Larger Unit Plan (LUP to be done once per unit) Pages in Core Knowledge: # days/lessons available for whole unit: 8-9

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1 Larger Unit Plan (LUP to be done once per unit) Topic: Vikings Pages in Core Knowledge: # days/lessons available for whole unit: 8-9 Personal exploration of and reflection on the topic Map out the topic (here or on a separate sheet): See attached. a. What is the thing I am teaching? (classify the noun a time period? A person? An idea? A process?) b. What is the essence of it that I need to know for myself? (create a set of personal notes) I. Overview II. Geography & climate III. Viking Culture IV. What paved the way for Vikings to leave Scandinavia? V. Impetus for leaving Scandinavia VI. Where did they go & did they stay? VII. Significance and legacy VIII. Remaining questions IX. Miscellaneous notes X. Resources A. Teacher 1. Great Courses - Vikings 2. Vikings: the North Atlantic Saga 3. The Oxford Illustrated History of the Vikings, Peter Sawyer 4. Vikings: The North Atlantic Saga B. Student 7. Story of the World - Middle Ages a. Chapter Fourteen: The Arrival of the Norsemen - pp ) The Viking Invasion - pp ) Eric the Red and Eric s Son - pp ) The Norse Gods - pp ) Thor and the Giant King - pp b. Chapter Fifteen: The First Kings of England 1) The Vikings Invade England - pp ) Alfred the Great - pp ) The Battle of Hastings - pp D Aulaire's Book of Norse Myths 9. Leif the Lucky, D Aulaire 10. A History of US - The First Americans, Ch. 13 (pp ) 11. Pearson - History & Geography (Grade 3): The Vikings 12. Core Knowledge - Grade 3 Text Resources a Norse Gods and Goddesses b Thor and His Hammer c Idun s Magical Apples d Erik the Red: The Vikings Take Greenland e The Vikings Reach North America Great Hearts Academies is the sole owner and possesses all right, title, and interest in and to all Proprietary Intellectual Property, including the documents produced/shared by Great Hearts as part of the Summer Institute. LUP page 1 of 4

2 Reflect on its nature (answer the questions here, refine your initial map, add notes/labels, etc.) Where does this fit into a larger framework? Is it a whole, a part of a whole, or both? What are its parts? Prior to studying the Vikings, students will have just finished a unit on Ancient Rome where they learned the stories of Rome s founding and met many of her famous citizens. The Viking unit bridges the Atlantic and shifts our focus to North America for the remainder of the year. Both the founding of Ancient Rome and history of the Vikings deal with leaving one place and founding something new in another. The Vikings are part of the whole story of European exploration & colonization of North America which itself is part of the larger story of how societies begin and grow. What distinguishes this whole from other wholes (especially things that are like it)? What distinguishes this part from other parts in the whole? This question & the next seem similar. What patterns does it exhibit? Is it part of a larger pattern? What are its properties, qualities, quantities, boundaries? How does it react/interact with other things? If the whole is colonization or fleeing and founding, this part of the whole is different in that it was not Christian and religion was not the cause of the Vikings exploration and territorial expansion like all cultures, Viking culture was strongly influenced by the terrain in which the Scandinavians lived which was very different from the rest of mainland Europe What is it scientifically? What is it poetically (how does it impact man s soul?)? The desire to explore and improve one s lot (often by conquering others) transcends cultures and locations. What makes it possible? What are its causes? Why is it here? Why does it happen? The Vikings left Scandinavia for more farmland to gain wealth from newly wealthy European cities Great Hearts Academies is the sole owner and possesses all right, title, and interest in and to all Proprietary Intellectual Property, including the documents produced/shared by Great Hearts as part of the Summer Institute. LUP page 2 of 4

3 Reflect on it in relation to your students: CK What Students Need to Learn - Vikings What is the extent of the content appropriate for this grade? How much detail will we go into? Originated in an area now called Scandinavia (Sweden, Denmark, and Norway) Also called Norsemen Skilled sailors, shipbuilders, and traders What of the content is most essential? What elements will highlight meaningful threads to think through? What areas of content will lead to a Socratic inquiry (what can they figure out through good questions)? (list here or label on the topic map) Sometimes raiders of European coastal areas Eric the Red & Leif Ericsson ( Leif the Lucky ) Earliest Americans in North America Geography: How do I best introduce this THING as a whole (not as an abstract definition made up of abstract parts)? Greenland Mainland Canada Newfoundland I do not think we can introduce a time period as a whole. Don t we have to start with the particular? The thing closest in proximity to the child - individual people in history or the land on which they lived? How best do I sequence the exploration of those parts o Conceptually: How does this affect other ideas/processes/events? How does this lay foundations for later content? What is a theme here that stretches across the subject area, year, etc.? Studying the Vikings after the Fall of Rome and its barbarian invasions seems a natural progression. o Factually: What facts must come before it? What is necessary to know? Terms and definitions Geographical understanding of Europe and its major bodies of water (e.g. Atlantic Ocean, Mediterranean Sea, Baltic Sea, North Sea) Great Hearts Academies is the sole owner and possesses all right, title, and interest in and to all Proprietary Intellectual Property, including the documents produced/shared by Great Hearts as part of the Summer Institute. LUP page 3 of 4

4 Refined Concept Map (Unit Outline/Map) 1. Terms and definitions to be learned in the unit I. Lindisfarne and how not all Northmen were Vikings II. Geography of Scandinavia III. Life in Scandinavia A. Old Norse, Farmers & Traders, Architecture, Art B. Government (Thing & Lawspeaker), Weregild, Social structure? D. Religion A. Pagan, Creation myth B. Asgard, Valhalla, Odin, Thor, Loki E. Territorial expansion A. Danes > England B. Normans > Normandy C. Non-violent expansion/exploration A. Iceland B. Erik the Red > Greenland C. Leif Erikson > Vinland (Newfoundland) Great Hearts Academies is the sole owner and possesses all right, title, and interest in and to all Proprietary Intellectual Property, including the documents produced/shared by Great Hearts as part of the Summer Institute. LUP page 4 of 4

5 People Eric the Red Leif Ericsson Rollo Mythology Odin Thor Loki Asgard Yggdrasil Valhalla Terms prow Norsemen Vikings Longships Old Norse Thing Lawspeaker Wergild Berserker Geography Scandinavian peninsula Lindisfarne Greenland Iceland Norway Denmark Sweden Vinland/Newfoundland Baltic Sea North Sea Fjord Normandy Great Hearts Academies is the sole owner and possesses all right, title, and interest in and to all Proprietary Intellectual Property, including the documents produced/shared by Great Hearts as part of the Summer Institute. LUP page 5 of 4

6 2. Major concepts/objectives/parts (organized logically; perhaps include final diagrams students will know or basic timeline): Objectives: 1. Identify those who lived in Scandinavia as Norsemen.* 2. Explain vikings as Norsemen who pillaged, plundered, and raided in order to gain wealth (Vikings being the species within the Norsemen genus). 3. Identify the raid on Lindisfarne Monastery in A.D. 793 as the beginning of the Viking era. 4. Identify the Scandinavian peninsula, Denmark, Iceland, and Greenland (and Newfoundland) on a map.* 5. Explain how their geographic location made Norsemen skilled sailors and shipbuilders, and traders.* 6. Explain the distinguishing characteristics of the longship as 1. Long and narrow (allowing them to reverse directions quickly) 2. Having a shallow draft hull (allowing them to traverse waters as shallow as 1 meter deep) 3. Propelled by sails or oars 7. Describe most Norsemen as farmers and traders. 8. Identify Old Norse as the language of the Norsemen. 9. Vikings left Scandinavia to find more farmland and gain wealth. 10. Explain what runes are.* 11. Describe the function of the law speaker as one who memorized the laws. 12. Describe a Thing as a government assembly where the laws were recited. 13. Explain wergild as the value placed on every human and piece of property. 14. Describe Norsemen as polytheists. 15. Recount the Norse creation myth.* 16. Describe Asgard as the home of the gods. 17. Identify the Norse gods Odin, Thor, and Loki.* 18. Identify Rollo as the leader of the Norsemen who established a permanent settlement in the Frankish kingdom (Normandy). 19. Identify the area settled by Rollo as Normandy (northern France). 20. Identify William the Conqueror as one of Norse descent. 21. Identify William the Conqueror as the first Norse king of England. 22. Identify Eric the Red as the Norseman from Iceland who discovered and named Greenland.* Identify Leif Ericsson as Eric the Red's son. 24. Identify Leif Ericson as one who traveled to Vinland, modern-day Newfoundland. 25. Identify Norsemen as the first European settlers in North America.* 2 Bolded words are likely new vocabulary. *Prescribed Core Knowledge Objectives Other CK Objects not included in objective list: 1. Describe Viking life at home and at sea. (Lesson 1) 2. Explain the origin of the word berserk. (Lesson 2) 3. Describe how the Vikings navigated. (Lesson 3) 4. Explain the importance of the storyteller. (Lesson 3) 5. Identify the functions of a Viking storyteller. (Lesson 5) 6. Understand that much of what we know about the Vikings has been learned from archeological discoveries. (Lesson 5) 7. Understand that myths help explain the mysteries of nature. (Lesson 6) 1 CK Objective: Recognize that while the Vikings were skilled sailers and traders, they were also fierce and terrifying raiders. (Lesson 2) I am not sure how to word this objective because I do not want to over-simplify to the point that children think that all Scandinavians were raided and pillaged. 2 CK Objective from Lesson 4: Recognize the Vikings achievements as explorers. Great Hearts Academies is the sole owner and possesses all right, title, and interest in and to all Proprietary Intellectual Property, including the documents produced/shared by Great Hearts as part of the Summer Institute. LUP page 6 of 4

7 Timeline - (A.D Fall of Western Roman Empire) - A.D Vikings raid Lindisfarne monastery in England - A.D Vikings under Rollo establish permanent settlement in the Frankish Kingdom (Normandy) - A.D Eric the Red settles Greenland - c Leif Ericson discovers Vinland (Newfoundland) - A.D Battle of Hastings: William the Conqueror, a Norman, becomes the king of England Great Hearts Academies is the sole owner and possesses all right, title, and interest in and to all Proprietary Intellectual Property, including the documents produced/shared by Great Hearts as part of the Summer Institute. LUP page 7 of 4

8 Daily Lesson Plan (DLP) Norse Raiders (lesson 1 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1. Identify those who lived in Scandinavia as 2. Norsemen.* 2. Explain vikings as Norsemen who pillaged, plundered, and raided in order to gain wealth (Vikings being the species within the Norsemen genus). 3. Identify the raid on Lindisfarne Monastery in A.D. 793 as the beginning of the Viking era. Review: British Isles, Great Britain, peninsula Terms: pillage, plunder, prow, Lindisfarne, Scandinavian peninsula, Norsemen, Viking, North Sea 2. Review the wonder / Socratic element of this particular lesson: Not sure what is meant by the wonder of the lesson or how to distill a lesson down to its Socratic element, but the obvious questions seem to be from the perspective of the invaded: who are these invaders and whence do they come? Why are we learning about this/how does this part fit into the whole 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) 1. Show picture of Lindisfarne, explain that it was a monastery, & show its location. 2. Explain what a monastery is and who monks are. 3. Show picture of the prow of a Viking longship (Oxford Illustrated History of the Vikings, p. 191) 4. Ask: What might the monks may have thought at this sight? Why do you think those who built the boats put those on the ends? 5. Tell story of the raid at Lindisfarne including firsthand accounts. 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): Why did the invaders come? DLP page 1 of 3

9 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain Show pictures & location of Lindisfarne monastery & have students discuss what they see. Coastal castle on high ground Explain: This is a monastery on the eastern coast of England (locate on map). Explain monasteries & monks. Tell story of the raid at Lindisfarne monastery in Great Britain in 793 CE. Read account from Anglo-Saxon Chronicles & Simeon s account from the History of the Church of Durham. Discuss: Who were these invaders? Considering where they landed, where might they have come from? They might have come from east of England. Map: Glue map of Scandinavia into notebook & shade Scandinavia green. Explain: The invaders were from the Scandinavian peninsula. The Scandinavian peninsula is made up of modern-day Norway, Sweden, & Denmark and the people who lived there were called Norsemen, meaning men of the North. Student notes People from Scandinavia (modern-day Sweden, Denmark, and Norway) were called Norsemen, meaning men of the North. Explain: Not all Norsemen pillaged and plundered. In fact, most were farmers and traders. Those who did go on raids were called vikings because they went a-viking, which meant to go raiding, pillaging, and plundering. In their language, viking was a verb, not a noun as we use it today. Vikings usually did not spend all of their time a-viking, many were farmers who tended to their crops for most of the year. Read saga excerpt about Svein Asleifsson Student notes Vikings were sea-faring Norsemen who pillaged and plundered. DLP page 2 of 3

10 Review: Show pictures & have students share with partners what the thing is Viking longship prows Lindisfarne monastery Student notes Vikings raided Great Britain s Lindisfarne monastery in 793 A.D. Timeline: Glue into notebook & add the first two dates: A.D. - Fall of Western Roman Empire A.D. - Raid of Lindisfarne Monastery (England) Have student fold the timeline in half vertically and glue or tape on side into their notebook so that it folds out of their notebook. 6. Map of the chalkboard / student notes: Scandinavia - map Norsemen People from Scandinavia (modern-day Sweden, Denmark, and Norway) were called Norsemen, meaning men of the North. Vikings were sea-faring Norsemen who pillaged and plundered. Vikings raided Great Britain s Lindisfarne monastery in 793 CE. 7. Review/Practice: Oral review: Explain the difference between Norsemen and Vikings Review assignment/homework: Have students draw a picture of or storyboard for the raid at Lindisfarne 8. Logistical considerations: Pictures to be projected Viking longship prows Lindisfarne monastery map of England showing Lindisfarne map of Scandinavia Teacher materials Anglo-Saxon Chronicles excerpt History of the Church of Durham excerpt Saga excerpt about Svein Asleifsson Student materials Map of Scandinavia Green colored pencil 9. Reflection for future lessons / refinements: DLP page 3 of 3

11 Geography of Scandinavia (lesson 2 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1. Identify the Scandinavian peninsula, Denmark, 2. Iceland, and Greenland (and Newfoundland) on a map. 2. Explain how their geographic location made Norsemen skilled sailors and shipbuilders, and traders. 3. Explain the distinguishing characteristics of the longship as 1. Long and narrow (allowing them to reverse directions quickly) 2. Having a shallow draft hull (allowing them to traverse waters as shallow as 1 meter deep) 3. Propelled by sails or oars 2. Review the wonder / Socratic element of this particular lesson: Review: pillage, plunder, prow, Lindisfarne, Scandinavian peninsula, Norsemen, Viking, North Sea 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) View pictures of Scandinavia & discuss how Scandinavia s landscape shaped the Norseman s way of life. 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): Who were these men who invaded Lindisfarne monastery (and why would they leave Scandinavia)? 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain DLP page 4 of 3

12 Review 1. What happened to Lindisfarne monastery in 793 CE? In 793 CE, Norsemen from Scandinavia raided and plundered Lindisfarne monastery. 2. Who were the Norsemen/what does norsemen mean? Norsemen were people from Scandinavia. 3. Why did Norsemen attack Lindisfarne and other monasteries? Norsemen attacked and plundered to gain wealth, slaves, etc. 4. Do you think all Norsemen attacked & plundered? Why or why not? No, because if everyone just traveled & plundered, there wouldn t be anyone to grow good. 5. What do we call norsemen who attacked and plundered? Vikings 6. Where did the Norsemen live? Scandinavia Visuals & discussion - Scandinavia 1. Show pictures of Scandinavia 2. Ask: What do you see? Scandinavia is a peninsula, coastline, rocky mountains, coniferous trees, cropland, bodies of water 3. Ask & Discuss: a. What do you notice about the land of Scandinavia? b. Which types of terrain do you notice? Coastline, alpine, cropland c. Which do you notice the most of? Much of the land is coastline d. Which do you notice the least of? Cropland e. If Scandinavia is a peninsula (has a lot of coastline) and not a lot of cropland, what might that tell us about the norsemen s way of life (what they ate, what they did for a living, etc.)? f. What if they wanted to trade goods with other European cities? They d have to sail. g. What do you think the weather/ climate is like in the Scandinavian peninsula? Cold, harsh winters Student notes Norsemen were excellent shipbuilders and sailors because they lived so close to water. Because of their proximity to water and separation from mainland Europe, Norsemen became excellent sailors and shipbuilders. DLP page 5 of 3

13 Visuals & discussion - Longships 1. Yesterday we saw a few pictures of their ships. We saw one ship in the distance in the fog and then saw a couple of prows. Today we call these ships longships. 2. Show pictures of longship 3. Ask: What do you notice about these longships? 1. Long 2. Wide 3. Wooden, typically oak (approx. 80 trees were used for each longship) 4. Shallow 5. Often have a prow meant to scare off enemies 6. Oars 7. Mast 8. Double-ended 4. Why do you think norsemen designed their ships like this? Advantages to longship design: 1. Long & narrow > able to navigate narrow waterways 2. Shallow draft hull > able to sail in shallow water 3. Mast & oars > able to be propelled by wind or manpower 4. Double ended > able to change directions quickly Student notes Longships Long and narrow Shallow hull Propelled by sails or oars Double ended to change directions quickly Glue longship illustration into notebook, color, & label 6. Map of the chalkboard / student notes: Norsemen were excellent shipbuilders and sailors because they lived so close to water. Longships Long and narrow Shallow hull Propelled by sails or oars Double ended to change directions quickly (Picture of longship) 7. Review/Practice: Describe to your partner 1. Where Scandinavia is without using the country names Sweden or Norway 2. Scandinavia s terrain 3. The advantages of the longship design 8. Logistical considerations: Pictures to be projected: Lesson 2 visuals: Scandinavia maps & terrain and longships Student materials: picture of Viking longship glue colored pencils DLP page 6 of 3

14 9. Reflection for future lessons / refinements: DLP page 7 of 3

15 Life in Scandinavia (lesson 3 of 9) 3. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1.Describe most Norsemen as farmers and traders Identify Old Norse as the language of the Norsemen. 3.Explain what runes are. 2. Review the wonder / Socratic element of this particular lesson: 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) What would happen if everyone in class was a greeter? The other jobs would not get done. 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): What was life like for these men of the north? How did most spend their time? What language did they speak? 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain Review Describe the location of Scandinavia What do we call people who lived in Scandinavia? Norsemen What do we call Norsemen who pillaged and plundered? Vikings How did Norsemen s geographic location affect their way of life? Describe a longship DLP page 8 of 3

16 Explain: In the last lesson we talked about how the geography of the Scandinavian peninsula shaped nordic life and helped norsemen become skilled sailors and shipbuilders. nordic: adjective relating to Norsemen Discuss: What would happen if everyone in class was a greeter? The other jobs would not get done. Do you think all norsemen were shipbuilders or sailors? Why or why not? If all norsemen were shipbuilders or sailors, there wouldn t be anyone to grow crops or raise animals. Explain: Similarly, not all norsemen were sailors or shipbuilders. Some were blacksmiths and others potters, but many farmed and kept livestock. In order to survive in a Scandinavia, most people had to grow some food, but because Scandinavia is so far north, it has a very short growing season. Most people had to keep animals in order to have food to eat during the winter. Some also trapped or hunted game. livestock: farm animals Student notes: Most Norsemen were farmers and kept livestock. Play: Clip of Old Norse Explain: Norsemen spoke a language called Old Norse. In the way that French, Spanish, and Italian are all Latin languages, English, German, and Norwegian all come from an old version of German. The modern languages Icelandic, Swedish, and Danish all come from Old Norse. Old Norse was a written language, but was not written using letters that we would recognize. Norsemen used letters called runes. At different times & places, people used slightly different runic alphabets. There is one runic alphabet with 24 symbols, another with only 16, and another with 26. runic: adjective relating to runes Show & discuss: runic alphabet What do you notice? No curves Some runes look similar to Latin letters There is not a rune for every English letter or sound. Student notes: Norsemen spoke Old Norse and wrote using runes. Glue into notebook: Futhark runic alphabet DLP page 9 of 3

17 6. Map of the chalkboard / student notes: Most Norsemen were farmers and kept livestock. Norsemen spoke Old Norse and wrote using runes. (Futhark runic alphabet) 7. Review/Practice: While many think of Norsemen as people who only went a-viking, what did many Norsemen actually do in order to survive? Many Norsemen farmed and kept livestock. Why did so many have to farm or keep livestock? Many farmed and kept livestock in order to survive in a place with a short growing season and harsh winters. Which language did Norsemen speak? Old Norse Have students write their names in runes. Optional: Have students write one simple sentence in runes 8. Logistical considerations: Projector: Lesson 3 visuals 9. Reflection for future lessons / refinements: DLP page 10 of 3

18 Society & Government (lesson 4 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1. Describe the function of the law speaker as one 2. who memorized the laws. 2. Describe a Thing as a government assembly where the laws were recited. 3. Explain wergild as the value placed on every human and piece of property. 2. Review the wonder / Socratic element of this particular lesson: How did Vikings govern themselves? 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) In this class, how do we keep order? How do you know how you re supposed to act or what s expected of you? How do we keep track of our rules & laws? How do we discourage people from doing something? How do we decide on consequences or punishments for wrong action? 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): If Norsemen traveled beyond the Scandinavian peninsula and raided and plundered other people, were they lawless people? Did they have their own laws? If so, how did they keep track of them and govern themselves? 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain DLP page 11 of 3

19 Review: 1. How did most Norsemen provide food for themselves? They farmed, kept livestock, and hunted or trapped game. 2. What language did Norsemen speak? Old Norse 3. What do we call the letters that Norsemen used? Runes Explain: Many people the Norsemen encountered and attacked outside of Scandinavia thought all Norsemen were lawless barbarians who only pillaged and plundered. Ask: Is this true? Why or why not? Norsemen did not just go a-viking, but they also farmed, traded, and were skilled laborers. Explain: Many also thought Norsemen were lawless. Ask: What might that mean and why might people have thought this about Norsemen? lawless: without law, not governed by or obedient to civil law Explain: Norsemen actually had laws and assemblies, or meetings to keep the peace. They also had names for different groups of people within their society like the Romans. Romans called common people plebeians and wealthier people descended from the first senators, patricians. Norsemen called free, common people karls and wealthier people jarls. Slaves were called thralls and kings or chiefs were at the top of society. Explain: For hundreds of years, Norse laws were not written down, but rather passed down orally. In each community, there was someone responsible for memorizing all of the laws. This person was called the lawspeaker. It was the law lawspeaker s responsibility to begin government meetings by reciting the laws. An assembly or government meeting was called a thing. Thing: an assembly of free people, a king or chieftain, and the lawspeaker to make decisions or keep peace Ask: Why might this have been the case? Explain: An assembly or government meeting was called a thing. Student notes: Government Norsemen did not have written laws. Instead, a lawspeaker memorized the laws and recited them before each assembly, or thing. DLP page 12 of 3

20 Explain: One area of Norse law had to do with repaying someone for a wrong committed. For instance, someone stole his neighbor s goat for food, the one who stole it would be required to repay the neighbor for the value of the goat. The same held true if one man killed another. There was a man price established for karls, jarls, etc. and if a man killed another man, he would be required to repay the other man s family. This price was called wergild. The wergild for a woman was often higher than that of a man of the same social class. Ask: Which wergild do you think would be higher - that of a goat or a man? That of a karl or a jarl? That of a slave or a karl? Student notes: If someone injured someone else or damaged their property, he would be required to pay the wergild for that person or thing. Wergild was the value given to every person and piece of property. 6. Map of the chalkboard / student notes: Society & Government Norsemen did not have written laws. Instead, a lawspeaker memorized the laws and recited them before each assembly, or thing. If someone injured someone else or damaged their property, he would be required to pay the wergild for that person or thing. Wergild was the value given to every person and piece of property. 7. Review/Practice: 1. What was the job of the law speaker? 2. Explain what a Norse Thing was. 3. What is wergild? Would wergild have been the same for every person or piece of property? Why not? 8. Logistical considerations: Projector: Lesson 4 visuals 9. Reflection for future lessons / refinements: DLP page 13 of 3

21 Religion & Myth - Part I (lesson 5 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1. Describe Norsemen as polytheists Recount the Norse creation myth. 2. Review the wonder / Socratic element of this particular lesson: How did the Greeks and Romans explain what they saw in the world around them (e.g. the rising sun, weather, etc.)? myths How do you think Norsemen explained what they saw? 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) Read & discuss Norse creation myth (D Aulaires Book of Norse Myths - The First Gods and Giants and The Creation of the World) 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): What natural phenomenon does this myth explain? 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain DLP page 14 of 3

22 Explain: Today I will read you one of the Norse myths. Listen carefully and when I finish, I want you to tell me what the myth explained. Read: D Aulaires Book of Norse Myths ch. 1 Student retell: Have a student briefly retell the myth. Discuss: What did this myth explain? This myth explained how the first gods and giants were created. Read: D Aulaires Book of Norse Myths ch. 2 Student retell: Have a student briefly retell the myth. Discuss: What did this myth explain? This myth explained how the world was created. Ask: Were Norsemen Christian, Muslim, or Jewish? No Later on (during and after Charlemagne s reign), many Norsemen become Christians. Review: 1. What do we call the stories that people all over the world used to explain what they saw around them? myths 2. What other groups of people do we know told myths? Greeks and Romans 3. Did Norsemen believe in one of the three main religions - Christianity, Islam, or Judaism? No 6. Map of the chalkboard / student notes: 7. Review/Practice: Review assignment/homework: Draw a storyboard for the Norse Creation story 8. Logistical considerations: Optional - Projector: Lesson 5 visuals (otherwise show illustrations from book) 9. Reflection for future lessons / refinements: DLP page 15 of 3

23 Religion & Myth - Part II (lesson 6 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1. Describe Asgard as the home of the gods Identify the Norse gods Odin, Thor, and Loki. 2. Review the wonder / Socratic element of this particular lesson: 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) Read aloud D Aulaires Book of Norse Myths Asgard and the Aesir Gods (pp ) Odin, the All-father (pp ) Thor, the Thunder-god (pp ) Loki, the God of the Jotun Race (pp ) 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): How similar or different from the Roman and Greek gods are the Norse gods? Who are they? Where do they live? How do they interact with the world? 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain DLP page 16 of 3

24 Review: 1. What do we call the stories that people all over the world used to explain what they saw around them? myths 2. Were Norsemen monotheists? No 3. How did Norsemen explain how they (people) and the world came to be? Read aloud: Asgard and the Aesir Gods (pp ) Discuss: What is Asgard? How did the story describe it? Label Asgard on Nine Worlds Map. Color map. Student notes: Asgard: one of the nine worlds and home to the gods Read aloud: Odin, the All-father (pp ) Discuss: Who is Odin? How does the story describe him? Student notes: Odin: the All-father, chief of the Aesir gods, and husband of Frigg Read aloud: Thor, the Thunder-god (pp ) Discuss: Who is Thor? How does the story describe him? Student notes: Thor: Odin s son and protector of Asgard Read aloud: Loki, the God of the Jotun Race (pp ) Discuss: Who is Loki? How does the story describe him? Student notes: Loki: a Jotun, clever helper and mischief-maker (Have someone or a couple of people retell the creation story) Students may draw each of the gods as they listen. Description of Asgard: At the top of the rainbow bridge gleaming like the sun. It is fenced off with golden posts and silver staves. In the middle lay a green field. The tallest tower contained Odin s throne. Description of Odin: Sitting on his lidskjalf (throne) with two wolves at his side & two ravens on his shoulders Nothing was hidden from Odin when he sat on his throne. Gave his left eye to Mimir, a jotun, for a drink from Mimir s well Mimir became a great friend and advisor Description of Thor: Strongest of the Aesir Odin s son god of thunder fiery temper & red beard magic hammer, mitt, & belt protector of Asgard Description of Loki: Jotun graceful & handsome could take on the shape of anything clever blood-brother of Odin became an Aesir 6. Map of the chalkboard / student notes: Norse Mythology Asgard: one of the nine worlds and home to the gods Odin: the All-father, chief of the Aesir gods, and husband of Frigg Thor: Odin s son and protector of Asgard Loki: a Jotun, clever helper and mischief-maker DLP page 17 of 3

25 7. Review/Practice: Review assignment/homework: Norse gods 8. Logistical considerations: Projector: Lesson 6 visuals Student materials: Nine Worlds Map 9. Reflection for future lessons / refinements: DLP page 18 of 3

26 Territorial Expansion: Normans & Normandy (lesson 7 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1. Identify Rollo as the leader of the Norsemen who 2. established a permanent settlement in the Frankish kingdom. 2. Identify the area settled by Rollo as Normandy (northern France). 3. Identify William the Conqueror as one of Norse descent. 4. Identify William the Conqueror as the first Norse king of England. Previous terms to have learned: 1. English channel 2. Review the wonder / Socratic element of this particular lesson: 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) Read aloud & discuss Story of the World, Vol. 2 - The Viking Invasion (pp ) 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): Remember: all Vikings were Norsemen, but not all Norsemen were Vikings. So far, we have only learned about Norsemen going a-viking in England and pillaging a monastery. 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain Review: 1. Which monastery in England did the Vikings plunder in 793 C.E.? Lindisfarne 2. Why did Norsemen go a-viking? Norsemen went a-viking to gain wealth and find new farmland. DLP page 19 of 3

27 Read aloud: Story of the World, Vol. 2 - The Viking Invasion (pp ) Discuss: 1. What do we call barbarians who attacked the Franks? North-men or Norsemen 2. Why was it easier for Vikings to invade the Kingdom of the Franks after Charlemagne died? The kingdom was divided among Charlemagne s three grandsons and no longer strong and united. 3. What did the Franks do to stop the Vikings from invading the western part of their kingdom? The Franks gave the Vikings a piece of their land. This piece of land became known as Normandy. 4. Once the Vikings had been in Normandy for a while, how did they start to speak and act? They started to act just like the Franks! 5. What had the Vikings become? The Vikings had become Normans. DLP page 20 of 3

28 Explain: I would like to explain more about how the Vikings came to have a claim on land in the Frankish Kingdom. Show & explain: Map of Frankish kingdom with Seine - Here is a map of the Frankish Kingdom/ Francia. There is a river that runs through cities. Which ones? Rouen & Paris The Vikings who invaded Francia were under the leadership of a strong warrior named Rollo. Rollo led his men across the English Channel and up the Seine River and repeatedly attacked the Franks. Finally, the Franks gave Rollo and his an area of land that became known as Normandy. Why do you think the Franks gave Rollo & the Vikings this land? They might have given the Vikings the land so that they would leave them (the Franks) alone. Add to timeline: A.D Vikings under Rollo establish permanent settlement in Francia (Normandy) Student notes: Viking Conquest Warrior Rollo and a group of Vikings established a permanent settlement in the Frankish Kingdom. This settlement became known as Normandy. Timeline: Third date 911 A.D. - Vikings under Rollo establish permanent settlement in the Frankish Kingdom (Normandy) DLP page 21 of 3

29 Explain: When it came expanding their territory, the Norsemen did not stop in Normandy. Years later one of Rollo s descendants actually invaded England! His name was William. The Normans carefully told the story of this invasion on a tapestry. This tapestry goes on for 70 meters! tapestry: a piece of thick fabric with pictures or designs formed by weaving colored threads or by embroidering on canvas and often used as a wall hanging Show & discuss - If time, ask students what they see: Scenes from Bayeux tapestry Tapestry on display Viking longships sailing to England Harold - This scene shows whom William was fighting against: Harold. Harold s defeat/death Explain: William, a Norman (descendant of the Norsemen!), defeated Harold at the Battle of Hastings and became the king of England. Viking history began and ended with invasions of England. Timeline: 6th timeline date A.D. - Battle of Hastings: William the Conqueror, a Norman, becomes the king of England Student notes: At the Battle of Hastings in 1066 A.D., William the Conqueror defeated Harold and became the king of England. 6. Map of the chalkboard / student notes: Viking Conquest Warrior Rollo and a group of Vikings established a permanent settlement in the Frankish Kingdom. This settlement became known as Normandy. At the Battle of Hastings in A.D. 1066, William the Conqueror defeated Harold and became the king of England. 7. Review/Practice: Review assignment/homework: Bayeux tapestry Suggested student homework response: This is scene from the Bayeux tapestry shows a Norman knight killing Harold during the Battle of Hastings in This allowed William the Conqueror to become the first Norman king of England. 8. Logistical considerations: Project lesson 7 visuals 9. Reflection for future lessons / refinements: DLP page 22 of 3

30 Territorial Expansion: Eric the Red (lesson 8 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objective: Identify Eric the Red as the Norseman from Iceland who discovered and named Greenland Review the wonder / Socratic element of this particular lesson: 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) Read aloud Story of the World, Vol. 2 - Eric the Red and Eric s son (pp stopping after the first new paragraph on p. 120) 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): Who was Eric the Red? Why did his family leave Scandinavia? Where did they settle? Why did he leave Iceland? Where did he settle & how did he get others to move with him? DLP page 23 of 3

31 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain Review: Raid at Lindisfarne monastery 1. What happened? 2. Why? Were all Norsemen Vikings all the time? No! Explain: Norsemen did not pillage and plunder every time they left the Scandinavian peninsula. Actually, there is a famous Norse family that neither pillaged nor plundered, but is remembered for their travels. Today I ll read part of their story. Read: Story of the World, Vol. 2 - Eric the Red and Eric s son (pp stopping after the first new paragraph on p. 120) Ask: 1. Why did Eric the Red s family leave Scandinavia? Eric the Red and his family left Scandinavia because his father, Thorvald, killed a man and was banished. 2. Where did they settle? Thorvald and his family settled on the island of Iceland in the Atlantic Ocean. 3. Why did he leave Iceland? Like his father, Eric the Red was banished for murder. 4. Where did he settle & how did he get others to move with him? Eric the Red settled on a rocky, icy island he named Greenland in order to convince others to move there. DLP page 24 of 3

32 Map: Draw a red line from Iceland to Greenland & label Eric the Red settles Greenland Review: Have students retell the story of Thorvald and Eric either to a partner or have a few students retell parts of the story to the whole class. Student notes: Eric the Red settled on a rocky, icy island he named Greenland in order to convince others to move there. Timeline: Fourth date 982 A.D. - Eric the Red settles Greenland 6. Map of the chalkboard / student notes: Student notes: Eric the Red settled on a rocky, icy island he named Greenland in order to convince others to move there. 7. Review/Practice: Read Pearson pp & Eric the Red storyboard 8. Logistical considerations: Teacher materials: Story of the World, Vol. 2 - Eric the Red and Eric s son (pp stopping after the first new paragraph on p. 120) Student materials: Pearson textbook, Eric the Red storyboard 9. Reflection for future lessons / refinements: DLP page 25 of 3

33 Territorial Expansion: Leif Ericson (lesson 9 of 9) 1. Terms/concepts covered today.. prior terms needed to review or have explained Objectives 1. Identify Leif Ericson as Eric the Red s son Identify Leif Ericson as one who traveled to Vinland, modern-day Newfoundland.* 2 3. Identify Norsemen as the first European settlers in North America. 2. Review the wonder / Socratic element of this particular lesson: 3. Introduction: Three options for approaching lesson introduction: a. Start with seeing the THING at work b. Start with a comparable experience or an analogy c. Start with known THING that connects sensibly to new content (or one side of a cause/effect relationship) Read aloud Story of the World, Vol. 2 - Eric the Red and Eric s son (pp ) 4. The transition / intellectual hook the setup question that will agitate them to want to know more and drive the rest of the inquiry process of the day (What must follow? What might be driving this? What is the underlying process?): What happened to Eric the Red s son, Leif? Did he find the land he heard about as a boy? What is that land called today? DLP page 26 of 3

34 5. Content Delivery: Questions to guide them (what known content to review; what questions to make observations; what questions to push the next logical step):! Terms/ideas to arrive at; things to be clarified; further details to help explain Review: 1. Why did Eric the Red s family leave Scandinavia? Eric the Red and his family left Scandinavia because his father, Thorvald, killed a man and was banished. 2. Where did they settle? Thorvald and his family settled on the island of Iceland in the Atlantic Ocean. 3. Why did he leave Iceland? Like his father, Eric the Red was banished for murder. 4. Where did he settle & how did he get others to move with him? Eric the Red settled on a rocky, icy island he named Greenland in order to convince others to move there. 5. After settling in Greenland, Eric the Red had a son. What was his name? Leif Read: Story of the World, Vol. 2 - Eric the Red and Eric s son (pp beginning with the first new paragraph) Ask: 1. What did Leif Ericson leave Greenland in search of? Leif left in search of the treecovered land Bjarni had seen years earlier. 2. Did Leif find the land? Yes 3. What did Leif and the men traveling with him find there? They found hills, grass, trees, clear streams, and grapes. They also met natives whom they called skraelings. 4. What did Leif name this land & why? Leif named the land Vinland because of the grapes (and therefore vines) that grew there. Typically spelled Vinland DLP page 27 of 3

35 Show: Leif Ericson Discovers America by Christian Krohg Ask: What might this painting depict? Show: Map of Norse voyages & point out that today Vinland is known as Newfoundland Explain: While we do not know exactly where Leif and his men landed, about 55 years ago, archeologists found the remains of a Norse village in the northern part of Newfoundland. This village is known as L Anse aux Meadows. Show: 2 pictures of the reconstructed village 1. Reconstructed timber and sod longhouses village like those used in Iceland and Greenland around the same time 2. Reconstructed door frame on one of the longhouses. This 1893 painting depicts Leif Ericson and his men discovering the land they would name Vinland, modern-day Newfoundland. Make sure to explain/point out the correct pronunciation (not new-found-land). L Anse aux Meadows does not get its name from the surrounding meadows (the area would have been covered in conifers at the time of Norse exploration). L Anse means cove in French and meadows is a corruption of the French name for the Greek sorceress, Medea. Today the bay facing L Anse aux Meadows is still called Médée Bay, or Medea s Bay. Show: 2 pictures of Newfoundland s landscape Student notes: Leif Ericson Around the year 1000 AD, Leif Ericson sailed west from Greenland and discovered land he named Vinland because of the grapes he found there. Norsemen were the first known Europeans to settle in North America. Point out this was about 500 years before the arrival of Christopher Columbus. Timeline: 5th date 5. c Leif Ericson discovers Vinland (Newfoundland) 6. Map of the chalkboard / student notes: Leif Ericson Around the year 1000 AD, Leif Ericson sailed west from Greenland and discovered land he named Vinland because of the grapes he found there. Norsemen were the first known Europeans to settle in North America. 7. Review/Practice: Read Pearson pp & Leif Ericson storyboard 8. Logistical considerations: Teacher materials: Story of the World, Vol. 2 (pp ) 9. Reflection for future lessons / refinements: DLP page 28 of 3

36 DLP page 29 of 3

37 Vikings Unit: Materials Overview Lesson Teacher Materials Student Materials Pictures to be projected 1 - Norse Raiders Accounts of Viking Raids Map of Scandinavia (Viking Lands map from Story of the World - Activity Book Two - p. 54) Green colored pencil Viking Period timeline Review assignment/homework: Lindisfarne storyboard Vikings PowerPoint - Lesson Geography of Scandinavia A Viking Longship (Story of the World - Activity Book Two - p. 55) If possible, shrink illustration so that it fits in student notebook. Glue Colored pencils Vikings PowerPoint - Lesson Life in Scandinavia Futhark runic alphabet Vikings PowerPoint - Lesson Society & Government Vikings PowerPoint - Lesson Religion & Myth - Part I D Aulaires Book of Norse Myths Review assignment/homework: Creation myth storyboard Vikings PowerPoint - Lesson Religion & Myth - Part II D Aulaires Book of Norse Myths The Nine Worlds Map Review assignment/homework: Norse gods Vikings PowerPoint - Lesson Normans & Normandy Story of the World, Vol. 2 pp Review assignment/homework: Bayeux tapestry Vikings PowerPoint - Lesson Eric the Red Story of the World, Vol. 2 pp Optional at home reading assignment: Pearson History & Geography textbook pp Review assignment/homework: Eric the Red storyboard 9 - Leif Ericson Story of the World, Vol. 2 pp Optional at home reading assignment: Pearson History & Geography textbook pp Review assignment/homework: Leif Ericson storyboard Vikings PowerPoint - Lesson 9 Other possible activities from Story of the World - Activity Book Two: Making a Viking boat Making a Viking brooch or Thor s hammer pendant

38 Lesson 1: Accounts of Viking Raids Anglo-Saxon Chronicles of 793 AD In this year dire forewarnings came over the land of the Northumbrians, and miserably terrified the people: these were extraordinary whirlwinds and lightnings, and fiery dragons were seen flying in the air. A great famine soon followed these omens; and soon after that, in the same year, on the sixth of the ides of Ianr, the havoc of heathen men miserably destroyed God s church on Lindisfarne, through rapine and slaughter. History of the Church of Durham by the monk Simeon On the seventh of the ides of June, they reached the church of Lindisfarne, and there they miserably ravaged and pillaged everything; they trod the holy things under their polluted feet, they dug down the altars, and plundered all the treasures of the church. Some of the brethren they slew, some they carried off with them in chains, the greater number they stripped naked, insulted, and cast out of doors, and some they drowned in the sea. Orkneyinga Saga, ch. 105, reproduced from Barrett, 2005 This was how Svein used to live. Winter he would spend at home on Gairsay, where he entertained some eighty men at his own expense. His drinking-hall was so big, there was nothing in Orkney to compare with it. In the spring he had more than enough to occupy him, with a great deal of seed to sow which he saw to carefully himself. Then when that job was done, he would go off plundering in the Hebrides and in Ireland on what he called his spring trip, then back home just after mid-summer, where he stayed till the cornfields had been reaped and the grain was safely in. After that he would go off raiding again, and never came back till the first month of winter was ended. This he used to call his autumn-trip.

39 Name: # Date: Storyboard:

40 Lesson 3: Futhark Runes

41 Lesson 6: The Nine Worlds Map

42 Name: # Date: Directions: Norse gods 1. Draw a picture of each of the following gods or an item/animal associated with them. 2. Write one complete sentence about each of the gods. Odin Thor Loki

43 Name: # Date: Bayeux Tapestry In 1-2 complete sentences, explain where this picture comes from and what it depicts. Color the scene.

44 Name: # Date: Vikings Study Guide Vikings hammer Old Norse Things Leif Ericson Vinland wergild polytheists Odin grape Rollo Loki Greenland north Scandinavia Eric the Red William law speaker Normandy Thor runes Asgard wealth Lindisfarne Use the words in the word bank and your notes to help you fill in the blanks. Norsemen, meaning men from the, were people from the region of (Norway, Sweden, and Denmark). Most Norsemen farmed or kept livestock, but because they were surrounded by water, many became excellent shipbuilders and seafarers. During certain times of year, some Norsemen left Scandinavia to go a-viking with hopes of gaining. When Norsemen went a-viking, they were known as. The first Viking raid took place at England s monastery in 793 A.D. Norsemen had their own language and way of governing themselves. Norsemen spoke and wrote using. When deciding whether to change a law, Norsemen gathered at assemblies called where the, who was responsible for memorizing all of the laws, recited the laws before moving on with the meeting. If a man injured another man or damaged his property, he would be required to pay the for the crime.

45 Norsemen also had their own beliefs. Norsemen were and had many myths to explain the world around them. They believed that the universe consisted of nine worlds and that the gods lived in the world of. The chief of the gods, or all-father, was., his son, was the protector of Asgard and god of thunder. He carried a as his weapon. While Thor was known for protecting Asgard, was known for causing mischief. Norsemen were known for exploring unfamiliar lands. A Norseman named murdered a man and was banished from Scandinavia. He and his family settled a cold, rocky place they called in order to attract more settlers. Eric the Red had a son named. While he did not inherit his father s temper, he did love to explore. When he grew up, he set sail in search of a place he had heard stories of as a boy - a place with green grass and rolling hills. He found the land he was looking for and named it because of the all of the vines he and his men found there. This journey made him the first European to set foot in North America! Norsemen also claimed land in mainland Europe. A fierce Norse warrior named established a Norse settlement in northern France that would come to be called. Years later, a descendent of the Normans in France invaded England and became king! Because he had defeated his opponent, Harold, in 1066 A.D at the Battle of Hastings, he became known as the Conqueror.

46 Name: # Date: Vikings Study Guide Vikings hammer Old Norse Things Leif Ericson Vinland wergild polytheists Odin grape Rollo Loki Greenland north Scandinavia Eric the Red William law speaker Normandy Thor runes Asgard wealth Lindisfarne Use the words in the word bank and your notes to help you fill in the blanks. Norsemen, meaning men from the north, were people from the region of Scandinavia (Norway, Sweden, and Denmark). Most Norsemen farmed or kept livestock, but because they were surrounded by water, many became excellent shipbuilders and seafarers. During certain times of year, some Norsemen left Scandinavia to go a-viking with hopes of gaining wealth. When Norsemen went a-viking, they were known as Vikings. The first Viking raid took place at England s Lindisfarne monastery in 793 A.D. Norsemen had their own language and way of governing themselves. Norsemen spoke Old Norse and wrote using runes. When deciding whether to change a law, Norsemen gathered at assemblies called Things where the law speaker, who was responsible for memorizing all of the laws, recited the laws before moving on with the meeting. If a man injured another man or damaged his property, he would be required to pay the wergild for the crime. Norsemen also had their own beliefs. Norsemen were polytheists and had many myths to explain the world around them. They believed that the universe consisted of nine worlds

47 and that the gods lived in the world of Asgard. The chief of the gods, or all-father, was Odin. Thor, his son, was the protector of Asgard and god of thunder. He carried a hammer as his weapon. While Thor was known for protecting Asgard, Loki was known for causing mischief. Norsemen were known for exploring unfamiliar lands. A Norseman named Eric the Red murdered a man and was banished from Scandinavia. He and his family settled a cold, rocky place they called Greenland in order to attract more settlers. Eric the Red had a son named Leif Ericson. While he did not inherit his father s temper, he did love to explore. When he grew up, he set sail in search of a place he had heard stories of as a boy - a place with green grass and rolling hills. He found the land he was looking for and named it Vinland because of the all of the grape vines he and his men found there. This journey made him the first European to set foot in North America! Norsemen also claimed land in mainland Europe. A fierce Norse warrior named Rollo established a Norse settlement in northern France that would come to be called Normandy. Years later, a descendent of the Normans in France invaded England and became king! Because he had defeated his opponent, Harold, in 1066 A.D at the Battle of Hastings, he became known as William the Conqueror.

48 Name: # Date: Vikings Test Multiple Choice: Read each statement and circle the letter of the best answer. 1. The area of Europe the Norsemen came from is now called. a. Russia b. North America c. Scandinavia d. Greenland 2. were Norsemen who pillaged and plundered. a. Eskimos b. Icemen c. Inuit d. Vikings 3. The Norsemen were best known for their. a. Drawing and painting b. Shipbuilding and sailing c. Studying and writing d. Singing and dancing

49 4. Many Norse craftworkers used the plentiful Scandinavian timber to build. a. roads b. longships c. aqueducts d. houses 5. Runes were Norse. a. Tools b. Epic poems c. Tribes d. Letters of the alphabet 6. Farmland was scarce in the Norse homelands because of the. a. Many mountains b. Many deserts c. Lack of irrigation d. Lack of oxen to pull plows 7. In Norse government assemblies, the law speaker s job was to. a. Keep order b. Recite the laws c. Act as judge d. Oversee the assembly

50 8. A government assembly was called a. a. Thing b. Meeting c. Gathering d. Conference 9. If a man or woman committed a crime injuring someone or damaging a piece of their property, they were required to pay. a. Taxes b. For the trial c. Wergild d. All of their money 10. Eric the Red was banished from Iceland and settled in. a. Russia b. Iceland c. Greenland d. Norway 11. Eric s son, Leif Ericson, discovered. a. the North Pole b. Vinland c. Iceland d. Greenland

51 12. Eric named the land he discovered after the he found there. a. Grape vines b. Orange trees c. Raspberry bushes d. Cantaloupe 13. Norsemen were the first Europeans to set foot in. a. North America b. South America c. Africa d. Australia 14. Greenland was given that name in order to. a. Attract settlers b. Emphasize its wide, green plains c. Honor St. Patrick d. Describe its clover fields 15. Religiously, Vikings were. a. Christian b. Muslim c. Polytheists d. Jewish

52 16. According to Norse mythology, the world was created from. a. Leaves and grass b. Thunder and lightning c. The body parts of a great giant d. Sand and water 17. Asgard was the home of. a. The gods b. The giants c. Valkyries d. Elves 18. Vikings spoke. a. Old Norse b. Old England c. German d. Dutch 19. Rollo and his men established a settlement in. a. Denmark b. Iceland c. Greenland d. the Frankish Kingdom

53 20. William the Conqueror defeated Harold in the Battle of Hastings and became the first Norse king of. a. France b. England c. Norway d. Sweden Map 21. Shade Scandinavia red. 22. Shade Greenland green. 23. Shade Iceland blue. 24. Shade Newfoundland, formerly Vinland, purple. 25. Draw an X on the location of one Viking raid and label it.

54 True or False: Write the word True or the word False next to each statement. If the statement is false, rewrite it to make it true. 26. The Viking Era began with the attack on Lindisfarne Monastery. 27. In Norse mythology, Odin is the god of cleverness and mischief. 28. Leif Ericson was known for killing a man. 29. Viking longships are known for their speed, shallow bottoms, and ability to make quick turns. 30. Leif Ericson landed in North America 500 years before Christopher Columbus.

55 Name: # Date: Vikings Test - Key Multiple Choice: Read each statement and circle the letter of the best answer. 1. The area of Europe the Norsemen came from is now called. a. Russia b. North America c. Scandinavia d. Greenland 2. were Norsemen who pillaged and plundered. a. Eskimos b. Icemen c. Inuit d. Vikings 3. The Norsemen were best known for their. a. Drawing and painting b. Shipbuilding and sailing c. Studying and writing d. Singing and dancing

56 4. Many Norse craftworkers used the plentiful Scandinavian timber to build. a. roads b. longships c. aqueducts d. houses 5. Runes were Norse. a. Tools b. Epic poems c. Tribes d. Letters of the alphabet 6. Farmland was scarce in the Norse homelands because of the. a. Many mountains b. Many deserts c. Lack of irrigation d. Lack of oxen to pull plows 7. In Norse government assemblies, the law speaker s job was to. a. Keep order b. Recite the laws c. Act as judge d. Oversee the assembly

57 8. A government assembly was called a. a. Thing b. Meeting c. Gathering d. Conference 9. If a man or woman committed a crime injuring someone or damaging a piece of their property, they were required to pay. a. Taxes b. For the trial c. Wergild d. All of their money 10. Eric the Red was banished from Iceland and settled in. a. Russia b. Iceland c. Greenland d. Norway 11. Eric s son, Leif Ericson, discovered. a. the North Pole b. Vinland c. Iceland d. Greenland

58 12. Eric named the land he discovered after the he found there. a. Grape vines b. Orange trees c. Raspberry bushes d. Cantaloupe 13. Norsemen were the first Europeans to set foot in. a. North America b. South America c. Africa d. Australia 14. Greenland was given that name in order to. a. Attract settlers b. Emphasize its wide, green plains c. Honor St. Patrick d. Describe its clover fields 15. Religiously, Vikings were. a. Christian b. Muslim c. Polytheists d. Jewish

59 16. According to Norse mythology, the world was created from. a. Leaves and grass b. Thunder and lightning c. The body parts of a great giant d. Sand and water 17. Asgard was the home of. a. The gods b. The giants c. Valkyries d. Elves 18. Vikings spoke. a. Dutch b. Old England c. German d. Old Norse 19. Rollo and his men established a settlement in. a. Denmark b. Iceland c. Greenland d. the Frankish Kingdom

60 20. William the Conqueror defeated Harold in the Battle of Hastings and became the first Norse king of. a. France b. England c. Norway d. Sweden Map 21. Shade Scandinavia red. 22. Shade Greenland green. 23. Shade Iceland blue. 24. Shade Newfoundland, formerly Vinland, purple. 25. Draw an X on the location of one Viking raid and label it.