Tullie House Museum and Art Gallery Trust

For: KS 2 Duration: 2 hours

These notes are intended as a guide for teachers who have been to the INSET session on Vikings: Invaders and Settlers, and are running the session independently. They are also for the information of those who are attending a session led by one of our staff.

Vikings: Invaders and Settlers

Before the Visit To run this session you will need to bring 5 adults to guide the children on the 5 tables that they will explore in the session. To make life easier for yourself and the other adults that you will bring on the day, we suggest that each adult takes one of the tables and stays on that table whilst the children rotate. The member of Tullie House staff that will be guiding the session will spend a few minutes before the session begins showing you and your adults the tables and activities. Please draw particular attention to the health and safety notes that are included in this pack.

On arrival Please go to the main reception desk and hand in your confirmation of booking and your signed health and safety form. If your class need the toilet we advise you to use the main ones in the reception area. A member of the Tullie House Learning Team will be contacted and you will be taken to your session. There is space to leave coats outside the Activities Room but if you have bags as well it is better to ask at Reception for a coat bin. Before the children enter the Activities Room please remind them not to touch anything.

Format of the Session This session looks at the Vikings as both invaders and settlers. As an introduction we will explore Vikings in Cumbria, using place names and a PowerPoint presentation of the Cumwhitton grave finds discovered near Carlisle. The children will then move around 4 activities. 3 will include handling replica objects which show the Vikings as warriors, traders and settlers. They will also consider Viking burials and Viking gods and legends. The session includes drama activity. The following are the object notes for each table and instructions detailing the activities for that table.

Vikings: Invaders and Settlers

Curriculum Learning Objectives

This workshop will help support learners to develop a chronologically secure knowledge and understanding of Viking history in Britain and the wider world by devising historically valued questions about change, cause, similarly, different and significance. They will construct informed responses that involve thoughtful selection and organisation of relevant historical information. They will understand how knowledge of the past is constructed from a range of sources.

History (key stage 2) Link to Curriculum subject content: the Viking and Anglo-Saxon for the Kingdom of England to the time of Edward the Confessor English- spoken language Link to programme of study: all pupils should be enabled to participate in and gain knowledge, skills and understanding associated with the artistic practice of drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in the role. They should have opportunities to improvise, devise and script drama for one another and a range of audience, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.

Cross Curricular Links Subject Key stage Programmes of study English 2 6. Language and literacy

6.2. Spoken language (including drama) 6.3. Reading and writing 6.4. Vocabulary development

Geography

2 Human and physical Geographical skills

Viking Settlers

Table Notes

Many Vikings settled in lands far away from where they were born, including

Britain. Of those who settled in this country, many were farmers. On the table

are objects related to Vikings settlers and farmers that might have been found

in a Viking home.

a. Pass around each of the objects. Think about what they are made of and what they were

used for.

b. As a group label either the Viking man or woman with the types of material he/she is

wearing (answers on the table).

c. On the hand out choose the best place to build a settlement and give as many reasons as

you can as to why you have made your choice.

The picture below is of a woman in traditional Viking dress. Label the materials that make up her outfit. (Answers for teacher reference)

WOOL

GLASS BEADS

LINEN SILK

LEATHER BRONZE

Silk

Glass Beads

Bronze

Leather

Wool

Linen

The picture below is of a man in traditional Viking dress. Label the materials that make up her outfit. (Answers for teacher reference)

WOOL LINEN

LEATHER FUR

Fur

Wool

Leather

Linen

MAP KEY Symbol Land type Resource

Marshy flood plain Water Fishing Reeds

Flat, lightly wooded river terrace, with good soil and above flood plain Sticks and firewood, possible

agricultural

Forested uplands Timber for building Game

Look at the map key and decide which area you would most like to settle in. Think about how easily the site can be defended and whether it has good access to food, water and fuel.

Which settlement would you choose?

Viking Settlers

Object Notes

Spindle whorl/wool - Often the running of the farm was left to

Viking women while the men were away fighting. One of their

most important jobs was to make clothing. For this they used flax

to make linen and wool which had to be spun using a spindle

whorl like this. They also made colourful dyes from different

types of plants including woad for blue and weld for yellow.

Lucet - A lucet device like this one was used to make a braid. In

more modern times children have enjoyed creating friendship

bracelets in the same way. This example comes complete with

instructions so that you can have a go yourself.

Turnshoes - Most Vikings wore shoes. They were of a simple

design and the most common leather used was goatskin. Fancier

shoes had seams in a particular design or were even in the form of

an inscription, and might have had colourful uppers. Antler horn

toggles have also been found though shoes were normally tied

with leather thongs for laces, as in this example.

Bone needles. Bone was used to make all sorts of objects such as

combs, hairpins, spindle whorls and needles like these. They look

and feel very like plastic but are, in fact, hand hewn bone. This

was a material readily available from the animals raised on the

farm.

Sheep skin. Most Vikings were farmers. Their land provided them

with food, clothing, and materials. Two types of sheep kept by

the Vikings were Manx Loghtans (now only found in the Isle of

Man) and Hebridean sheep. Both breeds are very hardy and shed

their wool naturally so did not need shearing. These sheep gave

wool for clothing, milk for drinking, meat, butter or cheese. The

Loghtan could grow up to six horns which provided material for

making everyday items such as cups.

Horn mug - As with bone, horn was a readily available material

on the farm and was used to make household objects. This

example might have been used at a feast to toast the home

coming of warriors from a raid. Hollowed out horns were also

used to drink from with some decorated with fancy metal rims.

Spouted pitcher - Pottery items were expensive during the Viking

period. This example is based on finds from Stamford in

Lincolnshire which was a centre for pottery production. Here the

clay was a distinctive white and when glazed took on a patchy

yellow colour. This was a domestic pot and had three large ‘strap’

handles and a spout. This was the most common shape but the

potters in Lincolnshire also specialised in small pots and bowls for

cooking, tableware, lamps and crucibles (small pots for melting

metal). Much of what they made was exported though cooking

pots were used locally.

Clay lamp - This example is a hand held lamp. It would have been

filled with animal fat and a wick was placed in it. These lamps

would have been smelly and dangerous within a thatched wattle

and daub Viking house. This kind of lighting was used right up to

the advent of electricity and it is interesting to compare oil lamps

from different times (Roman, Tudor, Victorian) to see how little

they changed. On the table there is also an example of a table

lamp which would have been used in the same way.

Wooden trencher - Wood was a commonly used material for

serving food and was turned into bowls, cups and plates.

Bracelet - Vikings loved jewellery. Wearing gold and silver was

seen as a sign of wealth and status. Chieftains gave pieces as

rewards for brave warriors. Less expensive materials were also

used such as bronze, pewter and, for the very poorest, animal

bones. As with clothing colour was important and coloured glass,

amber and jet were made into pendants and rings. Highly

decorated brooches were common with some examples being

huge (look for the giant penannular in Tullie House). This example

is a plain bracelet and could be used as a template to design

something much more fancy.

Cloak with brooch - Viking men usually wore loose trousers,

woollen tunics, linen shirts and cloaks like this one for extra

warmth. Women wore long under dresses with shorter overdresses

or aprons with shoulder straps. Brooches were worn to hold

clothes together. The example here is called a penannular

brooch. Women often wore a pair of oval or tortoise brooches to

hold shoulder straps. Two very good examples were found at

Cumwhitton.

Can you fasten the cloak with the brooch?

Viking Traders

Table Notes

Vikings travelled huge distances and visited many countries, often bringing

back home items to trade. On the table are objects related to the Vikings as

traders.

a. Pass around each of the objects. Think about what they are made of and what they were

used for.

b. Divide the ‘Traders Cards’ into items the Vikings would trade with and items the Vikings

would want to trade for.

Use the map to help you – translate the Viking runes to find out where the items came

from.

Fill in the worksheet and have a go at writing your name in runes.

Viking Traders

Object Notes

Longship - The Viking warship was long and slender and could glide up

narrow gorges and land directly onto the beach. They were also light

enough to carry from one inlet or river to another. This example has 16

shields attached to each side. One theory is that Vikings would only

put the shields and scary figure head on their boat when they went

raiding. They left them off when trading so as not to frighten their

customers!

Axe - The Viking’s favourite weapon was the double-edged sword but

they also used spears and bows and arrows. The axe has been included

here as this tool would have been needed to make the ships used to

trade. They were made of iron with a wooden handle. Some examples

belonging to important warriors or chieftains might be decorated with

silver wire to depict fantastic birds, beasts and human faces. Such

intricately designed pieces may have been for ceremonial use only.

Runes – runes were used as written communication. They were

designed to be easily carved and many examples we have are found on

grave or commemorative slabs erected to warriors. Accounts, bills and

letters have come to light on wood, antler and bone. Some items

declare who made them or whom they belong to.

Whetstone - This smooth stone is a whetstone. It would have been used

to sharpen tools and weapons.

Coins - coins only became common towards the end of the Viking period before which goods were bartered or bought with pieces of silver. The value of a silver coin was in its weight not its type as today. Sometimes a price required the weight of a coin and a half and there was nothing wrong with dividing the coin to pay this. We have found many coins as part of hoards buried in times of danger. Their presence allows us to date these hoards and the many precious items they include (i.e. jewellery styles). Coins were minted by placing a blank hand cut piece of silver between 2 halves of a coin die and then bashing this with a hammer.

What did the Vikings trade with, and what did they

trade for?

Vikings traded with lots of different countries, for lots of different things.

Vikings used a special alphabet called ‘Futhark’.

Use this version of Futhark to translate the words on the map to find out what the

Vikings traded with and what they traded for.

Futhark word

English word

Which country did

they get this from?

How would you write your name in runes?

Viking Warriors

Table notes

On the table are objects related to the Vikings as warriors.

a. Pass around each of the objects thinking about what they are made of and what they

were used for.

b. Try on the chainmail and helmet. Think about what it must have been like to wear these

for long periods. Are they heavy? Comfortable? Would these, the sword and the shield

have been effective as defence?

c. Make your own Thor’s Hammer charm to give you good luck

Viking Warriors

Object Notes

Helmet - Poorer warriors wore leather caps, sometimes strengthened

with a band of iron. Wealthier warriors wore an iron helmet with either

a nose guard, like this one, or eye-guards.

Shield - Vikings used wooden shields with an iron boss. They were

brightly painted and about 1 metre across to protect the body from the

thighs up to the neck. This example is child size. Later shields were a

kite shape and offered greater protection to the body than the circular

design.

Sword - Viking warriors believed that their swords had magic powers.

On the handle you will see runes which are Viking letters. These too

had magic powers which is why the word ‘spell’ is used for the act of

forming words today. Swords which were put into graves were often

broken, maybe to break these spells.

Chain mail - This could be used as part of the helmet to protect the

neck but was also worn as a tunic. It took a long time to make, as each

link had to be forged separately. This also made it very expensive.

Chain mail was very heavy but worn in this way the weight was

distributed over the whole body making it easier to carry.

Thor’s Hammer necklace - Thor’s hammer was a popular charm with

peasants and farmers. The Vikings believed that when he threw his

hammer he caused thunder. A pendant like this one was often worn in

the same way we might wear a cross today. A warrior might have worn

his for good luck.

Drinking horn - This would have been used as a

cup. Hardy cattle, such as long horns, were vital

for food, hides for clothing and warmth, bone

and horn for every day items such as combs,

needles and vessels such as this. Most commonly

drunk was beer made from barley but the

wealthy often imported wine from Germany.

Examples of items like these are often found in

graves.

Mask - This is a mask of the God Thor, who was

the God of thunder and lighting and associated

with war.

Viking Burial

Table Notes

On the table you will find a large picture based on one of the burials at

Cumwhitton and a photo pack of the excavation.

a. Hand out pages from the photo pack and discuss what is happening in the pictures and

what you can see.

b. Look closely at the large picture and again discuss what you can see.

c. Use the body mat, a volunteer and the modern whole objects in the plastic box to

recreate the Viking grave but in modern times. Once everything is in place think about

what an archaeologist would find in 1,000 years time. What would be left behind? Take

away the bits that would rot away in the ground. You can use the box of parts to help

you create what would be found in an excavation.

d. On the handout fill in examples of what the Viking is buried with and then design a grave

in the square box. If you were going to the afterlife what would you want to take with

you today?

A Viking grave

Some Vikings believed that when they died they went to another world called Valhalla. To prepare for their new life important things were put in their grave with them. What can you see in the picture? Now draw a picture showing what you would take. Put in things that are important to you.

Viking Gods Table Notes

The Vikings worshipped many different Gods: there was one for almost every part of Viking life, from birth and death, to war and peace. One of the most popular gods was Thor. Thor was God of Thunder and was a great warrior. He had a magic hammer, Mjollnir, which could strike down any enemy.

a. The class are going to act out the story of how Thor lost his hammer.

The story has been split into sections. Each group will act out one section. Give each member of the group a character and practise your scene – what would the characters be saying? Use the props and costumes provided and the fact files on each of the Gods to help you get to know your character. One person in your group can be the narrator.

Tips:

Have one adult lead this activity for all 5 groups.

Get the first group to decide what prop/costume each character will have. Then when the next groups do there bit get them to wear the same prop/costume to make each character recognisable through out all 5 sections. E.g. Thor could always wear the fur hat.

Thor’s Hammer

1. Thor woke one morning to find his hammer gone – he was furious! He called a meeting of the Gods to ask if anyone had seen it. Odin shook his head: he told Thor off for being so careless. Frigg, Odin’s wife, and Freyr (God of Peace and Plenty) had not seen it either. Heimdall (the Watchman of the Gods) said he hadn’t seen the hammer and that no-one had used the Bifrost (the bridge between Asgard and Midgard) last night. Loki offered to find the hammer and Freyja lent him her magic cloak so he could fly swiftly in search of it.

2. Loki discovered that it was Thrym, a Frost Giant, who had Mjollnir. The

other Frost Giants just laughed when Loki asked for it back. Thrym said he would return it only if he was sent Freyja as his wife. Loki returned to Asgard and told the Gods what had happened – Thor was even more furious when he found out! Freyja was very upset and cried golden tears. Loki wanted to send her to Thrym, but the Heimdall came up with a better plan.

3. Heimdall decided that Thor should dress up as a bride and pretend to be

Freyja. Once in Thrym’s hall he could perhaps recover his hammer. Frigg helped Thor dress in his bridal gown. Odin shook his head – he was embarrassed to see his son dressed as a bride. Loki went along to join in the fun, disguised as a bridesmaid.

4. When Thor and Loki arrived at Thrym’s hall the wedding feast was laid.

There were hundreds of Frost Giants eating round the table. Thor nearly gave himself away by his outrageous appetite, but Loki explained it by saying the “bride” had not eaten for days in her excitement.

5. Delighted that she was so eager, Thrym called for Mjollnir to bless the

bride. He placed the hammer on her knees in the traditional way. At once, Thor grabbed it and threw off his veil. The Giants ran for their lives, though Thor killed Thrym and several others.

Character Fact Files

Odin

Odin was King of all the Gods and was also known as the All-Father He was very wise – he gave up one of his eyes so he could drink

from the Well of Mimir and gain knowledge of the Runes, which he then taught to mankind.

He enjoyed visiting Midgard (Earth) in disguise. He had servants called the Valkyries – female warriors who chose

the most valiant warriors who died on Earth to be Odin’s guests in Valhalla.

He had two pet ravens, Huginn (meaning ‘Thought’) and Muninn (meaning ‘Memory’) who sat on his shoulders. They flew around the world collecting information then whispered it in Odin’s ears.

Frigg

Frigg was Odin’s wife. They have two sons, Balder and Bragi. She was Queen of the Gods and Mother Goddess. She helped

women during childbirth. She could change her shape and often visited Earth in disguise to

involve herself in human affairs. The English word Friday comes from ‘Frigg’s Day’.

Freyr

Freyr was Freya’s brother. He was the God of Fertility and Plenty and protected warriors in battle.

He had a magic sword that fights by itself, he also had a magic ship, called Skidbladnir. This ship was big enough to hold all the Gods but could still be folded up and put in his pocket.

He drove a chariot pulled by a magic golden boar called Gullinbursti.

Freyja

Freyr’s sister, Freyja was the Goddess of Fertility, Love and Beauty.

She loved beautiful objects like gold and jewels. She was a powerful witch and taught other Gods some of her magic

secrets. She had a magic falcon skin which gave her the power of flight

when she wore it. She also drove a chariot drawn by two flying cats. She could grant good harvests and fishing, and protected women in

childbirth.

Loki

Loki was the Trickster God and was Thor’s brother. He was exciting to be around as he loved adventures and having

fun, but he was also nosy, mischievous and loved to gamble. He was a talented shape-changer and could become any animal he

wanted to. He had two children called Fenrir, a giant wolf, and Jorumungand,

a monstrous serpent. Fenrir had to be chained up by the other Gods as he was so dangerous. They believed that when Fenrir escaped he would bring about Ragnarok (the end of the world).

Loki did not get on with the god Heimdall, who was the Watchman of the Gods and guarded the bridge (called the Bifrost) between Asgard (Land of the Gods) and Midgard (Earth). Heimdall was always suspicious of Loki and kept a close eye on him.

Heimdall

Heimdall was the guardian of the Bifrost, the Rainbow bridge between Asgard and Midgard. He warned the Gods when strangers are approaching.

He was very suspicious of Loki. Heimdall had super powerful sight and hearing – he could hear the

grass grow and see for a hundred miles.

Thrym and the Frost Giants

Thrym was the Frost Giant who stole Thor’s hammer. He was arrogant and unwise.

Frost Giants lived in the frozen wastes of Niflheim, a place of ice and snow. The first Frost Giant was called Ymir, and he made his children from his own sweat!

The Frost Giants were huge monsters, twice the size of even the largest man. They had long beards made from ice.

Thor Thor was Odin’s son and was the strongest of the Gods. Thor was known as both the God of Thunder and the God of War. His weapon was ‘Mjolnir’, a hammer which Thor used to defeat his

enemies. The Vikings believed that when they heard thunder, Thor was using his hammer.

We get the word ‘Thursday’ from ‘Thor’s day’.