Texas State University
Video Teach Lesson Plan Format:
Secondary Block
Name:
Christopher Shaw
Domain 1:
Planning
1a:
Content/
Pedagogy
1c:
Inst. Outcomes
Date:
10/24/2013
Gr. Level/Subject AP World History Gr 10
Lesson Component
TEKS and ELPS
College Board AP WH Major Developments 600C.E. -1450. (5) Demographic and
environmental changes. Impact of migrations on Afro Eurasia. Types of information students
are expected to know, Viking exploration, expansion and impact.
WH29(C) explain the differences between primary and secondary sources and examine those
sources to analyze frame of reference, historical context, and point of view.
1c:
Inst. Outcomes
1b:
Knowledge of
Students
ELPS 74.4 (c) Cross-curricular second language acquisition essential knowledge and skills.
Instructional Outcome(s)
The students will be able to identify Scandinavia and the present-day countries of Denmark,
Sweden, and Norway on the world map. They will know the Viking trade routes to Germany,
France, and other European countries; to Russia; to Constantinople (today Istanbul, Turkey);
and to Iceland, Greenland, and Newfoundland. What the Vikings are perhaps best known for
(raiding, shipbuilding, sailing), and what they are perhaps less known for (farming, fishing,
iron work, trade).
The students will learn about Ibn Fadlan, via use of a primary source document, and his
perception of the Vikings he encountered. Identify moral judgments made by Ibn Fadlan, and
how those judgments compare to their own.
Importance of Instructional Outcomes/Content
By covering material required by curriculum, the students will understand how Viking
exploration, trade, and raiding re-organized pre- medieval Europe. The students will read
excerpt from historical journal; Ibn Fadlan’s Account of Scandinavian Merchants on the
Volga in 922, the students will analyze content, frame of reference, historical context, and
point of view. Then use this to identify and interpret differences in cultures. (Viking vs.
Islamic). Analytic skills used in this process will be transferable for future learning and life
experiences.
1f:
Assess.
1b:
Knowledge of
Students
Assessment
Formative: Listen in on student partners during small-group reading and discussion in order
to quickly identify problems or misconceptions, which will be addressed immediately.
Use exit card to check for any change to their initial perception of Vikings and determine
if/what new knowledge was learned during period.
After reading primary source material check for understanding by asking open ended
questions. For example, “How has your perspective of the Vikings changed and/or broadened
after reading handout.” Develop a class discussion to measure learning and understanding of
concepts.
Summative: Questions specific to Viking customs, trade routes and settlements will be
included in scheduled quiz.
1e:
Coherent Inst.
1a:
Content/
Pedagogy
1b:
Knowledge of
Students
Anticipatory Set
Student will make 3 - 5 written responses to the question, “What does it mean to be a
Viking?” on front side of 3x5 exit card. Then each student will be asked to orally state one
example from their list. Each student will have to offer an answer that has not already been
given by another student until all students have participated. Responses will be listed on
whiteboard.
Procedures/Activities/Explanations
1. As students enter class they will be given 3x5 index card. This will be used as an
anticipatory tool; entry slip, and exit slip. What does it mean to be a Viking? Students
list 3 -5 answers on card.
2. Each student asked to share one perception of Vikings. Answer must not duplicate any
previous answers.
3. Power point slide. What do we know about the Vikings? Who was Ibn Fadlan?
Discuss Ibn Fadlan’s written account of his encounter with North Men.
4. Power point slide. Map of Viking exploration and settlements throughout Europe and
North America.
5. Power point slide. Evidence of trade, Arabic, Germanic and Anglo Saxon gold coins
found on Gotland Island in Baltic. Established trading post in Kiev. Oleg of Kiev 907
assault on Constantinople.
6. Class will rearrange into pairs to read and discuss primary source account of meeting
the Vikings by Muslim scholar Ibn Fadlan.
7. List 3 – 5 new facts learned about Vikings from Ibn Fadlan’s journal on reverse of
entry / exit slip.
8. Viewing of 13 minute clip from DVD, The 13th Warrior. The opening scenes of movie
highlight Ibn Fadlan’s first encounter with Vikings and illustrate the differences
between Muslim and Viking culture. In addition, the initial dialogue contains an
authentic recreation of archaic Viking language, and students will be prompted to
listen for any words or phrases that may be similar to English.
Closure
Students reflect on Ibn Fadlan’s moral judgments about the Vikings and your own moral
judgments. How do they differ? What do they think accounts for this? Other people
encountered the Vikings, what would that experience look like?
1e:
Coherent Inst.
1a:
Content/
Pedagogy
1b:
Knowledge of
Students
Differentiated Instruction (methods to accommodate special needs):
English Language Learners (refer to ELPS): Prepare anticipatory vocabulary sheet for whole
class, and distribute prior to group reading. Permit use of electronic translators as necessary.
Special Education: Reading will be transcribed into braille reader for blind student. Teacher
will sit next to student during DVD viewing and provide commentary of on screen action.
Gifted/Talented: Research religious beliefs of Vikings. Contrast and compare with Islam.
Struggling: Prepare set of pre-read questions to guide student through reading.
Extension activities for all learners: Go home and write their own diary about the experience
of a first encounter with the Vikings.
1d: Resources
1b:
Knowledge of
Students
Resources (needed by students and teacher including supplies and technology):
3x5 index cards will be provided. Students will need spiral notebook and pen/pencil. Copies
of Ibn Fadlan’s Account of Scandinavian Merchants on the Volga in 922 in Journey of
English and Germanic Philology. One copy transcribed into Braille readable format.
PowerPoint slides. DVD, “The 13th Warrior”