LESSON PLAN

School: Camden High School Day: Friday Date: 1/06/18 Period: 3 Class: 8C

Unit: The Western & The Islamic World (Depth Study 4)

Topic: Topic 4a. The Vikings (c.790 – c.1066)

Aim: To gain knowledge about Viking civilisation, and achievements in history.

The big picture [what question communicates the purpose of the lesson?
To understand the way of life in Viking society (social, cultural, economic and political features) and roles and
relationships of different groups in society.
Syllabus Outcomes:
HT4-3 – describes and assesses the motives and actions of past individuals and groups in the context of past
societies.
HT4-9 – uses a range of historical terms and concepts when communicating an understanding of the past.

General Capabilities: History Skills:

Critical and creative thinking Comprehension
Literacy Analysis
Personal and social capabilities. Explanation.
Intercultural understanding

Students learn to: Students learn about:

- Using a range of sources, eg, the viking sagas,
outline key social, cultural, economic and
political features of Viking society.
Resources:
Textbook: Bruce Dennett & Stephen Dixon, (2014),
Oxford Insight History: Australian Curriculum for NSW:
Stage 4. p.24-55
Powerpoint on USB
Whiteboard Markers & Eraser
- The way of life in viking society (social,
cultural, economic and political features) and
the roles and relationships of different
groups in society.
Assessment:
Formative assessment

Coloured markers
Blank A4 paper
Viking Law Scenarios – cut out.

Online timer: http://ticktocktimer.com/

Miss J Hayter
 LESSON PLAN

LESSON STAGES TEACHER ACTIVITIES STUDENT ACTIVITIES

Connect the ***NEED NO BELONGINGS*** Obeying instructions.

Learning: This lesson we are using Viking Law to figure out the
How will students connect consequences within Viking society.
to what they already
(10min) Configure the classroom into 6 hubs.
know?
(5min) 4 or 5 people at each hub. (jigsaw opportunity)

Share New (5min) Teacher to hand out one scenario per station. Instruct Moving stations every 5 min.
Information: students to allocate roles in the group before they begin, they
How can the teacher can alternate duties, or continue (recommend continuing duties
facilitate students
throughout as there is little time). Name your group at top of A4 page.
accessing new information
and developing an
understanding of it? (30min) Students get 5 minutes at each station to figure out the
consequences for law breakers in Viking society. One A4 page per group to travel to
ONLINE TIMER: http://ticktocktimer.com/ each station with students.
Write answers onto blank A4 sheet, as modelled up on the board:
Scenario 1:
a) ___
b) ___
***MUST ANSWER WHOLE QUESTION***
Demonstrate New Through group discussion  On A4 paper – one per group to
Understanding: Might have to share findings at the beginning of next lesson, travel with students.
How will students apply depending on time left.
their understanding to
new contexts?

Review & Reflect: (10min) Move tables back to original positions. Teacher to collect A4 pages.
How will students show an
understanding of the ‘big
picture’ of the lesson?

Miss J Hayter