Brett Rollo History 18041213

CURRICULUM 1 A: HISTORY

Lesson Plans and Justification.

BRETT ROLLO - 18041213

UNIVERSITY OF WESTERN SYDNEY
Kingswood
 Lesson Plan

Topic area: Vikings Stage of Learner: Stage 4 Syllabus Pages: 16 - 17

Date: 6/4/17 Location Booked: Classroom Lesson Number: 1/ 20

Time: 60 minutes Total Number of students Printing/preparation

20 20 x Question sheet
20x Devices (student provided)

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson The Vikings and their Asses content and
HT4-8 – Locates, selects and assessment society with an extract key information
organizes information Video with introduction into the and features from video
from sources to question sheet to world of the Vikings sources.
develop an historical assist in retaining and how they lived
inquiry. terminology broadly before getting Work in groups to share
knowledge and into in depth parts of ideas and assist with
HT4-9 – Uses a range of Viking concepts. Viking life. growth in their own
historical terms and knowledge.
concepts when Class Mind Map-
communicating an for students to Contribute in a group
understanding of the contribute key environment.
past. themes to the
class to assist
with their
understanding.
Life Skills outcomes Students then to
copy mind map
with all terms as a
reference point.

Students find, in
groups one Great
Viking Character
from the past and
write down
interesting facts
then share their
findings with the
class.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Literacy - Understanding terminology related to
ICT Vikings.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

1
 Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding knowledge thinking
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding 1.6 Substantive
requires students to engage in higher-order thinking and to 1.3 Problematic communication
communicate substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside knowledge
of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge
perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.5 Through the mind map activity, students will learn key terms and Viking related
terminology.
2.2 Student engagement is re occurring throughout the lesson from having to watch the
video and fill out question sheet related to the video. As well as think pair share
activities in groups and class discussions.
3.1 Background knowledge will be tested during the start of the lesson to see what prior
concepts of Viking life students are aware of.

2
 Brett Rollo History 18041213

Time Teaching and learning actions Organisation Centred

T/S
5 Students will be introduced to the topic of Teacher: Write Vikings as T/S
Vikings and asked to contribute any prior a title on the Board and
knowledge they have about the Vikings. introduce topic then ask for
student input.

Student: Contribute what

prior knowledge they have
briefly. (3 - 4 students.)

Resources:
5-15 Play the first 10 minutes of the You tube Teacher: Introduce Video T
Video- The Mysterious Vikings: Who were and question activity to
they? follow. Hand out question
sheet while students
engaged in video.

Student: Engage in the

video

Resources: You tube Video,

Question sheet.
15- Question sheet to be filled out for students Teacher: End You tube S
25 to show what they have learned from the video and ask that the
video and keep the sheet as a reference question sheet be
point. completed. Then to wonder
around and assist with
student’s inquiries about
Vikings and help where
needed.

Student: Fill out question

sheet.

Resources: Question sheet.

25- Class discussion and contribution - Mind Teacher: Scribe for mind T/S
40 map drawn on the board around the term map, writing key words
Vikings and each student to contribute one and terms contributed by
word or concept they have learned about students on the board.
the Vikings with teacher assistance-
Students will copy down mind map as it is Student: Contribute key
written on the board to keep as a pool of terms and concepts they
key terms that they can add to throughout have learned throughout
the topic and keep as a reference point. the lesson and copy down
mind map.
Resources: White Board or
Chalk Board.
40- In teacher allocated groups 4 students will Teacher: Teacher to S
50 research a well renowned Viking from the allocate groups to students
past. Writing down 5 interesting facts that and explain task.
they have found out about the character.
Student: Research a Viking
from the past and note
findings.

50- One student from each group will present
58 the name of their Viking and the 5
interesting facts that their group found.
Resources: Student
provided Laptops or iPad.
Teacher: Inform students S
to present findings.
Student: delegated group
member presents the facts
about their character to the
class.

Resources:
58- Allow time for packing up while Teacher: Informs of topic T
60 introducing briefly the topic for next for next lesson
lesson.
Student: Pack up, hear
teacher’s information
about next topic.

Resources:

1
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

As Vikings is not touched on broadly during early school years I believe it is important to
start the topic by broadly showing the Viking lifestyle before getting to far in depth. This
will assist with student engagement if they see all of the interesting features that will
eventually come during the term.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-8 Through the researching activity to find a Viking
character from the past students are locating
information and sources and organising an answer.
HT4-9 Through the video and accompanying questions as well
as the mind map activity on the board students learn
metalanguage and historical terms relating to Vikings.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.5 The lesson provides multi modal learning through, visual
learning, researching and class discussions to accommodate for
different learning styles.
2.1 The lesson encourages students to commence their own research,
causing them to analyse videos and sources online to find out facts
they find interesting.
2.2 Content is organised so that the students will gradually become
more intrigued and will learn more in depth as the lesson
progresses.
2.6 The use of ICT is important to the lesson both for the video and
question task and the student group research task.
3.1 The research task provides the opportunity for students to find
basic facts or intriguing facts based on what they feel is
important. Students who wish to do deep quick research have the
option.
4.1 Student will be involved in throughout the majority of the lesson
with many student based tasks such as group work and class
discussions so that all student may contribute.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

2
 - Normal safety concerns are in place such as trip hazards of walking around the
class room, However the lesson is designed so that minimal class room
movement is involved.
- The use of student devices is a risk for students may go onto unsafe websites
or stray from their work. This will be dealt with by teacher presence and
wondering throughout the room.

References (In APA)

THE MYSTERIOUS VIKINGS: Who Were They? (720p) PLANET X NIBIRU.
(2017). YouTube. Retrieved 9 August 2017, from
https://www.youtube.com/watch?v=qA031Md-PC8

Resources Attached:
The Mysterious Vikings: Who were they?

The Mysterious Vikings:

Who Were They
Based on the video answer the following questions:
Question 1: Where did the Vikings come from?

Question 2: What were the characteristics of the Vikings according to William Fitzhugh?

Question 3: According to the video what took Vikings to the afterlife?

Question 4: How did the Vikings get from place to place?

Question 5: Why were Vikings buried with their belongings?

Question 6: What was the basic economic unit of Norse life?

Question 7: why were the Vikings violent towards each other?

Question 8: What was the name of the boat that change the lives of the Vikings?

Question 9: How long did it take to make this boat?

Question 10: How was the King of a village decided upon?

3

Topic area: Vikings
Date: 8/4/17
Time: 60 minutes
Outcomes
Syllabus outcomes
HT4-3 – describes and
assesses the motives and
actions of past individuals
and groups in the context of
past societies.
HT$ -5 – Identifies the
meaning purpose and context
of historical sources
HT4-9 – Uses a range of
historical terms and
concepts when
communicating an
understanding of the
past.
Life Skills outcomes
Cross Curriculum themes & General capabilities
Literacy, Geography
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Lesson Plan
Stage of Learner: Stage 4 Syllabus Pages: 16 - 17
Location Booked: Classroom Lesson Number: 2/ 20
Total Number of students Printing/preparation
20 Source Print out x5 for groups
Source Print out x 5 for groups
Assessment Students learn about Students learn to
Start of class, Viking life and Analyse and unpack
pose questions economy as well as sources to reveal
based on previous geographical situation information about the
lesson to the class and exploits. topic.
and receive
answers from
students.
Using source
provided students
will discuss their
thoughts and
ideas of what the
sources tell them
about Viking life
in groups.
Explicit subject specific concepts and skills
Analysing sources to find information about the
topic area such as geographic advantages, and
the life that Vikings lived.
4
 Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding knowledge thinking
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding 1.6 Substantive
requires students to engage in higher-order thinking and to 1.3 Problematic communication
communicate substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside knowledge
of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge
perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
1.1 Students will gain deep knowledge through critically analysing multiple sources that
depict different aspects of Viking life.
2.4 Through doing group work students will support each other in evaluating different
sources and compiling their ideas together.
3.2 Students will gain in depth knowledge about the culture and lives of Vikings.

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 Brett Rollo History 18041213

Time Teaching and learning actions Organisation Centred

T/S
1-5 Recap of the previous lesson by posing Teacher: Posing T/S
certain questions that link to this lessons questions to the students
topic e.g. where did the Vikings come from? about previous lesson.
The aim of this will be to get students to re-Student:
engage with the topic providing a smooth Provide answers to the
link into a more in-depth topic. questions.
Resources:
5-15 Using the map as a source show the students Teacher: Bring up map T
where the Vikings came from providing them on screen in front of
with terminology of the past and giving an in room and explain where
depth explanation of where the Vikings came the Vikings were from
from and places they came to settle in. and where they invaded.
Further explaining Raids such as North Inform students to ask
Umbria. questions if curious.
Map of Scandinavia –
https://www.timemaps.com/history/scandinavia- Student: Listen, and ask
1215ad/ questions if necessary.

Resources: Computer,
map resource.
15- Discuss with class why they think that Teacher: Start an T/S
25 raiding and pillaging of other countries was engaging discussion
so important to Viking society and why they
think they did it. Student: contribute their
ideas to the discussion.

Resources:
25- Provide students with an example of what to Teacher: Show source on T
30 look for when an analysing source briefly but screen in class and give
not too much as the aim is for them so brief explanation of how
manage on their own. Explain the task of to analyse source.
group work
Student: pay attention to
instruction and example.
Resources: Screen
projector.
30- Delegate students into groups of 4 and hand Teacher: split students T/S
45 out sources relating to Vikings each source into 5 groups of 4 and
accompanied with a question as they differ in hand out source sheets to
the facts they can give. Students will then in a groups.
group analyse the source and come up with
what their respective source tells them about Student: Form groups
Viking society. and analyse source.

Resources: Source Sheet

45- One person from each group to present what Teacher: Ask for one S
55 their group could understand from the person per group to
 source about Viking society. (2 mins each come deliver their
group) analysis for their group.

Student: Explain their

groups analysis with
their source at front of
the class.
Resources: Group
findings.
55- Allow students time to pack up while Teacher: Inform of what T/S
60 explaining the next lessons topic so students is to come in next lesson
have the option to conduct research for
themselves at home. Student: pack up gear
and listen to what is to
be the next topic.
Resources:

1
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
This lesson was different from the first lesson as it is more in-depth and focused on 2 areas
that coincide with Viking life which were geographical features and sources depicting the
life the Vikings led.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4-3 Through discussing why students believe the Vikings
raided and pillaged other villages.
HT4=5 This outcome is met through the students analysing the
sources to describe part of Viking life.
HT4-9 This is done throughout the whole lesson when,
discussing the past lessons key terms, analysing the
sources students will find items and pictures etc that
need to be explained, as well as using explaining
geographic places and their prior names before their
contemporary names.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
1.5 Through students learning and analysing sources. The aim is to
help and encourage students to think critically which leaves
opportunity for students who have a higher ability to analyse the
sources better. Also leaves room to see which students need help
with analysing sources and thinking critically.
2.2 Lesson is organised so students will know where Vikings came
from as well as understand their geographic features, this links to
why they raided and where they raided and finally for the source
analysis task the aim is that understanding geographical features
will assist students in picking out things they would not have
noticed previously.
3.1 The learning goal for the students in the lesson is to be able to
think critically and analyse to look for subtle things that can tell a
person a lot of information in a historical context.
3.4 Resources provided are, Map of Scandinavia and other European
countries as well as the Sources to be Analysed to keep students in
an engaging education environment.
4.2 Through organizing group work content and delegating groups to
complete a task. To then present their groups findings.
5.1 By using the source analyses task the lesson assess the ability of
the students to think critically to see who is advanced and who

2
 will need help as source analysis is very important in a history
setting.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
There are very few WHS issues in the classroom, the main thing will be for the
teacher to remain observant and prevent any safety hazards if or as they emerge.

References (In APA)

Europe Map and Satellite Image. (2017). Geology.com. Retrieved 9 August 2017, from
http://geology.com/world/europe-satellite-image.shtml
Map of Viking Scandinavia. (2017). Coreknowledge.org.uk. Retrieved 9 August 2017, from
http://www.coreknowledge.org.uk/images/scandinavia900.png
Norse-Danelaw-viking. (2017). Pinterest. Retrieved 9 August 2017, from
https://au.pinterest.com/pin/478366791640089357
The Legendary Battle of Bråvalla. (2017). Spangenhelm. Retrieved 9 August 2017, from
http://spangenhelm.com/battle-of-bravalla/
Viking Boats. (2017). Ushistoryimages.com. Retrieved 9 August 2017, from
http://ushistoryimages.com/viking-boats.shtm
Viking Leadership - Lessons - TES. (2017). Pinterest. Retrieved 9 August 2017, from
https://au.pinterest.com/pin/268527196510834469
Vikings, Celts & Iron Age. (2017). Pinterest. Retrieved 9 August 2017, from
https://au.pinterest.com/pin/107242034849770952

Resources Attached:

3
Map Resources showing Geographic Location of Vikings I,e Scandinavian
countries. To be Displayed on Screen

4
 Sources for Analysis Resource –

What can this source tell you about Viking Society?

5
 What can these tools tell you about life in Viking Society?

What does this Grave boat tell you about Viking deaths and Burials?

6
 What can this image tell you about Viking Society?

What can these Viking weapons tell you about Viking society?

7
 Lesson Plan

Topic area: Vikings Stage of Learner: Stage 4 Syllabus Pages: 16 - 17

Date: 13/4/17 Location Booked: Classroom Lesson Number: 3/ 20

Time: 60 minutes Total Number of students Printing/preparation

20 Student Provided Devices
(iPad, Laptop etc)
5x A3 piece of paper
5 x Texta markers.
20 x question sheet

Outcomes Assessment Students learn about Students learn to

8
 Syllabus outcomes Students will fill Viking Long boats Analyse video sources
HT4-7 – Identifies and out a question and their necessity to to understand certain
describes different contexts, sheet based on the Viking Society being concepts.
perspectives and you tube video the way that it was.
interpretations of the past. provided in class. Research and work
Norse gods and the coherently in groups,
HT4-10 – selects and uses Students will importance of their increasing their social
appropriate oral, written, draw in groups presence in Viking skills and their ability to
visual and digital forms to what they believe society. support their peers.
communicate about the past. the ideal Viking
long ship should Students will learn to
be and present interpret the past in
drawing to class. their own mind through
Life Skills outcomes the drawing activity and
Students will then use of their
conduct research imagination.
task on Norse
gods in groups
and present
finding to the
class.
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Religion Researching, analysing and interpreting the past.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep 1.4 Higher-order
This refers to pedagogy focused on producing deep understanding knowledge thinking
of important, substantive concepts, skills and ideas. Such pedagogy 1.2 Deep 1.5 Metalanguage
treats knowledge as something that requires active construction and understanding 1.6 Substantive
requires students to engage in higher-order thinking and to 1.3 Problematic communication
communicate substantively about what they are learning. knowledge
Quality Learning Environment 2.1 Explicit quality 2.4 Social Support
This refers to pedagogy that creates classrooms where students and criteria 2.5 Students’ self
teachers work productively in an environment clearly focused on 2.2 Engagement regulation
learning. Such pedagogy sets high and explicit expectations and 2.3 High 2.6 Student direction
develops positive relationships between teacher and students and Expectations
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful knowledge 3.5 Connectedness
and important to students. Such pedagogy draws clear connections 3.2 Cultural 3.6 Narrative
with students’ prior knowledge and identities, with contexts outside knowledge
of the classroom, and with multiple ways of knowing all cultural 3.3 Knowledge
perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element

9
1.4 High order thinking is used in the re interpretation of the Viking long boat activity
where students will in groups draw what their ideal Viking long boat would be.
2.4 Students are engaged and working in groups as well as having class discussions.

3.4 All students are made to feel included through the use of group work and class
discussions so that everyone may contribute.

10
Time Teaching and learning actions Organisation Centred
T/S
1-5 Introduce lessons topic and inform students of Teacher: Inform T
what they will learn in this lesson and which students
direction the lesson is headed in. The lesson Student: Listen to
will focus on Viking ship building and teacher for guidance of
Importance as well as the role of Norse Gods where lesson is headed.
in Viking society.
Resources:
5-10 https://www.youtube.com/watch?v=eGLu2Frqwis Teacher: Put you tube T
Students will watch a You tube video that video on for students to
discusses how ships were built, the importance learn about Viking
of ships, basic Viking raids and Norse Gods. gods, boats and raids.
Hand out question
sheets towards the end
of the video

Student: Pay attention

to the videos.

Resources: Screen
playing Video
10- Question sheet based on the video for students Teacher: Walk around S
20 to fill in after watching the video to test their and assist students who
knowledge and the attention they paid. need assistance

Student: Complete
Question sheet

Resources: Question
sheet
20- A class discussion on the importance of the Teacher: Spark an T/S
30 boats to the Vikings and their expansion and engaging class
growth. While preparing the next task discussion with the
knowledge learned
from the video and
help to deepen that
knowledge. Hand out
A3 Paper and Texta’s
to different students in
the room.

Student: Involve
themselves in the class
discussion and
contribute ideas and
concepts.
Resources: 5 x A3
Paper
Texta’s

11
30- On an A3 Piece of paper in groups of 4 Teacher: Explain what S
35 delegated by the teacher students are to draw students are meant to
what they believe to be the Ideal Viking long do with paper and
boat. Texta

Student: Students in
groups draw their ideal
Viking long boat.

Resources: 5x A3
Paper
Texta’s to draw with
and label ship.
35- 2 people from each group will very briefly Teacher: Call groups S
40 preent their long boat and give a reason as too up to conduct their talk
why they believe the design for the long boat is
ideal. Student: 1 minute to
talk about their long
boat and why it is ideal.
Resources: Paper that
has been drawn on
40- In the same groups students will then go onto Teacher: Explain task S
50 research one Norse god of that they find to students give some
interesting and as a group they are to find 5 examples of Norse
facts or stories or myths about their god. gods.

Student: Research
Norse god of choice
and find 5 interesting
things about that god.
Resources: Student
provided devices.
50- Students as a group will present their 5 facts, Teacher: Ask students S
60 myths or stories about their selected Norse god to come up to present
to the class. (2 mins each group). their findings as a
group. While allowing
students to also pack
up.

Students: Come up
front of the class and
present findings to the
class

Resources:

12
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

HT4- 7 Students will draw their interpretations of the Viking
long boats their idea of what would have been the
ideal boat for Vikings to use.
Ht4-10 Students will present their drawings and research
through visual and oral presentation.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply
with the standard.

Graduate Evidence within this lesson

Standards
1.1 A lot of the class is interactive to adhere to the young minds of
stage 4 students so that they stay engaged and want to keep
learning.
2.6 ICT is used in the form of the You tube video and also in
making the students research on their school or self-provided
laptop or tablet.
3.3 Different teaching strategies used are ICT, Group work, Class
discussion, Visual learning.
3.4 You tube video, and getting students to find their own sources
to describe their Norse god.
3.5 Student engagement comes from class discussions as well as
research as well the watching of a you tube video.
4.1 Encourages student participation through group work and class
discussions.

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in
this lesson? Using your syllabus and support documents as well as other WHS policy-
Outline the key WHS considerations that are to be applied in this lesson?
No clear safety hazards, it is up to the teacher to be alert and aware so that they may
stop or prevent any hazards that may arise.

References (In APA)

13
Watch: An Incredible Viking Voyage—Made Entirely of Paper | National
Geographic. (2017). YouTube. Retrieved 9 August 2017, from
https://www.youtube.com/watch?v=eGLu2Frqwis

Resources Attached:
You tube Video:
Watch: An Incredible Viking Voyage- Made Entirely of Paper National Geographic.
https://www.youtube.com/watch?v=eGLu2Frqwis

Question Sheet
Watch: An Incredible Viking Voyage—Made Entirely of Paper | National Geographic
After watching the video answer the following questions:

Question 1: Where does the Keel of the boat come from?

Question 2: Where is the Planking added too on the boat?

Question 3: How long does the narrator say the boat takes to build?

Question 4: what are the ships used for?

Question 5: Where did Horald go when he died in battle?

Question 6: what is the name of Odin and what is he to the Nordic gods.

Question 7: Where does Odin say that him and Horald are at the end of the video?

14
 Justification;

These history lessons on Vikings have been designed as introductory lessons leading
in to some activities that require a little bit more critical thinking. The first lesson is a
broad introductory lesson on many different aspects of Viking life throughout history.
It did not seem appropriate for me to write a lesson plan where students were to jump
into one topic on Viking life such as ship building, then believe that because ship
building is not exactly an exciting topic the rest of the topics around the Vikings
would be boring. My intentions with the first lesson plan were to engage the students
and get them excited about all the cool things that will come throughout the semester.
I aimed at doing this by showing a 10-minute video that talked broadly about many
things that the Vikings did during their times. I then chose to accompany the video
with a question sheet that I had written to test their knowledge and assist them with
retaining that knowledge. The goal of this knowledge retainment is based on research
from Arnett (2014) where short term and long-term memory are described and it is
said that to remember certain things more accurately revision should take place within
24-48 hours and then the memory of certain things becomes more effortless and has
less strain on the student’s minds. The lesson was written up to provide many
activities for students to keep as reference points such as a class contributed mind map
where students contribute one thing that they have learned about Viking life on the
board, the class then copies it down and will use it as a reference point for concepts
and terminology. The next activity it is then up to the students to find a great Viking
character from the past so the students could truly see just how interesting some of
these past people were and some of the achievements they made and how they lived.
This first lesson leaves the opportunity for students to engage with the topic and have
an excitement for the weeks to come for things they will find interesting like Norse
gods and the gory details such as war and raids and pillaging.

Furthermore, Both the first and the third lesson plan have you tube videos as a form of
presenting information to the students the reason for this is that “research has shown
that computer based instruction enhances learning and fosters positive attitudes
towards instruction” (Kulik & Kulik, 1985, cited in Fralinger et al, 2011, pp.15) as
well as “offers the opportunity for conceptual understanding through visualisation”
(Fralinger et al, 2009, pp.15). The second lesson plan consists also of visual learning
with the activity of providing groups of students with different kinds of sources that
will tell the students about different aspects of Viking life, such as how women lived
differently to other cultures, or what the weapons could tell them about the Vikings
materials and wars. According to Arnett (2014, pp. 74) adolescents can think
“dualistically” which allows them to reflect on and interpret sources and tasks in a
different way. I thought it would be a good idea to give students the sources in group
to see how they could critically pick apart a source and contribute different ideas
while helping each other to see different perspectives and outcomes. Furthermore, it is
important for students to work in groups to develop social skills, confidence of
working in groups as well as be supported by their peers and view different
perspectives to help them think critically. Group work is an excellent way of getting
students to communicate better, such as to take turns talking and listening to what the
other students in the group have to say (Mannion & Mercer, 2015). The second lesson

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also consists of retaining geographic information such as where did the Vikings come
from and what are some of the places they first raided when they had their ships built
for the journeys. I felt it best to use colourful images and maps that students would
come to remember easily. This is because the brain has an ability to remember an
almost unlimited number of visual images and by attaching an image to a key concept
such as a colourful map linked to where the Vikings came from students will find it
much easier to call upon factual knowledge (Garnett, 2005).

The third lesson plan is very like the first lesson plan regarding the you tube video and
accompanying question sheet. However, I chose to add in a different activity which
was to draw a Viking long ship as to how the student believes the ideal look and
design should be for contemporary society. I believe that this task will get students to
focus on creating something that combines the past and their incorporation of the
present which will have them thinking critically and making their own interpretations
of the certain aspects of Viking life. All the while they will theoretically be thinking
of how the society could have advanced if it still existed today and how the ships the
Vikings built would have changed for purposes such as voyages and burials. This
relates back to the concept of attaching an image to a concept so that once students
draw their own designs of a Viking long ship or burial ship or any other variation they
take interest in they will have the image of that ship in their mind whether it is their
contemporary one they have drawn or the traditional long ship students will be able to
have a visual reference point for information.

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 References

Arnett, J. (2014). Adolescence and emerging adulthood. Boston: Pearson.

Fralinger, B., & Owens, R. (2011). You Tube as A Learning Tool. Journal Of College
Teaching & Learning (TLC), 6(8). http://dx.doi.org/10.19030/tlc.v6i8.1110

Garnett, S. (2005). Circles, anchors and finger puppets: How visual learning in 'A'
level history can improve memory and conceptual understanding. Teaching
History, 0, 28. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1300738010?accountid=36155

Mannion, J., & Mercer, N. (2015). Talk may be cheap but group work is priceless.
The Times Educational Supplement, (5132) Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/1654943661?accountid=36155

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