and tell the class the object brought ● Students will need their writing stationery and their
in for homework, which has religious books or folders.
significance to viking religion.
• 1 minutes - Students will pack away
objects and clear desks for class lesson.
• 1 minutes - Students will be given a
handout with a table divided into 5
categories. One for each Norse god (Odin,
Freya, Freyr, Thor, Loki) (Appendix 8).
• 5 minutes - Students will watch a 5
minute Youtube video called ‘VIKINGS:
Norse Mythology - II: Norse Gods &
Goddesses [Thor, Loki, Odin and more]’
by CANS. Students will need to fill in the
table on the handout using the information
from the video about each Norse god on
the sheet.
https://www.youtube.com/watch?v=8Wb
GEXzZgbY
• 2 minutes - Teacher will put class into

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groups of 5. Each student will be assigned

one of the 5 main Norse gods as their role
in their group.
• 15 minutes - Students will then break off
into their groups and construct/ practice a
3 minute role play about the Norse gods
using the information they wrote in the
table from the Youtube video.
• 15 minutes- Each group will take 3
minutes to present their mini play
on the Norse gods.
• 1 minutes - Students will wrap up
their plays and sit back on their
desks.
• 4 minutes - Teacher will give
students a chance to ask questions.
Teacher will lead a short wrap-up
discussion with the question:
1. What was the most
interesting thing you learnt
about the Norse gods?

Assessment/Evidence of Learning: Homework/Preparation for next week:

● Written notes from YouTube video on ● No Homework will be assigned at this stage.
Handout
● Role play by students
● Final discussion on Norse gods

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Lesson Plan 4:

Year: 8 History (Mixed ability)

Time: 50 minutes
Date: Monday, Period 2

Objectives:
● Develop knowledge and understanding of
ideas, movements, people and events that
shaped past civilisations, the modern
world and Australia.
● Develop skills to communicate their
understanding of history.
Outcomes:
● HT4-3 describes and assesses the motives and actions of
past individuals and groups in the context of past
societies
● HT4-8 locates, selects and organises information from
sources to develop an historical inquiry

Students Learn About: Students Learn To:

● Students will learn to examine the extent ● Identify the extent of Viking exploration and trade
of Viking exploration, which served both ● Identify the regions conquered and/or settled by the
trade purposes and for conquering regions Vikings
outside Scandinavia.

Strategies and Learning Activities: Resources:

• 1 minute - Students will be given this time ● Trade and exploration handout for students (Appendix
to settle down into their seats and get 10).
ready for the lesson ● Viking Raids handout for students (Appendix 11).
• 10 minutes - Trade and exploration: ● Find a word handout for students (Appendix 12).
students will be provided with a hand out ● Assessment handout for students along with the marking
which gives them an overview of Viking rubric.
exploration and trade (Appendix 9). The ● Internet access, personal laptop, smart board/visual
handout will be read together as a class, projector and personal devices i.e. phones or school
stopping if any piece of information needs devices (iPads) for Kahoot exercise
clarification ● Students will need their writing stationery and their
• 10 minutes - Kahoot exercise: Using books or folders.
their personal devices or devices provided
by the school, students will log into
Kahoot.it and enter the game pin 8416048
and take part in a fun short quiz on
information from the worksheet above.
Students will have 20 seconds to answer
each question and will be provided with 4
possible answers which they must select.
The purpose of this exercise is not to quiz
the children but get them engaged with the
content using I.T resources. The questions
include:

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➢ The first person to discover

Iceland was?
➢ How long after the discovery of
Iceland in 861 C.E. was
Greenland discovered?
➢ In which modern day country is
Vinland situated?
➢ Sarkland was a famous Viking
trading city in which country?
➢ Some of the best Viking exports
included
• 10 minutes: Viking Raids Presentation
(Appendix 10) - Students will follow on as
teacher presents a powerpoint which
discusses the extent of Viking raids, some
tactics and armour. Students will be given
a physical handout of the presentation.
• 10 minutes- Find a word: Students will
be provided with a find a word activity
(Appendix 11), where they asked to find
words based off the powerpoint and
categories these word in the heading they
belong to. Student may work of the
already given powerpoint slides.
Categories include:
➢ Weapons
➢ Amour
➢ Famous warriors
➢ Mobility
➢ Conquered Areas
● 9 minutes: As a class we will go over the
answers to the find a word for 3 minutes.
The last 6 minutes of class will be used to
hand out the assessment sheet to students
and going over what is required from them
and have some time for any questions.

Assessment Evidence of Learning: Homework/Preparation for next week:

● Active participation in classroom reading. ● No homework will be given out as students will be
● Engagement with Kahoot exercise. receiving their assessment.
● Students will be given their assessment for
this topic at the end of class.

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Assessment Task:
Year 8:

Viking Battles
DUE DATE: 3rd Mach 2017

Syllabus Outcomes:
• HT4-3 describes and assesses the motives and actions of past individuals and groups in the
context of past.
• HT4-8 locates, selects and organises information from sources to develop an historical inquiry.
• HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about
the past.

Description of Activity:
• In pairs, students will create a digital presentation of their own choice. This presentation can be a
PowerPoint, Prezi, video, podcast or blog etc.
• The presentation should be MAX five minutes and will be presented to the class and teacher.
• The focus of this assessment task will be on famous Viking battles. Each pair will research a
famous Viking battle of their choice from the list provided or their finding.
• After this, as pairs you will focus on four specific questions which should guide your research
and presentations. These Question include:
1. Provide a brief overview of the battle (the name of the battle, where did the battle take
place, when did the battle take place & who was involved).
2. What was the reason for this battle?
3. What was the outcome of the battle?
4. What impact did the battle have on the societies that were involved?
• A bibliography of all resources used during your research should be included at the end of the
presentation.
• Examples of famous battles which you may use for your presentation:
❖ The battle of Edington
❖ The battle of Brunanburh
❖ The battle of Svolder
❖ The battle of Maldon

Criteria for assessing learning:

Students will be assessed on their ability to:
• Describe and assess the motives and actions of Vikings in the chosen battle.
• Use relevant historical information from a number of sources
• Explain the impacts of the chosen battle.
• Select and use appropriate forms to communicate effectively about the past.

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Marking Rubric:

Marking Guidelines Grade

● Presents an accurate and detailed description and assessment of the motives Very High
(16-20)
and actions of Vikings in the chosen battle.
● Uses a range of specific and relevant historical information from a number of
sources
● Explains the impact of the chosen battle.
● Displays originality in selection and use of appropriate forms to
communicate effectively about the past.

● Presents an accurate description and assessment of the motives and actions of High
(12-15)
Vikings in the chosen battle.
● Uses specific and relevant historical information from a number of sources
● Displays awareness of the impact of the chosen battle.
● Presents a use of appropriate forms to communicate effectively about the
past.

● Presents a description and assessment of the motives and actions of Vikings Satisfactory
(8-11)
in the chosen battle.
● Uses relevant historical information from a number of sources
● Presents some understanding of the impact of the chosen battle.
● Presents a use of appropriate forms to communicate effectively about the
past.

● Presents limited description and assessment of the motives and actions of Progressing
(1-7)
Vikings in the chosen battle.
● Uses irrelevant historical information from a number of sources
● Displays little awareness of the impact of the chosen battle.
● Presents a poor use of appropriate forms to communicate effectively about
the past.

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Appendix 1: Mapping exercise

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Appendix 2: Powerpoint Presentation

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Appendix 3: Geographic features handout

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Appendix 4: Hierarchical Pyramid:

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Appendix 5: Table for facts

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Appendix 6: Facts

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Appendix 7: Answers to previous task

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Appendix 8: Role of the Karls

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Appendix 9: Table for the Gods

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Appendix 10: Viking Trade Handout

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Appendix 11: Viking Raid Powerpoint

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Appendix 12: Find a word

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