Viking Women:
SIGRUN’S WRATH &
THE DISCOVERY OF ICELAND
PROGRAMME LENGTH
1 hour
SCREENING DETAILS
Monday 7 November at 9.30am EDT/ NZ
This program is a high quality dramatic recreation. An international cast recreates the 9th century world of the Vikings to tell a story based on the Nordic sagas. These traditional Norse folk stories of gods and heroes were originally oral until recorded as written sagas. Historians have gleaned details of the lifestyle and social beliefs of the Scandinavian people from these myths and legends.
This story of a Viking woman, Sigrun, and her voyage to Iceland is accompanied by expert commentary on the role of Viking women and supported by reference to modern archaeological research about the Norse lifestyle generally, and about women in particular.
The story presented in the program should engage students. There may be initial resistance or resentment of the scholarly interruptions. Once students understand the program’s intention they should appreciate how the supporting evidence is used to authenticate the History that is being presented in this dramatic form. This is an important understanding for students. The program raises numerous issues other than the role of women about the Norse and Viking that could become the target of Study in Depth.
Dr Denis Mootz
NBB: PREVIEWING ESSENTIAL:
Adult themes throughout.
Some violence depicted.
DATA CAPTURE.
Stop the video programs at the end of each section.
Allow students to share and discuss answers to the questions below.
Introduction.Note the reference to raids by “wild men” from the North. Implications?
Note reference to the sagas.
What does the “latest research” suggested about the women of this time? Implications?
Part 1.
What was the sign of honour given to great men and women?
Note Sigrun’s background story.
Note the description of the topography of northern Europe.
Note the description of the lifestyle of these people.
How were they organised and governed?
Note the reference to “becoming a man”, “warriors” and “heroic deeds”. Implications?
Note Sigrun’s comments on these “deeds”. Implications? Result?
Note Sigrun’s reaction to being struck on the cheek. Implications?
Note the comments on women’s “rights” and “roles”. Result? Implications?
Note further details of Sigrun’s background story.
What gave Sigrun strength and courage? Result?
Note what archaeology suggests about communal living and roles of men and women.
To whom were offerings made before a voyage? Implications?
Note details of the beliefs and gods of the Norsemen.
Note details of the Oseberg ship burial. Implications?
Why is this ship burial an exception?
Note the “speculation” about this burial. Implications/
Note the normal daily activities of women.
How did the seasons affect activities?
What does “viking” mean? Implications? Result?
Why did Sigrun demand a divorce? Result? Implications?
What evidence suggests that divorce was possible? Implications?
Part 2.
What does aerial archaeology tell us about the period?
Note how the “models” are built from laser scanning.
Note the use of hunting holes.
Note the role of elks and reindeer in the lifestyle. Evidence?
Note the description of the weaving process for the wall carpet. Implications?
Note what the carpet depicts? Implications?
Why was Sigrun disturbed? Result? Implications?
What part do relationship and marriage problems play in the folk tales? Result?
How did women use the “female role”?
How did some women break out of this “role”? Result? Implications?
How does Sigrun learn about Iceland? Implications? Result?
Why did people leave their Scandinavian homelands?
How did Sigrun prepare for her flight to Iceland?
Note the discussion of slaves and social hierarchy. Implications?
What does Sigrun promise the slaves? Result?
Part 3.
Why was there much strife between clan leaders during this period?
How was “power” defined? Result? Implications?
Note details of the raid on Lindisfarne in 793 CE. Result?
What was “booty” most likely used for?
Note what can be learned from the Bayeux Tapestry?
What happened if the raiders could not take what they wanted? Implications?
How were marriages “arranged”? Implications? Result?
What picture do we get of the Norsemen in this saga? Implications?
Why did Sigrun decide to escape?
How did Sigrun organise her escape?
Note the description of women’s knowledge of herbs and “magic”. Implications?
What is suggested from the women’s graves at Fyrkat and Tuna? Implications?
Why didn’t men engage in “magic”? Implications?
What “magic” did Sigrun take with her on her voyage? Result?
How did Sigrun escape from her pursuers? Implications?
Part 4.
How did the Viking navigate?
How did they cross the seas?
What is a “sun stone”? Note how it was used? Result?
How long did it take Sigrun to reach land? Result?
Note the areas to which raiders took their families and settled? Result?
Why did English “girls” like the Viking men? Evidence?
Where did Sigrun spend the winter?
Note the description and discussion of ship building techniques at Roskilde.
Why were the boats both light and strong? Result?
What problem did Sigrun encounter with her son Therulf? Result?
When did the Viking settle Iceland? Result?
Note Sigrun’s son Therulf’s attitude to women. Implications?
How did Sigrun choose where to settle? Implications?
What evidence is there for women claiming land in Iceland?
Note the origin of Iceland’s original settlers. Implications? Result?
What was the Althing? Implications? Result?
How was Sigrun’s claim to land upheld at the Althing? Result? Implications?
EXTENSIONS.
Useful, interesting, challenging, materials can be found at the websites below.
These sites are not recommended as definitive sources.
They need to be read critically and evaluated before being used for note making.
The evidence collected here should supplement and complement the notes made during the video program. Both should be used in the notemaking exercise that follows.
Vikings: https://en.wikipedia.org/wiki/Norsemenhttp://www.encyclopedia.com/topic/Norsemen.aspx
http://www.ingebretsens.com/culture/history/the-vikings-and-the-viking-era
https://en.wikipedia.org/wiki/Vikings
https://en.wikipedia.org/wiki/Viking_Age
http://history.howstuffworks.com/historical-figures/viking2.htm
http://www.hurstwic.org/history/text/history.htm
http://www.ravensgard.org/gerekr/norse.html
http://www.livescience.com/32087-viking-history-facts-myths.html
http://www.viking.no
Sagas: https://en.wikipedia.org/wiki/Saga
http://www.historyextra.com/article/vikings/top-10-viking-stories
http://www.timelessmyths.com/norse/sagas.html
http://www.bbc.co.uk/learning/schoolradio/subjects/english/viking_sagas
http://sagadb.org
Norse gods: https://en.wikipedia.org/wiki/Norse_mythology
http://norse-mythology.org
http://www.viking-mythology.com
http://www.bbc.co.uk/schools/primaryhistory/vikings/beliefs_and_stories/
https://www.theguardian.com/world/2015/feb/04/thor-odin-norse-gods-guide-iceland-temple-vikings-deities
Iceland: https://en.wikipedia.org/wiki/Settlement_of_Iceland
http://www.viking.no/e/info-sheets/iceland/iceland.htm
https://en.wikipedia.org/wiki/Sagas_of_Icelanders
https://en.wikipedia.org/wiki/Íslendingabók
https://en.wikipedia.org/wiki/Landnámabók
Viking women: http://www.viking.no/e/life/ewomen.htm
http://www.bbc.co.uk/history/ancient/vikings/women_01.shtml
https://au.pinterest.com/explore/viking-woman/
https://en.wikipedia.org/wiki/Shieldmaiden
http://sciencenordic.com/don’t-underestimate-viking-women
Oseberg ship: https://en.wikipedia.org/wiki/Oseberg_Ship
http://irisharchaeology.ie/2012/09/the-oseberg-viking-ship-burial/
http://www.khm.uio.no/english/visit-us/viking-ship-museum/exhibitions/oseberg/
http://www.ancient-origins.net/history/oseberg-ship-burial-astounded-archaeologists-excellent-preservation-020298
http://eja.sagepub.com/content/9/2-3/185.short?rss=1&ssource=mfr
Exploration: http://naturalhistory.si.edu/vikings/voyage/homelands_first.html
http://www.livescience.com/54439-three-possible-viking-outposts-discovered.html
http://news.nationalgeographic.com/2016/03/160331-viking-discovery-north-america-canada-archaeology/
http://www.viking.no/the-viking-travels/miklagard-istanbul/
Navigation: http://www.livescience.com/28625-viking-sundial-used-for-latitude.html
http://www.livescience.com/27696-viking-sunstone-shipwreck.html
Ship building: https://en.wikipedia.org/wiki/Viking_Ship_Museum_(Roskilde)
http://www.danishnet.com/vikings/viking-ships-and-shipbuilding/
http://www.pbs.org/wgbh/nova/ancient/viking-ships.html
http://www.vikingeskibsmuseet.dk/en/
Althing: https://en.wikipedia.org/wiki/Althing
Archaeology: http://www.bbc.co.uk/history/ancient/vikings/dig_reports_01.shtml
http://viking-archaeology-blog.blogspot.com.au
LiDAR: https://en.wikipedia.org/wiki/Lidar
https://www.youtube.com/watch?v=eBUCGxZq_xg
NOTEMAKING.
This is the collation stage of the activity.
Encourage students to compose the suggested summaries and to organise the field of information and begin to explore its context.
This activity could be done in teams, groups, or by individuals, or as a class with teacher direction.
1. Draw up a timeline / chronological chart of the events described and discussed in this program.2. Note details of the Viking era.
3. Note details of Viking mythology and religion.
4. Note details of Viking society and economy.
5. Note details of the activity of going “viking”.
6. Note details of the voyages and explorations of the Viking.
7. Note details of Viking shipbuilding and navigation.
8. Note details of the role of women in Viking society.
9. Note details of the sources of evidence for Viking history and society.
10. Note details of the discovery and settlement of Iceland.
ISSUES & INQUIRY.
Address and discuss the key issues and questions that have been raised by the video at this stage.
Some are suggested below. Students will probably raise others.
1. What aspects of this “saga” are based on archaeological and historical evidence?2. What did the activity of “viking” involve? Implications? Result?
PROBLEMS of EVIDENCE.
It is necessary always to address questions of reliability and validity of the perspectives, evidence and sources presented in the documentary and other sources. These need to be considered, tested and researched. Some are suggested below. Students will probably raise others.
1. What does Sigrun object to about her husband? Is there any archaeological or historical evidence to suggest that a Norse woman in the 9th century would feel and act this way?2. How are the Norse men portrayed in this program? Result? Implications?
REPORTING.
Use the key issues and inquiry questions as topics for debate, essay writing, reports, historical recount and explanation.
Be imaginative. A report, or debate notes, could be a digital “essay” of slides and text…or any other IT application available.
1. Write a REPORT on the discovery of Iceland.2. Write a REPORT on Viking ships. Include details of navigation techniques.
3. Where did the Viking voyage and “explore”? Why?