Explore Nordic cities, museums, historical landmarks and legends to discover impact of Viking culture on Norse mythology and depict effects of oral/written communication on the Vikings’ global reputation.
Although my main intentions for this journey were to bring back stronger content and enthusiasm for my students, the most profound way I was impacted was personally. I was frequently pushed out of my comfort zone and continuously challenged to rely on my own skills to navigate unfamiliar territory--both literally and metaphorically. Not only do I feel more competent and eager to teach this material, but I have a renewed sense of confidence and pride in myself.
I can vividly remember the anxiety and doubt I experienced when I began my Norse mythology unit last school year. The Viking Era was never covered in my history classes growing up, nor was I exposed to Norse mythology in my English education practicum. Having varying experiences—in museums, out in nature, and with locals—I now feel like I have a true sense of the Viking world and Scandinavian culture. This confidence and excitement will bring my Norse mythology unit to life.
Iceland's travel industry has risen in popularity quickly, and accommodations are few, expensive, and quickly booked. Camping was the most affordable option to see as much of the island within my budget. I can count on one hand the number of times I've camped in my life before FFT, let alone camping on my own. Had you told me a year ago that I would not only drive the entirety of Iceland's ring road on my own, but also camped on my own, I wouldn't have believed you. I feel incredibly empowered.
The problem that fueled my pursuit of this grant was that teacher interest in teaching mythology did not match the high level of student interest in taking mythology. Because of my experiences, I am certain I am more knowledgeable to teach this content, and I hope that my newly found enthusiasm for Norse mythology matches the enthusiasm students have to take this class.
In addition to sharing accumulated resources, photos, and video clips, I plan to co-teach my introductory lesson for Norse mythology with the teacher of the other mythology class. Hopefully this introductory lesson will be the catalyst for student interest in the Norse mythology and Viking unit regardless of which teacher our junior students have.
The cumulating written project for the Norse mythology unit will be an allegorical narrative in which students choose a real-world issue they would like to confront. Rather than writing about it formally, students will use symbols to create their allegories. As all Norse myths and sagas were intended to be told, students will also participate in an oral reading of their creative works. These readings will showcase written craft and highlight social issues students would like to shine a light on.
In addition to studying the Vikings and Norse mythology, we will address source credibility and author bias. Because most primary sources dating back to the Viking era were authored by enemies of the Vikings, it's essential for students to recognize how author intent and source credibility is affected. This translates into the modern world seamlessly, as it is imperative for students and global citizens to analyze author's intent and source credibility when obtaining news.
The experiences granted to me through my fellowship strengthened and renewed my sense of life-long learning. Not only am I excited to bring Norse mythology and knowledge of the Vikings to life for my students, but I'm also excited to show them what learning looks like outside the confines of an educational institution. I feel invigorated to empower my students to pursue their interests, step into unknown territory, and build a confidence within themselves just as the fellowship has done for me.
FUND FOR TEACHERS ©