Comes To Ireland€¦ · are within a Viking longhouse and the following are discussed: Longhouse construction Social structure (jarl, karl, thrall) Food and cooking Clothing and

Page 1© Fermanagh County Museum.

IrelandTo

1. Introduction, page 2

2. Preparation for the Visit, page 3

3. The Visit, page 4

Vikings in Scandinavia and their travelsVikings in IrelandJewellery Workshop

4. Follow-up Activities, page 5

5. Curriculum Links, page 6

6. Background Informationa) Vikings in Scandinavia, page 7b) Vikings in Ireland, page 8c) Vikings in Fermanagh, page 9d) Vikings in Dublin, page 10e) Viking Ships, page 11f) Viking Ship Building, page 12g) Viking Jewellery, page 13

Teacher’s Information Pack produced by:Fermanagh County Museum, Enniskillen Castle,

Tel: +44 (0) 28 6632 5000.Email: [email protected]

A Fermanagh District Council Facility

Eirik Comes


1. Introduction

Thank you forbooking Eirik Comes toIreland Vikingprogramme atFermanagh CountyMuseum.

Please read throughthis booklet as itcontains importantinformation regardingactivities during thevisit, as well asactivities to dobefore and afteryour visit.

Is Eirik Comes to Ireland linkedto the curriculum?

This module is linked closely to the national curriculum. Ithas been carefully structured to take children through aseries of activities that will enhance their understanding ofVikings and their influence around the world.

For curriculum links see page 6.

Aims of Eirik Comes to Ireland

To achieve understanding and appreciation of the Vikings.

Children taking part in the module will:

realise that Viking people were not all warriors;explore Viking ship building techniques and appreciatehow advanced their technology was for the time;investigate Viking artefacts and piece together a pictureof Vikings in Ireland.


2. Preparationfor the VisitThe following notesare designed toenhance children’sappreciation of theirvisit and shouldtake no longer thanone hour toimplement.

Explain to the childrenthat they are invited tojourney back in time toimagine what it wouldbe like to be a Viking.

Mention a little bit ofwhat they will be doingto whet their appetite!

Explain that the time period of the Vikings in Ireland wasduring the 9th - 11th century, and that it was mainlyNorwegians and Danes that come to Ireland. This modulefocuses mainly on the Norwegian settlement in Ireland duringthe 10th century.

Ask children to think about what it would be like to become aViking? Would it be scary or exciting? What do they think itwould have been like to travel on long voyages? What thingsdo they think the Vikings would have taken with them on theirtravels? What would it be like to settle in a foreign country?Are they looking forward to their visit?

It is helpful if the children know the definitions of these keyterms prior to their visit:

Artefacts Objects used by people a long time agoEvidence Clues which help to solve a puzzleArchaeology The study of artefacts to learn about the pastExcavate To dig in search of artefactsThing A Viking meeting/councilAnnals Records kept by Irish monksThralls Vikings who owned no landKarls The average Viking land owner/farmerJarl Powerful, wealthy land owners

To conclude please write the children’s names on theadhesive labels enclosed as this helps the education staff togive a more personal touch to your visit.

Getting the most from your visitLocal newspapers are oftenwilling to send along aphotographer to record theday and to publise theschool, an accompanyingletter from the children to thepaper is usually quiteeffective.


3. The Visit

Throughout yourvisit the children willbe guided around theexhibits by staff, butyour involvement willbe most appreciated.

Your visit will consistof a series ofactivities each linkedto the next. Wehave tried to makethe activities asexciting andparticipative aspossible.

Before your arrival at thecastle:

1. Please have the childrenseparated into _____ groups;

2. Before leaving the busplease encourage children totake off their coats and havetheir name badges in place.

Please bring with you:A box for the broochesA camera (If you wish)

Activity One - Vikings inScandinaviaThis activity deals predominantly with the lifestyle of Vikingpeople in Scandinavia. The children are seated as if theyare within a Viking longhouse and the following arediscussed:

Longhouse constructionSocial structure (jarl, karl, thrall)Food and cookingClothing and accessories (eg belt, jewellery,pouch, sewing kit etc)Weaponry (examples of helmet, sword and shield canbe handled by children)

The next activity entails a role play situation whereby thechildren interact within a Viking meeting (Thing). The mainissue of discussion is the ‘intended’ Viking voyage to Irelandand after they are given the appropriate information thechildren are asked to discuss and plan this trip. In doing sotopics such as ship types, construction and navigation areconsidered. The Viking ‘recruits’ then have the opportunity toperform a ‘Viking Raid’ on Ireland.

Activity Two - Vikings in IrelandThis session is given a different slant with the emphasisbeing upon the appreciation of Viking artefacts found inIreland. Here they become assistants to an archaeologistand undertake an excavation of artefacts. Using theartefacts excavation boxes they will explore:

Evidence of Vikings in IrelandVikings in Armagh, Fermanagh and DublinTrade and jewelleryThe impact Vikings had upon Irish society

Activity Three - Jewellery WorkshopChildren design and make a Viking brooch after a short talkon the principles of Viking jewellery design.


Follow-up for “Vikings in Scandinavia”A worksheet is provided within this pack if you wish tophotocopy it for your class. It covers some of the mainthemes of the education programme, and encourageschildren to finish the Viking Detective Workbook.

Follow-up for “Vikings in Ireland”Continuing with the theme of archaeology, bury someobjects inside a large container of sand and get the childrento ‘excavate’ the ‘artefacts’ by gently removing the sand layerby layer. Some suggestions for artefacts could be:

pieces of leatherpieces of woodmetallic objects such as foilglass beads

Encourage the children to write or draw a description of theobject; record and identify the object’s material; andestimate the depth it was found. Once this is completedexplain to the children that because the objects are not wellpreserved there is only a small portion still remaining.Therefore it is necessary to decide what the object couldhave been before it deteriorated, what it might have beenused for, and where it might have been sourced from eg themetal might have been part of a Viking brooch/pendant/bracelet, worn by wealthier members of Viking societyperhaps originally stolen during a raid in Ireland.

Follow-up for the Jewellery WorkshopRepeat a similar workshop to the one children experiencedat the Museum using a circular piece of card and gluing onvarious pasta pieces. Plastic lids from circular containers (egPringles, coleslaw pots) could be used as an alternative tocardboard. As they now have a pair of brooches a necklacecould be made to join them by threading beads or hollowpasta onto wool or thread. Once it is dry gold or silver spraypaint could be used to give it a metallic feel. A safety pin ordouble-sided sticky tape affixed to the back of the broocheswould enable them to be attached to their clothing.

4. Follow-Up Activities

In order to get themaximum benefitfrom your visit,please conduct post-visit work with yourclass.

The followingsuggested activitiesare designed toreinforce the variousaspects of yourgroup’s visit to theexhibition.


5. Curriculum LinksNational CurriculumHistoryFrom Key Stage 2Programme of Study

Historical Skills & ConceptsPupils should have theopportunity to develop:a) a sense of the past byidentifying some things thathave changed and somethings which have remainedthe same.

Example from programme:Comparison of Viking tooldesign with that of today.

b) some of the feelingspeople may have had at atime in the past.

Example from programme:Pupils are givenopportunities to considerViking views by becomingactual Vikings.

c) awareness of evidence,historical enquiry andinterpretation by:using sources of informationto gain information about anaspect of the past

Example from programme:Visiting a museum andinterpreting artefacts satisfiesthis requirement.

The VikingsPupils should be givenopportunities to investigate:a) Viking way of life at home;b) Viking expansion andsettlement abroad;

Example from programme:The programme deals withthe homelife of the Vikings,exploration and settlementabroad, as well as the Vikingimpact on Early ChristianIreland

c) a local dimension linked tothe Vikings.

Example from programme:Children are able toinvestigate evidence ofViking activity in Fermanagh.

National CurriculumDesign & TechnologyFrom Key Stage 2Programme of Study

Pupils should• be given opportunities todevelop their capabilitythrough assignments inwhich they design andmake products.• generate ideasconsidering the purpose forwhich they are designing• combine materials intemporary ways.

Example from programme:Designing and constructingthe Viking brooch.

National CurriculumScienceFrom Key Stage 2Programme of Study

Pupils should be taught:to make carefulobservations andmeasurements

Example from programme:Observation and recordingof artefacts within theexhibits.

National CurriculumEnglishFrom Key Stage 2Programme of Study

Pupils should be given theopportunities to talk for arange of purposes including:a) exploring, developing andexplaining ideasb) planning, predicting andinvestigatingc) sharing ideas, insightsand opinions

Example from programme:During the ‘Thing’ exercisechildren are given the

opportunity to develop theirown ideas through groupdiscussion.


6a. BackgroundInformation

Spring was very busyfor the Viking farmer- ploughing andsowing seeds. Assoon as the majorityof the work wascompleted it wascommonplace for thefarmer to leaveresponsibility for thefarm to his wifewhile he spent thesummer raiding andtrading. He wouldreturn in Autumn toharvest his crops, andpreserve meats andvegetables for thelong winter ahead.As the winter tendedto be dark all of thetime it was spentrepairing tools, andboats, as well asmaking shoes,harnesses and sleepingbags.

Vikings in Scandinavia

Viking HousesThe Viking longhouse wasextremely versatile as a singleroom could be used for all therequirements of the daily routinesuch as eating and sleeping etc.The benches which spanned thelength of the dwelling enabled thisversatility as they could be usedfor seating as well as beds. In thecentre of the house was a longhearth which was known as thefire-hall or scali. There was ahole in the centre of the roof to allow the smoke to escape,but it is assumed that it would be continually smoky within.Due to its wattle and daub construction the roof would sagafter about 15 years and it was necessary to build anotherdwelling.

Social StructureSocial rank within Viking society was based upon landownership and wealth, and it was possible to distinguishdifferent classes by their clothing and jewellery. There werethree main tiers:Jarls - powerful/rich land owners. It was common for

one of the Jarls in the district to be a leader oreven a king. Jarls were responsible for leading ameeting (Thing).

Karls - tended to be the largest group owning a modestsize of land.

Thralls - slaves, prisoners who owned nothing, and hadno rights. Although if they worked hard they weregiven the opportunity to buy their freedom and indoing so climb the social ladder.


6b. BackgroundInformation

Vikings created thefoundation of coastaltowns in Ireland:Dublin, Limerick,Waterford and Corkduring the 9thCentury.

During the Vikingage (800-1100AD),many Irish peoplelived in raths. Arath was made bydigging a circularditch and using thesoil to build asurrounding bank.Inside the rath werefarm buildings and ahouse.

Vikings in IrelandUntil comparatively recentlyknowledge on Viking activity inIreland was mainly based upondocumentary sources, such asthe annals, and some linguisticand place-name evidence.

Recent excavations within thewalls of medieval Dublin haveuncovered well preservedarchaeological deposits, andconsequently identified VikingDublin as a very importanttrading town.

Unfortunately, elsewhere inIreland there tends to be a lackof archaeological evidence andknowledge is mainly based onthe annals and otherdocumentary sources.

The first recorded Viking raid took place on Rathlin Island, CoAntrim, in 795AD. These Vikings had journeyed from theShetlands and Orkneys which were close by. By 820ADraids were becoming more frequent and widespread and by830AD raids started moving inland.

In 838AD the raiders sailed up the Shannon river andpenetrated Lough Erne. In 839AD Lough Neagh was thelocation for the first recorded overwintering, and within twoyears the first permanent settlements within naval camps orlongphort, were established in Dublin and Annagassan, CoLouth.

The Viking age in Ireland continued until the 11th century.


6c. BackgroundInformationFew Viking relatedartefacts have beenfound in theFermanagh area,therefore evidenceof the influence ofthe Vikings is mainlydependant upondocumentarysources:

Vikings in FermanaghIn the Annals of Ulster 837AD:“All the churches of Loch Erne together with CluainEois (Clones) and Daimhinis (Devenish) weredestroyed by Gentiles (Vikings).”

North men from Scandinavia and Denmark attacked again in924AD:“a fleet of Foreigners on Lough Erne plundered theislands of the lake and the territories around it to andfro and departed the following summer”.

One monk noted:“Bitter is the wind tonight;It tosses the ocean’s white hair;Tonight I fear not the fierce warriors of Norway;Coursing the Irish sea.”

The Annals of the Four Masters in the year 931AD wrote:“The foreigners took up their station upon the lakes ofErne; and they spoiled and plundered many districtsand churches, as far as Loch Gamhna (Lough Gowna,Co Longford)”. Unfortunately no evidence of a permanent fortress(longphort) has been found nearby, however they certainlyhad a base near Caol Uisce, near Belleek and from theremade raids up the lake.

Monasteries would have been vulnerable to Viking attacks,such as White Island, Boho, Inishmacsaint Island, andKilcoo. The thriving monastery on Devenish Island in LowerLough Erne was also an attractive target for the Vikings intheir search for food, wine and religious treasures.

Lough Erne fishermen in 1891 discovered an 8th centuryshrine and this may have been stolen during a Viking raid ofa religious foundation. Ornaments made from fragments ofIrish shines were highly fashionable among Norse ladiesand have been frequently found in Viking graves.

Shrine found in Lough Erne


6d. BackgroundInformation

At first Vikingcamps in Irelandbegan as fortifiedstructures calledlongphorts. Astime went by andvarious settlementsbecame moreimportant in termsof trade, thesecamps eventuallybecame thrivingtowns. Dublinbecame the mainIrish port forimporting andexporting goods.Ireland did not haveof towns prior tothe Vikings.

Vikings in DublinWoodquay, Dublin is the location for the largest Vikingarchaeological excavation outside of Scandinavia. This hasenabled an extensive knowledge of Viking lifestyle to developwhich shows how Viking culture affected the Irish way of life.

The streets in Viking Dublin were very narrow; little more thantwo metres wide and were covered with gravel and stones orpaved with split logs. The houses were rectangular inshape, arranged in rows, and fronted by a small plot of landwhere the household rubbish and sewage were thrown.Occasionally pigs would also be kept in this area. Theconstruction of the houses are very similar to that ofScandinavia, except that the roof is thatched as opposed tobeing covered with daub (mud). Generally there would be adoor at either end of the dwelling. At the back of the housethere often would be a small store house built and thatchedlike the main building but without the daub on the walls.

TradingArchaeologists have excavated a multitude of objects whichhave been sourced from distant countries, demonstratinghow extensivly trade developed:

Wine jugs from France and Italy;Pottery from England;Bowls from the Shetland Islands;Silk from Turkey;Swords from Germany, and;Marble tiles from Italy.

Exports from Ireland included metal work; jewellery; slaves;food for trading ships on long voyages.

CoinageThe first coins in Ireland were minted in Dublin in 997. Priorto this, the Irish traded commodities such as cattle, and theViking settlers used hack silver and coins from othercountries.


6e. BackgroundInformationWhats in a name?The Vikings have abad reputation assavage warriors andbloodthirsty piratesand this is reflectedin their name.

It was not until the1100’s that theword Viking wasused to describeNorsemen. In oldNorse the word Vikmeans a bay/fjord,referring to thebays were they hidto ambush passingships. The termViking means apirate/robber and togo ‘Viking’ means togo raiding overseas.

Viking Ships and Ship BuildingTypes of Viking Ships All Viking ships were similar in design - they were long andslender with a high curve at each end.

A. Long ships - They were light enough tosail in shallow water and strong enoughto survive a storm as they were flexibleand bent with the waves. These ships were used for raidsand warfare. The prow of a longship was often carved with adragon’s head and brightly painted. Vikings gave their shipsnames such as Long Serpent, Bison, Strider, and Crane.Longships could be carried by their crew across land turnedupside down.

B. Cargo ships used for trade were knownas “Knarr” which were different to longships. Built of oak or pine, high and wideand two half decks at the fore and aft toallow for a hold in the middle where the cargo was stored.

C. A “Faering” was a four oared boat for fourmen and could be carried upon a long shipwhen not in use. Vikings often travelled greatdistances inland and landed at places were there were noharbours.Life Under SailLife on board ship was difficult and dangerous, and Vikingswrote long epic poems or sagas about their voyages. Thesailors carried their personal possessions in trunks, and theysat on these when they were rowing. The rowing onlongships was shared between two teams who took it in turnto row. Fresh water was carried in barrels along with vats ofbutter, cheese, barrels of beer and sour milk, sacks ofapples, nuts, meat and fish dried, smoked or salted.Awnings and tent poles were carried to make shelter onlanding and also cauldrons for preparing meals on land.Meals were prepared on ship by containing a fire within alight box.


6f. BackgroundInformationThe Vikings used abearing dial towork out theirlocation in relationto the position ofsun at midday.An example of abearing dial with32 points wasfound in Greenlandin 1948.

Landmarks wereused whilenavigating along thecoastline. Guidescould be hired toassist with this.

When they were onthe open sea theydepended upon thesun, stars and birdlife.

Viking Ship Building

How Vikings built their ships

Viking ships were clinker built. This means that after the firstline of planks had been fixed in place with iron nails, the 2ndline was fastened above them. The wedge shape allowedthis second line to overlap the first. As a result the ship isstructurally flexible and consequently quite robust on theopen sea. Within the overlapped sections of the plankswas a groove in which a caulking material could be placed,such as wool and oil ensuring that the vessel would bewatertight . When the vessel entered the sea for its firstsailing the timber would swell allowing a very tight seal to beachieved.

Oarholes were cut into the top plank at each end of amerchant cargo ship and along the full length of a longship.The keel was the backbone of the ship. Two end posts wereadded onto each end to give the ship it’s distinctive curvedshape. Planks/strakes were fastened unto the keel startingat the bottom. The mast block was fixed to the keel in themiddle of the ship. The slot in the middle for the mastdistributed the weight evenly.

Their combination of sail and rowing, tapering of the planks atthe bow and stern, and their rudder design made them themost effective naval power in Europe of the time, as well asthe most technologically advanced.


6g. BackgroundInformation

Jewellery was notonly used for purelydecorative purposes,it was alsofunctional:

men used a ring pinto attach theircloak to their tunic;

women used two“tortoise” broochesjoined with beads toattach their apronsto their dresses orshifts.

Viking Jewellery

The Vikings loved fine decorative jewellery. Everyone inViking society except slaves appears to have worn jewellery,the finest pieces however would only have been worn bywealthy individuals with high social status.

The Vikings were skilled craftsmen who practised theirintricate symmetrical designs first on animal bone beforetransferring them to precious and semi precious metals.Some examples of worked animal bones were found at theWood Quay excavation, Dublin. Theyalso used amber which waswashed up on the Danishcoast and jet traded frommines in Yorkshire,England.

Many pieces were madefrom silver whichappears to be theViking’s favouriteprecious metal, evenabove gold. A commonsource of silver used forjewellery came fromshrines and otherreligious articles broughtback from raids onchurch communities.


Ethel the Viking hopes that you enjoyed your day at Enniskillen Castle.This worksheet will help you to remember your visit:1. Write the name of the Viking boat below its picture:

2. Vikings used the sky to work out where they were. They navigated by using the _________ during the day and ____________ during the night.

3. What was the name of a Viking meeting? ___________________________________

4. Why did Ethel (Eirik’s wife) wear a scarf on her head? _________________________

Vikings Worksheet

ClueChoose from

Long boatCargo (knorr)

Faering

Complete this picture of a Vikingwoman. Draw: * a belt, * a key,*a pouch for holding sewing kit,*a pouch for holding shears,* two brooches joined with string of beads

Write your name using the

Viking rune alphabet

Y Z

A B C D E F G

H IJ K L M N O

P Q R S T UVW X

Documents

Comes To Ireland€¦ · are within a Viking longhouse and the following are discussed: Longhouse construction Social structure (jarl, karl, thrall) Food and cooking Clothing and