Year 8 Humanities – The Vikings
Vicious Vandals or Explorers and Entrepreneurs?
RESEARCH PROJECT
· In this project, you will select and research one aspect of Viking society.
· First you will complete a research grid gathering information from three sources.
· Next you will complete the Remember, Understand, Apply, Analyse, Evaluate and Design Activities for your research area, recording them as a draft into your workbook.
· Once your teacher has read through and corrected your draft, you will create a project about your research area. How this project is to be presented needs to be negotiated with your teacher.
· The Rubric Criteria is included in this outline and your teacher will help you understand it.
· The grade for this project will appear on your Semester 1 Report.
Good Luck
Year 8 Humanities: Vikings
Vicious Vandals or Explorers and Entrepreneurs?
Remember / Understand / Apply / Analyse / Evaluate / DesignWho were the Vikings? / 1. Where did the Vikings come from?
2. Where does the word Viking come from? / Explain why ships were so important to the Vikings. / Complete the Make your own timeline worksheet arranging the tabs in your workbook in order of the time period. / Create a T – Chart in your workbook.
On one side write 3 reasons why some people might thinks Vikings were bloodthirsty vandals.
On the other side write 3 reasons the Vikings should be seen as more than vandals. / Compare source 1.24 with source 1.1.3 on page 5. List both the similarities and differences.
Jacaranda SOSE Pictures Page 7 & 5 / Draw either a Viking male or female. Label pieces of clothing and jewellery they could have worn.
Community Life
Vikings at home & Family Life / Use a flow diagram to explain the structure of Viking society.
Jarls, karls, and thralls.
/ 1. Why do you think Viking children did not go to school? How did they learn about the history of their people, or learn the skills they needed to grow up?
2. Why were Viking women such independent and capable people?
Write your answers in two paragraphs to place on your poster under Children and Women / Imagine you are a Viking living in the town of Jorvik. The circle below represents a day. Fill in the circle with what you thing would happen during a busy day in Viking times.
Now compare this with a day in your life by writing down what you have done today. / Imagine you are a Viking chief giving a feast. Create an invitation which includes information about the entertainment you are providing, and a menu of the food and drink your guests will enjoy. / In your own words describe a Viking “Things”. How is it similar to how we make laws today? You may wish to use a Venn diagram to illustrate this information.
/ Imagine that you are a teenager captured in Europe by Viking raiders and brought back to the Viking homeland as a Slave. Write a diary entry to explain and describe what you see and experience during your first day as a member of the Viking Community.
See your teacher for a model of the Diary Genre to work from
Beliefs & Stories
Giants, gods and creation / 1. Explain how the way Christmas is often celebrated today is a mix of Christian and pagan traditions.
2. Why did the Vikings choose to cremate their loved ones?
Write your answer in three paragraphs to place on your poster / 1. What was the responsibility of the Viking gods listed below? Odin, Thor, Loki, Freya, Balder.
2. With which of the gods featured above would the Vikings associate the following events:
A sudden thunderstorm
The discovery of a seam of amber in the Earth
An earthquake
A magical spell involving the use of runes. / Create a Facebook page for Thor, using the template provided by your teacher.
Make sure you include as much information as possible, about Thor’s powers, where he lives, his family etc. / Research what a ‘saga’ was in Viking times, and why this form of story-telling was so popular. How did Vikings pass on stories before they were written down? What was a skald?
Write your answer in one or two paragraphs to place on your poster. / Using a Venn Diagram compare Pagan Viking beliefs about death or modern Christian beliefs. For example Both Christians and Pagans mark burial sites. However modern Christians use tomb stones and Pagan Vikings used cairns or Runestones.
/ Write your own Norse Myth remember to include some of the Gods and the Hammer of Thor.
See your teacher for a model of the Myth Genre to work from.
Vikings at Sea
Trade & exploration / What was a Longship?
Explain why its design made the Viking Longship a good landing craft.
How did trading ships and transport ships differ to Longships?
Write your answer in two paragraphs to place on your poster. / Imagine you are on a Viking Longship. Using a Y Chart write dot points about what it would look like, sound/smell like and feels.
/ Plan a Viking voyage. How was the ship prepared? What stores did the crew need to survive a voyage from Denmark to England – or even further perhaps, to Greenland? What foods might sailors have eaten during the voyage? What possessions might they have taken with them?
Now create a “voyage preparation letter” (like a school camp letter)
The letter should include the information about the trip, and what to pack. / The Vikings were accomplished navigators. Fill in a Venn diagram to compare the similarities and differences between modern navigation and Viking navigation. / Create your own Viking cartoon strip about Leif Eriksson, inspired by events presented in the “Greenland Gossip” on page 28 Humanities Alive. / Design your own model or drawing of a Viking Ship.
Remember to include your own design dragon head for the front of the ship. You will need to label each part of the model or drawing. The labels should also include which type of wood was used for each part of the design.
Viking Raiders – Going Berserk / What was the Danegeld?
How did Viking berserkers behave in battle?
Why were the Viking boats so effective as a transport for raiding parties?
Write your answer in two paragraphs to place on your poster. / Why did some monasteries like Lindisfarne have ‘treasure for Vikings to steal? What kinds of treasure was it? Find pictures of the Lindisfarne monastery, then try drawing a monastery to show the different buildings it had and the jobs the monks did. / Draw the weapons and amour Vilkings used in battle next to each drawing write a short explanation of how they were used in battle. / Write your own name as a Runic message. Then write a paragraph explaining the runic alphabet and how runestones were used. / 1. As Vikings settled in the lands they invaded they brought with them their customs and language. In a two paragraphs describe how Norse Language has influenced the English language.
2. Draw a map of Britain and mark on it as many place names as you can find with Norse word endings. / Pretend that you are an English ruler who escaped dying in a Viking raid. Write a letter to your friend, describing what you saw when the Viking’s attacked.
What happened to the Vikings? / Who were the four contenders for the English throne in 1066? What happened to them? / Create a timeline of events leading up to the crowning of William the Conqueror. / Think of as many reasons as you can why the Norman army would have had a military advantage over Harold’s Saxon troops. / William’s forebears were Vikings. Describe in what ways his appearance, as shown in Source A Humanities Alive page 42, is different from that of Viking men described or portrayed in other parts of this chapter. / Analyse a section of the Bayeux tapestry.
Research Grid Year 8 Humanities -The Vikings
Topic Area Chosen: Viking Community and Family Life
Question/Topic 1Explain the structure of Viking society / Question/Topic 2
How did Viking Children learn skills and their culture?
What were Viking women like? / Question/Topic 3
What types of activities would a Viking living in a town take part in? / Question/Topic 4
What food and entertainments would be provided at a Viking feast / Question/Topic 5
Explain what happened at a Viking Thing
Facts from Source 1
· Jarls were tribal chiefs – rich and powerful families.
· Karls – middle class, merchants and farmers
· Thralls – lower class, criminals or prisoners / Facts from Source 1 / Facts from Source 1 / Facts from Source 1 / Facts from Source 1
Bibliography information
Easton, M. 2006, Jacaranda Humanities Alive. John Wiley & Sons Australia Ltd / Bibliography information / Bibliography information / Bibliography information / Bibliography information
Facts from Source 2 / Facts from Source 2 / Facts from Source 2 / Facts from Source 2 / Facts from Source 2
Bibliography information / Bibliography information / Bibliography information / Bibliography information / Bibliography information
Facts from Source 3 / Facts from Source 3 / Facts from Source 3 / Facts from Source 3 / Facts from Source 3
Bibliography information / Bibliography information / Bibliography information / Bibliography information / Bibliography information
How to fill in your Research Grid.
The purpose of a research grid is to allow you to gather and organise information from a number of primary and secondary sources. You will then use this information to help you complete the activities related to your topic. You will be expected to attach this research to your poster.
1. Once you have decided on the topic you are going to Research (i.e.Viking Community and Family Life) You will need to write research questions/topic areas from the assignment onto the Research Grid. In this example I have written the Research questions for Viking Community and Family Life.
2. Next you will need to look for information to answer your questions from a number of different sources. (Sources include – the tub of books, internet, encyclopaedias).
3. When you find some information that will help you answer one of your research questions write it in dot points in your own words into the research grid, in the boxes under the question.
4. You then must place the bibliographical information (information on from which source you got these answers) into the box titled “Bibliographical information”.
Bibliographical information is written as follows:
For information from a BOOK – Author’s name/s” surname first, then first name or initial. Year of publication. Title of book in italics or underlined. Name of publisher and place of publication.
Eg Smith, Jane, 2001. Writing bibliographies, Macmillan, Melbourne.
For information from a Website – Author, Title of document in “quotation marks”, date of last update, Web address, date of access.
Eg. Smith, Jane, “Researching on the Internet” updated March 2001, (www.researchskills/smith.wantirna.edu.au). Date accessed June 2001.
For information from an Encyclopaedia – Date of publication, Title of the article in “quotation marks”. Name of Encyclopaedia in italics. Volume number. Publisher, Place of Publication.
Eg “Plastics” Encyclopaedia of Australia (2001) vol 12, Macmillan, Melbourne.
Research Grid Year 8 Humanities -The Vikings
Topic Area Chosen ______
Question/Topic 1 / Question/Topic 2 / Question/Topic 3 / Question/Topic 4 / Question/Topic 4Facts from Source 1 / Facts from Source 1 / Facts from Source 1 / Facts from Source 1 / Facts from Source 1
Bibliography information / Bibliography information / Bibliography information / Bibliography information / Bibliography information
Facts from Source 2 / Facts from Source 2 / Facts from Source 2 / Facts from Source 2 / Facts from Source 2
Bibliography information / Bibliography information / Bibliography information / Bibliography information / Bibliography information
Facts from Source 3 / Facts from Source 3 / Facts from Source 3 / Facts from Source 3 / Facts from Source 3
Bibliography information / Bibliography information / Bibliography information / Bibliography information / Bibliography information
YEAR 8 Humanities
RESEARCH PROJECT
HIGH (3 MARKS) / H / MEDIUM (2 MARKS) / M / LOW (1 MARK) / L / NS(0)1. HISTORICAL/GEOGRAPHICAL KNOWLEDGE
You have included a range of specific and accurate facts and information related to the topic. / You have included some specific and accurate facts and information related to the topic. / There are errors in facts or your information is very non specific.
2. EXPLANATION AND SUPPORT
You have shown understanding through using your own accurate explanations and examples related to the topic and reaching your own conclusion. / You have shown understanding through rewording explanations and examples from text books and attempting some of your own explanations. / You have shown understanding by rewording correct information and explanations from textbooks.
3. USE OF EVIDENCE
In your report you have referred to or used both primary and secondary source evidence. / You have referred to, or used, secondary source or primary source evidence in your report. / Your report tells the story of what happened and uses names and dates as evidence.
4. SYNTHESIS OF INFORMATION
You have used one or more primary sources and two or more secondary sources to provide explanation, description or to tell a story. / You have used two or more secondary sources to provide explanation, description or to tell a story. / You have used one secondary source to provide explanation, description or to tell a story.
5. RESEARCH SKILLS & REFERENCING
You have developed useful research questions and used suitable planning tools.
You have included all bibliographical information of the books you have used in the correct order, Eg: Author, Title, Publisher, Place Published, Date. / You have developed some research questions and attempted to use planning tools.