‘Ireland in Schools’
Birmingham Pilot Scheme
English & Irish history for primary schools
5. Eric Bloodaxe asks, whose story
would make the better saga Alfred’s or Brian’s?
1. What makes a good story?
Alfred or Brian
If you were a Viking,
whose story would you
choose to tell:
Alfred the Great’s
or
Brian Boru’s?
4. How important were the battles
of Edington & Clontarf?
University of Birmingham
2. What impressions do
you get of Alfred & Brian?
3. How well did Alfred & Brian
deal with the Vikings?
BASS
Key Stage 2
University of Northampton
About this study unit
This study unit is intended as a depth study within the Key Stage 2
History curriculum when studying the Vikings.
The key question asks: If you were a Viking, whose story would you
choose to tell: Alfred the Great’s or Brian Boru’s?
Using a Viking saga as initial stimulus material, the unit encourages
children to explore the past by looking at historical figures in context.
Prior knowledge
Children will be expected to have had
some earlier lessons on the Vikings and
to know where they came from, what
they did., etc.
It would be helpful if the children had
some understanding of historical
interpretations and the use of sources.
A series of activities compares how Alfred the Great and Brian Boru
dealt with the Vikings who invaded England and Ireland..
The key question also leads children to consider what makes a fit and
proper subject for a saga and provides an opportunity for them to present
their work in a variety of formats, including an assembly.
The unit also offers scope for work in Literacy, such as examining
kennings and constructing sagas and other narratives.
National Curriculum Historical objectives - Key Stage 2
1. Chronological understanding
a. place events , people and changes into correct periods of time
b. use dates and vocabulary relating to the passing of time
2. Knowledge and understanding of events, people and changes in the past
a. characteristic features of the periods and societies studied
c. identify and describe reasons for, and results of, historical events, situations, and changes in the periods studied
d. describe and make links between the main events, situations and changes within and across different periods and societies
3. Historical interpretation
recognise that the past is represented and interpreted in different ways, and to give reasons for this
4. Historical enquiry
a. find out about events, people and changes ... from an appropriate range of sources of information, including ICT-based sources
b. ask and answer questions, and to select and record information, relevant to the focus of the enquiry
5. Organisation and communication
a. recall, select and organise historical information
b. use dates and historical vocabulary to describe the periods studied
c. communicate their knowledge and understanding of history in a variety of ways.
Contents
About this study unit
Lessons & resources
1. What makes a good story?
2. What impressions do you get of Alfred & Brian?
3. How well did Alfred & Brian deal with the Vikings?
4. How important were the battles of Edington & Clontarf?
5. Eric Bloodaxe asks, whose story would make the better saga - Alfred’s or Brian’s?
Appendices
A. Note for teachers
1. Setting Viking Ireland in context 2. Who was Brian Boru & what is the significance of his story?
B. Overview of lesson plans
For more resources on Brian Boru and the Vikings in Ireland, go to
http://journals.aol.co.uk/iis04/BrianBoru
IiS, Alfred & Brian, 2
Lesson 1
What makes a good story?
Key question
Starter
Activities
If you were a Viking,
whose story would
you choose to tell?
Ask children (a)
what are their
favourite stories and
(b) what they think
makes them good
stories.
1. Play Theme of Njal’s Saga and/or Scandinavian classical music.
2. Teacher reads extract from a Viking saga.
3. Children underline in different colours (a) the people mentioned; and (b)
words which show violence and movement.
4. Find words which suggest that Kari was brave.
5. Children discuss what they think makes a good saga - starting with a
prompt list.
4. Preparation for next lesson/homework: What do we know about Alfred
the Great & Brian Boru? Split class into two groups, use internet &/or
family as resources.
NC objectives
History: 4a, b
Activity 1. Note for teachers: Music
a. Theme of Njals Saga by Andreas Viklund & JoJo (5:06 mins)
This evocative theme can be downloaded at http://www.modarchive.com/reviews/av_1200.xm.rev.html
b. Suggestions for Scandinavian classical music
Carl Neilsen 1856-1931 (Danish)
Saga Drom
Rhapsody Overture
Edvard Braein 1924-76 (Norwegian)
Out Towards the Sea
Both on EMI Classics 5 69758 2
Deals with the point in Njal’s saga where Gunnar Amundsen decides not to go into
exile but to stay and fight his enemies.
An Imaginary Journey to the Faroe Islands (you can almost smell the sea and
clearly hear the sea gulls!)
Naxos Norwegian Classical favourites Two 8557018
More lapping waves and seagulls here
Activity 2. Extract from The Story of Burnt Njal (Njal’s Saga)
Originally written in Icelandic, sometime in the 13th Century A.D. Author unknown
See next page for extract
Activity 3. Saga/story prompt list
Exciting story
Bravery
Good
Evil
Learning a lesson
Death
Heroic character
Vivid description
Powerful language
Activity 4. Some Internet sites
Alfred & the Battle of Edington
http://www.bbc.co.uk/history/timelines/england/inv_king_alfred_danelaw.shtml
http://www.maxlove.co.uk/alfred.htm
http://www.channel4.com/history/microsites/M/monarchy/biogs/alfred_the_great.html
http://www.channel4.com/history/microsites/M/monarchy/battles/edington.html
IiS, Alfred & Brian, 3
Brian Boru & the Battle of Clontarf
http://www.bbc.co.uk/history/timelines/ni/brian_boru.shtml
http://www.babynamesofireland.com/pages/brian-boru.html
http://www.mythicalireland.com/ancientsites/brianboru/
http://myhome.iolfree.ie/~clontarf/battle.htm
Schoolchildren’s account of life of Brian Boru
For other relevant websites, with hyperlinks, please go to:
http://journals.aol.co.uk/iis04/BrianBoru/entries/535
Activity 4. Extract from The Story of Burnt Njal (Njal’s Saga)
Njal, a famous lawyer and a peaceful man, and his family were burned to death in their home. Only his son-in-in-law, Kari,
survived. Angry and upset, he wanted revenge and went after his father’s murderers. He was helped by Bjorn, a coward,
whose wife bullied him into helping Kari. The following extract shows what happened when Kari and Bjorn ambushed their
enemies, Modolf Kettle and his family.
Now they all rose up and ran at them, and Modolf Kettle’s son was quickest of them, and thrust at Kari
with his spear. Kari had his shield before him, and the blow fell on it, and the spear stuck fast in the shield.
Then Kari twists the shield so smartly, that the spear snapped short off, and then he drew his sword and
smote at Modolf; but Modolf made a cut at him too, and Kari’s sword fell on Modolf’s hilt, and glanced
off it on to Modolf’s wrist, and took the arm off, and down it fell, and the sword too. Then Kari’s sword
passed on into Modolf’s side, and between his ribs, and so Modolf fell down and was dead on the spot.
Grani Gunnar’s son snatched up a spear and hurled it at Kari, but Kari thrust down his shield so hard that
the point stood fast in the ground, but with his left hand he caught the spear in the air, and hurled it back
at Grani, and caught up his shield again at once with his left hand. Grani had his shield before him, and
the spear came on the shield and passed right through it, and into Grani’s thigh just below the small guts,
and through the limb, and so on, pinning him to the ground, and he could not get rid of the spear before
his fellows drew him off it, and carried him away on their shields, and laid him down in a dell.
There was a man who ran up to Kari’s side, and meant to cut off his leg, but Bjorn cut off that man’s arm,
and sprang back again behind Kari, and they could not do him any hurt. Kari made a sweep at that same
man with his sword, and cut him asunder at the waist.
Then Lambi Sigfus’ son rushed at Kari, and hewed at him with his sword. Kari caught the blow sideways
on his shield, and the sword would not bite; then Kari thrust at Lambi with his sword just below the breast,
so that the point came out between his shoulders, and that was his deathblow.
Then Thorstein Geirleif’s son rushed at Kari, and thought to take him in flank, but Kari caught sight of
him, and swept at him with his sword across the shoulders, so that the man was cleft asunder at the chine.
A little while after he gave Gunnar of Skal, a good man and true, his deathblow. As for Bjorn, he had
wounded three men who had tried to give Kari wounds, and yet he was never so far forward that he was in
the least danger, nor was he wounded, nor was either of those companions hurt in that fight, but all those
that got away were wounded.
Then they ran for their horses, and galloped them off across Skaptarwater as hard as they could, and they
were so scared that they stopped at no house, nor did they dare to stay and tell the tidings anywhere.
Online Medieval and Classical Library Release #11, http://omacl.org/Njal/
IiS, Alfred & Brian, 4
Lesson 2
What impressions do you get of Alfred & Brian?
Key question
Starter
Activities
What impressions
do you get of Alfred
& Brian?
Show one fulllength picture of
Alfred & Brian.
Ask children if they
can tell who is
Alfred & who is
Brian.
1. Brainstorm word around pictures, using ideas from homework. What
impressions do the artists give you of these two men? Do the pictures
match up to the impressions gained in your homework?
2. Read short extracts from historical novels. What are these stories
trying to tell us about the characters? How far do the extracts support or
change your initial view of the two characters?
3. Review what has been found out so far and ask: What questions
would you like to ask about Alfred & Brian? Where would we look for
answers to these questions?
4. In pairs, children look at the contents page of two school textbooks on
the Vikings and decide which one was written in Ireland and which was
written in England, giving reasons.
NC objectives
History: 3*; 4a, b
Activity 1. Pictures of Alfred the Great (left) & Brian Boru (right)
IiS, Alfred & Brian, 5
Activity 2. Extracts from historical novels
King Alfred & the cakes
Moira Andrew, King Alfred, Ginn History, 0-6024-782-9, pp 3-4, 10-11
Alfred looked tired and dirty.
The woman did not know he was the King.
‘Sit by the fire.’ she said.
‘Watch my cakes for me and
be sure they don’t burn.’...
The woman went out to feed her pigs.
Alfred was so tired he fell asleep ...
Then ... he remembered the cakes!
The woman finished feeding the pigs.
‘My cakes are burnt!’ she shouted.
She hit the King over the head.
Brian Boru & his enemies
Morgan Llywelyn, Brian Boru. Emperor of the Irish, O’Brien Press, 0-86278-230-9, pp. 75-6
A new historian had just come to Cashel, a man of the important tribe of Carroll. Brian said to this
Carroll, ‘Malachy is unfit to be High King [of Ireland]. He acts unjustly, attacking without cause. Even
worse he has profaned a site sacred to our tribe [sacred oak under which the kings of Brian’s tribe were
crowned].’
Carroll ... a round-faced man with piercing blue eyes ... was interested in the twists and turns of Brian’s
mind. ‘Will you seek revenge?’ he asked.
‘I don’t believe in revenge,’ Brian replied. ‘It is not Christian.’
Then he winked. And Carroll was not sure just what Brian Boru believed.
IiS, Alfred & Brian, 6
Activity 3. Questions we would like to ask: framework for enquiry
Question
Alfred
Brian
When they lived
Where they lived
What they looked like
Who they were
What they wanted
The key events in their lives
Why they fought the Vikings
Their biggest successes and
failures
Number of books or websites
found
IiS, Alfred & Brian, 7
Activity 4. Contents pages of textbooks
The Vikings Resource Book by James Mason, Longman, 0-58207-313-8
Life in Viking Times by Susan Skyrme, Colourpoint, 1-89839-224-2
IiS, Alfred & Brian, 8
IiS, Alfred & Brian, 9
Lesson 3
How well did Alfred & Brian deal with the Vikings?
Key question
Starter
Activities
How well did Alfred
& Brian deal with
the Vikings?
Teacher prompts
curiosity with
overview of Alfred
& Brian & timeline.
1. Pair & share; children arrange cards on timeline - higher = better;
lower = worse. Half class do Alfred; half Brian.
2. Children consider (a) who faced the bigger challenge from the Vikings
- Alfred or Brian and (b) who was the more successful.
3. Children consider how well the exercise worked - using prompt
questions.
NC objectives
History: 1a, b; 2a, c, d*
Susan Skyrme, Life in Viking Times, Colourpoint, 1-89839-224-2, p.24
IiS, Alfred & Brian, 10
Activity 1. Note for teachers: comparing Alfred & Brian
See also Appendix A for a discussion of the Brian Boru & the Vikings in Ireland
Alfred the Great
Dates
Alfred the Great, King of England, from 871 to his death in
899.
Birth & death
Alfred was born in 849 at Wantage, Berkshire.
Died on 28 October 899 and buried at Hyde Abbey,
Winchester.
Establishing rule & defeating the Vikings
Alfred strengthened the kingdom of Wessex and saved it
from Viking attack.
Alfred prevented the Danish conquest of England at the
Battle of Edington in 878. He used guerilla warfare against
them. - see next page.
Defending the kingdom
After his victory, Alfred allowed the Danes to keep the land
they had conquered in Mercia and East Anglia on condition
that Guthrum, their king, was converted to Christianity.
Alfred built a navy of warships to defend the south coast
against further Danish invasions.
He also protected Wessex with a chain of defences. He took
London in 886, thereby gaining control of all England
except the Danish areas.
Education & learning
Alfred thought that the Viking raids were a punishment sent
by God. He felt that people had sinned because there was
less interest in learning.
He encouraged scholars from Wales and the continent and
learned Latin, eventually translating books into English.
He also established a code of laws, which limited the
practice of the blood feud.
Marriage
In 868, Alfred married Ealhswith, a Mercian
noblewoman,daughter of Æthelred Mucil ‘the Great’.
This marriage revived the ties between Wessex and Mercia;
and provided Alfred with a powerful ally north of the
Thames.
Children
Alfred and Ealhswith had six children, 3 girls and 3 boys.:
Æthelflæd (869 - 919) who married Æthelred II Ealdorman
of Mercia.
Edmund, born about 870, died young.
Edward the Elder, King of England, born 869
Æfthryth who married Baldwin II ‘the Bald’, Count of
Flanders. Their greatX4 granddaughter was Mathilda of
Flanders who married William the Conqueror.
Æthelgeofu, Abbess of Shaftesbury
Æthelweard (880 - 922)
How Alfred’s story was told
Alfred’s achievements were celebrated and perhaps
exaggerated in writings of the time and also in writings after
Alfred’s death such as Asser’s Life of Alfred and the AngloSaxon Chronicle.
Alfred’s achievements
Alfred was skilled in both military and political matters. His
position was supported by administrative and political
structures in Wessex.
Brian Boru
Dates
Brian Boru, King of Munster, 978-1014, and King of
Ireland, 1002-1014.
Birth & death
Brian was born probably in 941 near Killaloe in County
Clare.
Died on 23 April 1014 at Clontarf, near Dublin and buried at
Armagh.
Establishing rule & defeating the Vikings
Brian tried to establish his own family as Kings of Ireland.
Some say he saved Ireland from the Vikings at the Battle of
Clontarf, 1014.
Defending the kingdom
Brian spent his life establishing his unknown
Connacht family, the Dal gCais (Dalcassian) as the rulers of
all Ireland. He did this by allying with, and fighting against,
Irish and Viking leaders alike, using the most modern
military techniques and tactics, including the use of naval
power. Brian became known as Brian of the Tributes (Boru)
becasue he collected monies (taxes) from the minor rulers of
Ireland..
Education & learning
Brian used these tributes to rebuild monasteries and libraries
that had been destroyed during the Viking invasions and by
Irish raiding. He did this because he wanted to win the
support of the Church and because he believed in education
and learning.
Marriage
Brian married four times. His wives were:
1. Mór, daughter of Eiden of Uí Fiachrach Aidne – Brian
married her to gain her father’s support.
2. Echrad, daughter of Carrlus, king of Uí Áeda Odba.
3. Gormlaith, daughter of Murchad, king of Leinster.
4. Dub Choblaig, daughter of Cathal, king of Connacht.
Children
By Gormlaith
Brian had ten children
Donnchad, king of Munster,
by Mor
d.1065
Murchad, d. at
mother unknown:
Clontarf, 23 April
Domnall, d. 1011
1014.
Slani, m. Sitric, King of Dublin
Conchobar
Sadbd d. 1048, m married Cian
Flann
mac Máel Muaid, a
by Echrad
son of a former King of Munster
Tadc, d. 1023
Dub Essa ingen Briain, d.1052
Bé Binn, d. 1073
How Brian’s story was told
In the 12th century Brian’s O’Brien descendants paid for the
Cogadh Gaedhil re
Gallaibh (the War of the Irish with the Foreigners) to be
written. This celebrated and exaggerated Brian’s
achievements. It has led people to believe that Brian was
more important than he was..
Brian’s achievements
Brian was skilled in both military and political matters but
had no political and administrative structures to back him up.
As a result, his success was due to his personal qualities and
his power died with him.
IiS, Alfred & Brian, 11
Activity 1. Timeline
IiS, Alfred & Brian, 12
Activity 1. Cards for sorting
A. Alfred the Great
Use the sword timeline to show how well Alfred dealt with the Vikings in England.
899. King Alfred dies.
878. (Spring) Alfred is in
hiding.
893. Vikings attack and
occupy Kent.
894. Alfred attacks the
Vikings in Kent and drives
them out. He is recognised
by other English Kings as
their leader.
878. (Summer) Alfred leads
a Saxon army and defeats
the Vikings. They become
Christians and promise not
to invade again.
873. The Vikings invade
and kill the Kings of
Northumberland and
Mercia, the two strongest
Saxon Kingdoms.
878. (Winter)The Vikings
attack Wessex and take
over the whole Kingdom.
853. Alfred is sent by his
father on a pilgrimage to
the pope in Rome.
884. Alfred attacks the
Vikings and captures
London.
871. Alfred becomes King
of Wessex at the age of 23.
848. Alfred, the third son of 860. A Viking army attacks
King Aethelwulf of Wessex Hampshire, the heartland of
is born.
Wessex.
857. Alfred’s father, King
Aethelwulf of Wessex dies.
884. The Vikings attack
again, but Alfred has built a
navy and is able to defeat
them.
IiS, Alfred & Brian, 13
878. (Autumn) England is
divided into Wessex, ruled
by Alfred and Danelaw,
ruled by the Vikings.
B. Brian Boru
Use the sword timeline to show how well Brian dealt with the Vikings in Ireland.
Around 941 Brian is born.
902. Vikings are driven out
of Dublin after they are
beaten by a group of Irish
Kings.
976. Brian becomes kings
of Dal Cais, his tribe.
850 onwards. Vikings
become involved in battles
between Irish kings,
fighting on both sides.
840. The Vikings attack all
Ireland - the monastery at
Armagh is attacked three
times in one month!
978. Brian becomes king of
Munster.
999. Brian defeats Malachy
and the Danes at Glenn
Mama and lays siege to
Dublin
840’s. Vikings begin to
build settlements in Ireland
and become part of Irish
life.
795. The first Viking attack
on Ireland.
980. Malachy, King of
Meath, Brian’s rival to be
the powerful man in
Ireland, defeats the Vikings
1000. Brian Boru captures
Dublin from the Vikings.
997. Malachy and Brian
agree to divide Ireland
between them.
917. The Vikings rebuild
Dublin.
1002. Brian Boru becomes
High King of Ireland.
1014. Battle of Clontarf Brian and his Irish &
Viking allies defeat other
Vikings and their Irish
allies, but Brian is killed.
IiS, Alfred & Brian, 14
Activity 3. How well did this exercise work?
What did you learn?
•
What did you already know?
•
What did you find out that was new?
•
Were you surprised with anything you found out?
•
What would you like to find out more about?
•
How would you go about this?
How did you learn?
•
When you were first given the task, how did you decide how to approach it?
•
What did you do first?
•
How did this help?
•
How did you show how well the Vikings were doing?
•
How did you decide where to place the cards?
•
Did you work well as a pair? What did you find easy to do as a pair? What did you find difficult?
•
What did the feedback from the rest of the class help you to understand?
•
At the end of the session, were you able to answer the two main questions:
a. Who faced the bigger challenge from the Vikings - Alfred or Brian?
b. Who was the more successful?
•
Go back to Lesson 2, activity 4, have you changed your mind about your answer?
•
What helped you most to answer these questions?
•
What did you find most difficult?
How can you use this learning in the future?
•
Can you think of a situation where card sorting makes things easier to understand?
•
How does it help you to discuss your work with someone else?
•
Where could you use this approach in the future?
IiS, Alfred & Brian, 15
Lesson 4
How important were the battles of Edington & Clontarf?
Key question
Starter
Activities
How important
were the battles of
Edington & Clontarf?
Show pictures of
the battles.
1. Picturing the battles.
What words do you think of when you think of battles? Make word list.
Character sculpt Alfred & Brian and freeze-frame pictures of the battles
around them.
Revisit & add to word list.
2. Finding out what happened.
a. Look at the accounts of the battles of Edington & Clontarf and decide
what happened before, what happened during the battles and what
happened after. Underline in different colours.
b. What are the main differences between the battles? Put the
differences information into a series of connected sentences. Did
anything change?
3. Venn diagram. Character sculpt again. Choose words to describe
Alfred & Brian & place on diagram. Justify your decisions. (Words could
include, for example, brave, cunning, tired, determined, cultured.)
4. Children decide which battle looks the more important to them.
NC objectives
History: 1a; 2b, c, d*; 3

 Battle of Edington, 878
 Battle of Clontarf, 1014
IiS, Alfred & Brian, 16
Activity 1. Pictures of the battles of Edington & Clontarf
IiS, Alfred & Brian, 17
Activity 2. Summaries the battles of Edington & Clontarf
The Battle of Edington
The Battle of Clontarf
When
The Battle of Edington took place in May, 878
AD near Trowbridge in Wiltshire.
The Battle of Clontarf took place on Good
Friday, 23 April 1014.
Who
The Saxons led by King Alfred of Wessex
fought the Vikings led by Guthrum.
Both sides had Irish and Vikings. Brian Boru had
Viking supporters from Limerick and Waterford
on his side. His enemies were the Vikings,
Sigurd of Orkney and Sitric Silkbeard, ruler of
Dublin, and Irish king Maelmora of Leinster.
Why
The Vikings had invaded Britain and held the
north and east of the country. Led by Guthrum,
the Vikings invaded Wessex. Alfred and his
supporters hid in the marshes of Athelney in
Somerset throughout the winter. In the Spring,
he challenged Guthrum to a battle at Edington.
Brian wanted to rule Ireland. The Leinster Irish
and Dublin Vikings did not want this to happen.
The
Battle
At the Battle of Edington, Alfred’s army (fyrd)
is sometimes said to have used the Roman tactic
of making a wall of shields. They thrust their
spears through small gaps in the shield wall.
The Battle of Clontarf was one of the bloodiest
battles fought in Ireland. Both sides fought with
axes, spears and swords and many died.
The Battle of Edington was very fierce and
lasted all day.
Alfred’s men chased the Vikings back to
Chippenham and trapped them there 14 days.
When they were starving, they asked for peace.
Alfred knew he could not drive the Vikings out
of England completely. He signed the Treaty of
Wedmore, where Guthrum agreed to return to
the lands the Vikings already held in the north
and east of England. Also Guthrum and his
captains agreed to become Christians.
The battle started early in the morning and lasted
all day long. It was late in the afternoon before it
became clear that Brian’s side was winning.
Brian’s army made a fierce attack on enemy lines.
When Brian’s enemies tried to run away to their
boats many were drowned in the river as the tide
came in, while others were killed on the beach.
Brian’s side won.
Brian did not take part in the battle. He was 73
years old and left his son to lead the battle, while
he prayed in his tent.
As he was running from the battlefield, Brian’s
enemy Brodir, Earl of the Isle of Man, found him,
alone in his tent. With a stroke of his axe, he
killed the old king.
After the battle frightening stories were told of
how demons and iron beaked ravens attacked
people.
What
was its
effect?
Guthrum and the Vikings withdrew to the north
and east of Britain. This area became known as
the Danelaw and here Viking law and custom
was used.
Alfred knew that his victory would be pointless
unless he strengthened Wessex. This he did by
encouraging the Saxons to live in fortified towns
or burhs. These towns were armed and provided
a border against any Viking attempts to invade
Wessex.
Brian’s army won. However, both Brian and his
sons were killed in the battle ending hopes for his
family’s rule over Ireland.
At the same, the Vikings kept control of their
towns of Dublin, Wexford, Cork , Waterford and
Limerick.
IiS, Alfred & Brian, 18
What was special about
Alfred the Great?
What did they
have in common?
What was special about
Brian Boru?
Activity 3. Venn diagram: Comparing Alfred the Great & Brian Boru
IiS, Alfred & Brian, 19
Revised 13/03/2006
Lesson 5
Whose saga?
Key question
Starter
Activities
Whose story would
make the better
saga - Alfred’s or
Brian’?
Teacher in role as
Eric Bloodaxe seeks
to commission a
saga. Refer back to
previous lessons.
1. Appoint a bard for Alfred and one for Brian. Divide class into two
groups of researchers - one to help Alfred’s bard, the other to help
Brian’s bard.
2. Using the saga/story criteria from lesson 1, the researchers fill in grid
A.
3. Using the connectives in the table, also below, the researchers draw
up a case for their respective character, using whatever advertising
techniques/gimmicks they choose.
4. Each group reports back to Eric.
5. Using the criteria, class votes on who is more deserving of a saga Alfred or Brian or assesses the different cases.
NC objectives
History: 4b; 5a, b, c
Activities 2 & 4 (grid A). Saga/story criteria - give a score on a scale 1-5 for each prompt
Prompt
Alfred’s story
Brian’s story
Exciting story
Evil
Good
Bravery
Learning a lesson
Death
Heroic character
Powerful language
Vivid description
Score
Activity 2. Connectives table
Comparing
Contrasting
equally
in the same way
similarly
likewise
as with
like
whereas
instead of
alternatively
otherwise
unlike
on the other hand
IiS, Alfred & Brian, 20
Appendix A
Note for teachers
1. Setting Viking Ireland in context
The Vikings left their homes in Scandinavia to trade and /or plunder many places from Russia, Europe and even America. However,
more came to Britain than anywhere. Most schoolbooks deal with England where they were particularly active and eventually settled
in the eastern area called Denmark after the time of Alfred the Great. There is also evidence, especially from archaeological remains
of their impact in Scotland, and to a lesser extent Wales. Their impact on Ireland was significant and has, like England been well
documented. The waves of invasions - first the early raids at the end of the eighth century and settling in the mid-ninth century followed similar patterns. There are a number of similarities between their impact on these two parts of ‘these islands’. Raids on
monasteries and settlements took place in both England and Ireland at places such as Rathlin off the Antrim coast, which was robbed
and burned. One of the most famous of the Viking raiders in Ireland was Turgesius. In 832 he destroyed the monastery at Armagh.
Later, he attacked the monasteries of Clonmacnoise and Clonfert. The Vikings also set up trading towns around the coast, of which
Dublin, the most famous, could be compared with Yorvik in England. Others included Wexford, Waterford, Cork and Limerick.
Dublin was founded in 841 and within a hundred years became one of the chief trading towns in Europe with many trades people
and craftspeople living there such as carpenters, cobblers, tanners, weavers and millers.
However, the situation in Ireland did have differences from that in England. At the time when the raids started both had many kings
who often fought against each other. However, in England, by the time that Alfred was fighting the Vikings he had defeated his
potential rivals. He drew in areas around Wessex together to fight against the Vikings who finally settled for Danelaw in Eastern
England. However, wars continued after his death and in 1016 the Viking Cnut defeated Ethelred the Unready to rule over England.
The throne reverted to the Saxons, although the Viking Harold Hardrada was killed when he claimed the throne in 1066. It should
be remembered that the Normans led by William the Conqueror in 1066 were descendants of Vikings who had settled in what is
now Eastern France. In Ireland, the Vikings settled near to the coast and consequently took over much of the lands and kingdoms.
They certainly attacked people and places but over time formed alliances with different kings in Ireland and were enmeshed in the
Irish political system for many years before the Battle of Clontarf. Whereas the Anglo Saxons were defeated in England in 1016,
in Ireland there were Vikings on both sides.
By the time that Brian fought at Clontarf they had been enmeshed into the Irish political system for many years.
2. Who was Brian Boru & what is the significance of his story?
Some writers like to embroider Brian’s story and inflate his reputation by suggesting that he threw the Vikings out of Ireland at the
Battle of Clontarf. However, the truth was that the Vikings had become important well before his time, that both sides at Clontarf
included Vikings and Irish and that the Vikings’ presence remained distinct until the late eleventh century. It is more interesting
to find out who Brian really was and what he did.
Brian was born in 841. He was educated in the monastery. His family was called Dal gCais and they fought the Vikings and also
other Irish kings. Brian defeated the Irish King of Cashel in battle and set himself up as King of Munster. He went on to take control
of Leinster and Connaught. Finally the High King of Ireland, Malachy II had to submit to him. Brian was the first Munster chieftain
to become High King, or, as he called himself ‘Emperor of the Irish’. He had a palace at Kincora.
The Leinstermen and Vikings in Dublin did not like Brian Boru and got their armies ready to attack him, sending for warriors from
as far away as Normandy and Iceland and the Orkneys. Brian left his palace at Kincora to go and face the Vikings at Clontarf near
Dublin. They met to fight at the Battle of Clontarf on Good Friday, 1014. Brian Boru was 73 years old and did not lead his army
into battle. His son, Murchadh, took command. The old king stayed in his tent behind the battle lines praying for victory. The battle
started early in the morning and lasted all day long. It was late in the afternoon before it became clear that Brian’s side was winning.
Brian’s army made a fierce attack on enemy lines. The latter retreated but were cut off by the incoming tide. Many were drowned
trying to escape while others were killed on the beach.
Although Brian’s side won, his son was killed, as were many chieftains on both sides. As he was running from the battlefield,
Brodir, Earl of the Isle of Man, came upon Brian, alone in his tent. With a stroke of his axe, he killed the old king.
Many stories grew up about these events. Brodir was said to have seen a rain of blood before the battle. Arms were said to have
fallen from the air and the armies attacked by ravens with iron beaks. Evil portents were seen throughout the Viking world. Brian
came to be remembered as the saviour of Ireland against the Vikings and protector of Christianity - which clearly distorted the
events, which had taken place.
After the battle life went on much as before. The Vikings who stayed in towns went on working as traders and merchants. Many
of them married Irish women and became Christians. The Viking raids petered out by the late eleventh century, similar to England.
IiS, Alfred & Brian, 21
Appendix B
Overview of lesson plans
Lesson
Key question
Starter
Activities
History
NC
1
What
makes a
good
story?
If you were a
Viking, whose
story would
you choose to
tell?
Ask children (a)
what are their
favourite stories
and (b) what they
think makes them
good stories.
1. Play Theme of Njal’s Saga and/or Scandinavian classical music.
2. Teacher reads extract from a Viking saga.
3. Children underline in different colours (a) the people mentioned;
and (b) words which show violence and movement.
4. Find words which suggest that Kari was brave.
5. Children discuss what they think makes a good saga - starting with
a prompt list.
4. Preparation for next lesson/homework: What do we know about
Alfred the Great & Brian Boru? Split class into two groups, use
internet &/or family as resources.
4a, b
2
Alfred &
Brian
What
impressions do
you get of
Alfred &
Brian?
Show one fulllength picture of
Alfred & Brian.
Ask children if
they can tell who
is Alfred & who is
Brian.
1. Brainstorm word around pictures, using ideas from homework.
What impressions do the artists give you of these two men? Do the
pictures match up to the impressions gained in your homework?
2. Read short extracts from historical novels. What are these stories
trying to tell us about the characters? How far do the extracts support
or change your initial view of the two characters?
3. Review what has been found out so far and ask: What questions
would you like to ask about Alfred & Brian? Where would we look
for answers to these questions?
4. In pairs, children look at the contents page of two school textbooks
on the Vikings and decide which one was written in Ireland and
which was written in England, giving reasons.
3*
4a, b
3
Dealing
with the
Vikings?
How well did
Alfred & Brian
deal with the
Vikings?
Teacher prompts
curiosity with
overview of
Alfred & Brian &
timeline.
1. Pair & share; children arrange cards on timeline - higher = better;
lower = worse. Half class do Alfred; half Brian.
2. Children consider (a) who faced the bigger challenge from the
Vikings - Alfred or Brian and (b) who was the more successful.
3. Children consider how well the exercise worked - using prompt
questions.
1a, b
2a, c, d*
4
Edington
&
Clontarf
How important
were the
battles of
Edington &
Clontarf?
Show pictures of
the battles.
1. Picturing the battles.
What words do you think of when you think of battles? Make word
list.
Character sculpt Alfred & Brian and freeze-frame pictures of the
battles around them.
Revisit & add to word list.
2. Finding out what happened.
a. Look at the accounts of the battles of Edington & Clontarf and
decide what happened before, what happened during the battles and
what happened after. Underline in different colours.
b. What are the main differences between the battles? Put the
differences information into a series of connected sentences. Did
anything change?
3. Venn diagram. Character sculpt again. Choose words to describe
Alfred & Brian & place on diagram. Justify your decisions. (Words
could include, for example, brave, cunning, tired, determined,
cultured.)
4. Children decide which battle looks the more important to them.
1a
2b, c, d*
3
5.
Whose
saga?
Whose story
would make
the better saga
- Alfred’s or
Brian’?
Teacher in role as
Eric Bloodaxe
seeks to
commission a
saga. Refer back
to previous
lessons.
1. Appoint a bard for Alfred and one for Brian. Divide class into two
groups of researchers - one to help Alfred’s bard, the other to help
Brian’s bard.
2. Using the saga/story criteria from lesson 1, the researchers fill in
grid A.
3. Using the connectives in the table, also below, the researchers draw
up a case for their respective character, using whatever advertising
techniques/gimmicks they choose.
4. Each group reports back to Eric.
5. Using the criteria, class votes on who is more deserving of a saga Alfred or Brian or assesses the different cases.
4b
5a, b, c
For further information, please see http://journals.aol.co.uk/kha200/Ireland in Schools or contact:
Professor Patrick Buckland, Chairman, ‘Ireland in Schools’
19 Woodlands Road, Liverpool, L17 0AJ. Tel: 0151 727 6817; email: [email protected]