Entry requirements

30 credits in history

Learning outcomes

After completing the course, the students will be able to:

• Describe and analyse Viking age societies in Scandinavia as well as in the rest of Europe and parts of Asia and Africa, and to describe the patterns of contact between these societies.
• Analyze Viking age societies using the concepts of gender and culture.
• Study and discuss primary sources relating to Viking age and early medieval history.
• Understand the basic characteristics of pre-Christian religion in the North and to discuss the conversion to Christianity.
• Communicate this knowledge verbally and in writing.

Content

The Vikings are described in literature as well as in popular culture as wild warriors, bent on plunder and travel. While that might not be entirely incorrect, research into the Viking age societies, during the period ca. 750-1200, has emphasized the complexities of Viking age society and the intricate nature of its contacts with other contemporary societies. In standard European terms, this period coincided with the Early and High Middle Ages, during which processes of state formation and the development of politics, culture and economic structures were intense. Furthermore, it is now recognized that these societies were dependent on the contributions of both men and women, although the boundaries between genders are also discussed. Ethnicity is another topic of discussion. During the course we will study primary sources from the period, in various forms, from Sagas and chronicles to rune stones and material culture, and use classic textbooks to further our understanding of the Vikings.

Instruction

Instruction takes the form of lectures and seminars. The language of instruction is English.

Assessment

The examination will consist of active participation in seminars and a written paper which will be defended at a seminar. Students who have missed a seminar will be able to hand in a written assignment as well, although repeated absences may lead to additional tasks, such as a short oral examination. If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.