The Sagas of the Vikings

Blog for Monday, Nov. 2: Egil

2009-10-27T14:22:00.000-07:00

Chapter 40: 'Egil at the ball-game': How do we explain Skallagrim's behavior towards Thord and Egil?

http://www.hurstwic.org/history/articles/mythology/religion/pix/egil_and_bodvar.jpg

No blog for Monday 10/26

2009-10-20T11:21:00.000-07:00

I look forward to your papers Monday!

Blog for Monday 10/19

2009-10-16T15:33:00.000-07:00

http://markuswiener.com/catalog/index.php?main_page=product_info&products_id=602

Is Ibn Fadlan's account believable?

Blog for week 8: The Vinland Sagas

2009-09-28T10:02:00.000-07:00

http://en.wikipedia.org/wiki/File:Vinland_Map_HiRes.jpg

Which character is these two Vinland Sagas stand out the most in your reading?

Writing assignments

2009-09-28T09:57:00.000-07:00

Question for writing #1 (3 pages), due 9.21
Based on the fictional and non-fictional texts we’ve read so far:

The Civilization of the Middle Ages, Norman Cantor
Historical Atlas of the Vikings, John Haywood
Halfdan Eysteinsson (Seven Viking Romances)

Select a topic/idea/event/situation/character that especially has intrigued you, and find related/comparable matters in the one or more of the other texts for comparison and contrasting discussion (on 3 pages).

Topics might include:

• heroic qualities of Halfdan (similar characters; social significance?)
• ideological change (present in the texts?)
• culture clash: what does it mean to be civilized? (examples of civilized and un- from the texts)
• Viking romance? (characteristics)

I am well aware that so far our sample material is limited while the mentioned topics easily might require many pages for sufficient treatment. Still, it is possible based on examples from our texts so say something worthwhile on three pages.
___________________________
Questions for writing #2 (3 pages), due 10/26
Choose one of the four questions for Njal’s Saga, or the question for The Vinland Sagas.

Njal’s Saga
1. Discuss the characteristics of characters in connection with the role they play in the saga:
• e.g. Gunner, Njal, Njal’s sons, Mord, Thrain Sigfusson.
• other characters?

2. Provide an in depth look at the women characters in this saga.
• how do they propel events?
• what are their individual characteristics? which role do they seem to fulfill in society? E.g. Hallgerd and Bergthora, Queen Gunnhild, Unn, Hrut.
• do you view them differently than you view today's women?
• does the sense of honor seem more prevalent in men or women?

3. Define the social construction of society in the saga.
• which are the elements of social construction? Provide examples.
• discuss such elements as kinship, immediate family, conflict,male/female roles -- and other elements you consider important.
• how effective was the law/Althing in actually maintaining law and order?

4. Examine the saga style.
• provide examples of the style in which Njal’s Saga is written, e.g. humor, genealogy etc
• Discuss purpose of these and other structural elements: violence, romance, fate, luck, the supernatural?

The Vinland Sagas
On the basis of a comparative analysis of the two sagas discuss the Viking discovery of "Vinland." Discuss the issues of 'the sagas as fiction,' 'their historical accuracy,' as you incorporate a discussion of the article: “The Vinland Sagas and Nova Scotia” (Scandinavian Studies, vol. 64, no. 3) Feel free to contrast this saga to other saga texts.
___________________________
Questions for writing #3 (3 pages), due 11/16

Egil’s Saga
Discuss the main themes of the saga. Consider how the main character and the minor characters relate to your particular interpretation of the work. Take special care to define the nature of the main character, Egil. Engage these five questions: Which scenes in particular define this saga? How do you assess Egil’s relationship to ‘honor’? Why the poetry? How does the saga compare to other sagas?
________________________
Guide to writing #4: Research paper
6 pages, due Tuesday, December 15, by 5 p.m. Honors Hall, or before.

The research paper (min. 6 pages, double spaced) will be on a topic chosen by week 9, due Tuesday, December 15. Meet with me individually at least once during the previous week to discuss and choose a topic. The paper should be a critical discussion of a topic discussed in class incorporating discussion of a minimum of five scholarly opinions on one or more saga texts or on a historical dimension of the Viking age related to the chosen saga text/s. A comparative and scholarly approach is appreciated relating the texts in focus to other texts, or other aspects of the course including modern life as we know it.

The following elements are important for the evaluation:

Analysis. Consult the critical thinking guidelines and 'evaluating papers & essays' for information about structure and suggestions for areas of analytical inquiry.

Insightful, creative interpretation. Create connections between various characters and elements in your interpretation of the text (or texts), and/or between your interpretation of the text and comporable elements in our contemporary world.

Research. Scholarly opinions are needed in order to provide fruitful perspectives for discussion, analysis, and interpretation! Researching a historical background of something also creates great context for interpretation and understanding. A minimum of five scholarly sources must be engaged in your paper.

Fluent, expressive language, and a coherent structure. Attention to the formal dimensions of the paper are necessary and will be rewarded. (See Referencing)

No blog for Monday 9/21

2009-09-15T16:11:00.000-07:00

https://wodanesdag.com/th650.html

Since you are completing your papers for Monday - no blog this week!

Paper #1 due Monday, Sept. 21

2009-09-14T09:57:00.000-07:00

Question for writing #1 (3 pages), due 9.21:

Based on the fictional and non-fictional texts we’ve read so far:

The Civilization of the Middle Ages, Norman Cantor
Historical Atlas of the Vikings, John Haywood
Halfdan Eysteinsson (Seven Viking Romances)

Select a topic/idea/event/situation/character that especially has intrigued you, and find related/comparable matters in the one or more of the other texts for comparison and contrasting discussion (on 3 pages).

Topics might include:

- heroic qualities of Halfdan (similar characters; social significance?)

- ideological change (present in the texts?)

- culture clash: what does it mean to be civilized? (examples of civilized and un- from the texts)

- Viking romance? Que? (characteristics)

I am well aware that so far our sample material is limited while the mentioned topics easily might require many pages for sufficient treatment. Still, it is possible based on examples from our texts so say something worthwhile on three pages.

Blog comments for Monday, Sept. 14

2009-08-31T11:37:00.000-07:00

Germanic thing, drawn after the depiction in a relief of the Column of Marcus Aurelius

http://en.wikipedia.org/wiki/Germanic_peoples

Please add your reading-commentaries to this blog. Due Monday, Sept. 14 (Sept. 7 is Labor Day - no class). Comment on one or more of the following:

"The Civilization of the Middle Ages" - Cantor
Halfdan Eysteinsson

Historical Atlas of the Vikings

E.g. consider this question: What are the 'most surprising' things you learn in each of these three different texts?

The Sagas of the Vikings

2009-05-14T14:48:00.000-07:00

UH 300 (Section 1) Monday 3:10-5:00, Honors 141
Prof. Andersen, Honors Hall 130D, 335-7694,

kimander@wsu.edu
www.wsu.edu/~kimander

Course description
In A.D. 793 the Vikings entered the annals of history with the attack on the monastery at Lindisfarne, England. The following 300 years, approximately, have been known as "the Viking Age." During these years the peoples of Scandinavia put their cultural imprint on the British Isles, Normandy, Paris, Russia, the Mediterranean, the Middle East, and North America, not always to the delight of locals. However, they were not only pirates and conquerors but also trade-partners in a vibrant world of commerce and exchange. The Norse were quick to settle and become locals. Yet, who were they? Were they all pirating Vikings or also farmers and poets? How did they live when they weren't on the longboats? Were law and order part of their societies? What were their beliefs, myths, and legends before they converted to Christianity? Did they, indeed, discover America? It is the purpose of this seminar to study a selection of their literary legacy, the results of centuries of oral traditions, the Icelandic sagas, in order to gain insights into a human culture seemingly distant from our own. We'll read and discuss some of the vivid tales of love, sex, violence, of defending rights, and of practical and supernatural uncertainties. We will make use of movies and short films. Final grade to be determined by active participation, written assignments, and an in-class presentation.

Required Texts:
The Vinland Sagas by Magnusson
Njal’s Saga by Magnusson
Saga of the Volsungs by Byock
Egil’s Saga by Magnusson
Historical Atlas of the Vikings by Haywood

Syllabus

August
Week 1
8.24 Introductions. The Viking Age?

Week 2
8.31 The Civilization of the Middle Ages, Norman Cantor (excerpt) [1: LEAH]

September
Week 3
9.7 LABOR DAY – ALL UNIVERSITY HOLIDAY

Week 4
9.14 Halfdan Eysteinsson (Seven Viking Romances, p. 171-198) [2: SARAH]
Historical Atlas of the Vikings, John Haywood (p.8-45) [3: JIM]

Week 5
9.21 Njal's Saga (Chapters 1-81, p. 39-176) [4: TIFFANY]Video: "The Viking Ships - Reborn" (1997, 22 min.)
Essay #1 due 9/21

Week 6
9.28 Njal's Saga (Chapters 82-159, p.176-355) [5: MALLORY]

October
Week 7
10.5 Historical Atlas of the Vikings, J. Haywood (p.46-109) [6: LAURA]
Video: "Vikings in America" (1995, 50 min.)
Essay #2: ‘Njal's Saga’ due Monday 10.5 [3 pages]

Week 8
10.12 The Vinland Sagas: Grænlendinga Saga [7: AMARA] Eirik's Saga [8: ERIK]

Week 9
10.19 John M. Montgomery: "IBN FADLAN AND THE RUSIYYAH" Journal of Arabic and Islamic Studies 3 (2000) [9: KATIE]

Week 10
10.26 Historical Atlas of the Vikings, John Haywood (p.110-135) [10: ]
Video: "Evidence of Vikings" (1995, 50 min.)
Essay #2 due 10/26

November
Week 11
11.2 Egil's Saga (Chapters 1-48, p. 7-112) [11: JULIE]

Week 12
11.9 Egil's Saga (Chapters 49-87, p. 113-239) [12: KEN]

Week 13
11.16 Video: "Viking Voyages" (2002, 50 min.)
Essay #3 due Monday 11.16

Thanksgiving Break: 11.23-27

Week 14
11.30 The Saga of the Volsungs (Chapters 1-20, p. 1-66) [13: LAUREN]
The Saga of the Volsungs (Chapters 21-44, p. 67-109) [14: ]

December
Week 15
12.7 Conclusive discussion.
Research paper due Tuesday, December 15 by 5 p.m. in the Honors College office [6 pages]

Course objectives
WSU has identified six learning goals for undergraduate education:

· CRITICAL AND CREATIVE THINKING
· QUANTITATIVE AND SYMBOLIC REASONING
· INFORMATION LITERACY
· COMMUNICATION
· SELF IN SOCIETY
· DISCIPLINARY KNOWLEDGE

(see the Honors College web site www.wsu.edu/Honors for specific descriptions of these)

In this course students will

· become critically familiar with a selection of literary texts pertaining to early Medieval Scandinavian culture
· develop an understanding of political, religious, and geographical facets of Viking age culture
· gain insights into the social configurations of Viking society including law, gender relations, and economy
· relate the ancient historical context to our own historical and cultural situation

The course engages all six WSU learning goals. In pursuit of the above dimensions students will

· critically and creatively analyze, interpret and synthesize literary texts and historical information gathered from readings
· conduct library and internet research in preparations for writings and classroom discussions.
· develop skills in formal communication through PowerPoint presentations of course materials in class
· reflect upon the knowledge gained in contrast to own experiences in the 21st century

Grading
This class assumes active discussion of texts - in class and in papers.
Final grade will be assessed according to the final grade matrix, and will be determined by:

(1) A research paper [20%]
(2) Three short essays [30%]
(3) A presentation [20%]
(4) Active participation and blog-response [30%]

Re. (1)Research paper: The research paper (min. 6 pages, double spaced) will be on a topic chosen by week 9, due Tuesday, December 15. Meet with me individually at least once during the previous week to discuss and choose a topic. The paper should be a critical discussion of a topic discussed in class incorporating discussion of a minimum of five scholarly opinions on one or more saga texts or on a historical dimension of the Viking age related to the chosen saga text/s. A comparative and scholarly approach is appreciated relating the texts in focus to other texts, or other aspects of the course including modern life as we know it.

The following elements are important for the evaluation:

Analysis. Consult the critical thinking guidelines and 'evaluating papers & essays' for information about structure and suggestions for areas of analytical inquiry.

Insightful, creative interpretation. Create connections between various characters and elements in your interpretation of the text (or texts), and/or between your interpretation of the text and comporable elements in our contemporary world.

Research. Scholarly opinions are needed in order to provide fruitful perspectives for discussion, analysis, and interpretation! Researching a historical background of something also creates great context for interpretation and understanding. A minimum of five scholarly sources must be engaged in your paper.

Fluent, expressive language, and a coherent structure. Attention to the formal dimensions of the paper are necessary and will be rewarded. (See Referencing)

Mandatory research paper structure:
1. Title page: title of paper, name of author, name of course, instructor, Honors College, WSU, semester, year.
2. Contents-page: list headings of each section of your paper including page number for each.
3. Starting page three: the paper. Include headings of each section.
4. End- or footnotes.
5. References. (Follow your preferred style: MLA, APA).
6. Appendices, if any.
7. Number your pages; double spaced.

Re. (2) Short essays: essentially the same expectations as with the research paper - except the structure 1-7 and without emphasis on scholarly research although appreciated as space allows. An essay is a more 'free-flowing' reflective style of writing. (each 3 pages, double spaced.)

Due dates for written assignments:

Essay #1: ‘Middle Ages & Halfdan’ (3 pages, double spaced) Monday, September 21

Essay #2: ‘Njal's Saga’ or 'Vinland Sagas' (3 pages, double spaced) Monday, October 26
Essay #3: ‘Egil's Saga’ (3 pages, double spaced) Monday, November 16

Research paper: Topic TBD (6 pages, double spaced) Monday, December 15

Re. (3): The Presentation: This is a max. 20 minute presentation of a fictional or factual text. Sign up for one of the numbered presentation topics. First come, first served! The presentation includes a max. 1-2 page handout to all class participants detailing the presentation. The handout should provide an overview of the presentation and its text/s and at least three questions for further discussion. Make sure you write your name on the hand-out and date it!

Structure your time well to present the essential perspectives and points. Following your presentation we will discuss questions or problems raised. Defend your perspectives while productively engaging other perspectives.

The presentation will be graded according to the following criteria:
1. Engagement in your role as presenter.
2. Understanding the text/s.
3. Evidence of research and independent, critical evaluation of the text/s.
4. Willingness to pose and answer questions.
5. A well-structured presentation including a max. 1-2 page hand-out accounting for all facets of the presentation.
6. Three poignant questions for further discussion.

Re. (4) Blog & participation: A short weekly reading response (approx. 200 words): in a paragraph share your thoughts on the reading. The response is due Monday morning by 10 a.m. Add your comment to the appropriate week on the course blog: http://uh300sagas.blogspot.com/ Any perspective on the readings is most welcome!

This seminar requires lively discussion of the material. ACTIVE PARTICIPATION in discussions strengthens the impression of an engaged and well-prepared student! Consider this class an excellent forum for exercising verbal skills! Two well-excused absences (informed of in advance!) during the course of the semester will be tolerated without ramifications for final grade. 'Ramifications' may include writing a short make-up paper.

Final grade evaluation
This is a ‘rough’ guide to how final grade is determined evaluating written assignments as a whole, class participation, and quality of blogs. In terms of participation during class, I gather impressions as the semester progresses. Re. evaluation of written assignments, always read my comments on papers, and see me if you have questions.

A: Participates regularly with insightful, observant, and thoughtful commentary. Accomplished, well-crafted writings, with fine interpretational observations, in pedagogically and logically progressing structure. Meticulous discussion of research when required.

A-: Participates regularly with thoughtful comments. Thoughtful, well-crafted and -structured writing containing solid, interpretational observations. Thoughtful discussion of research when required.

B+: Participates regularly with thoughtful comments. Writing contains promising observations, in somewhat casual composition. Fair discussion of research when required.

B: Reasonable writing, with repetitious elements, short on critical assessment. Participates fairly regularly with reasonable comments. Reasonable discussion of research when required.

B-: Well-intentioned writing but wanting in structure and content. Participation level in discussions: occasional. Casual discussion of research when required.

See 'evaluating papers & essays' on my web site: www.wsu.edu/~kimander for definitions of accomplished, promising, and wanting.
WSU Disability Statement
Reasonable accommodations are available for students with a documented disability. Please visit the Disability Resource Center (DRC) during the first two weeks of every semester to seek information or to qualify for accommodations. All accommodations must be approved through the DRC (Admin Annex Bldg, Rooms 205). Call 509 335 3417 to make an appointment with a disability counselor.

Academics: honestly!
Standard statement:All students are expected to act in accordance with the WSU policies on Academic Honesty found in the Student Handbook. These policies include falsification of information, fabrication of information, plagiarism, multiple submissions, and various other offenses.It is important that you produce your own work. It is counterproductive to learning, unethical, and fraudulent, to pass off someone else's work as your own. It insults all dimensions of our educational project and it disrespects the intellectual efforts of original authors. Most of all, 'cheating' leaves you stuck repeating someone else. Craft your own work, reference the ideas of others, and think for yourself. It feels good, it carves out brain cell territory, it builds character. If you are in a time crunch, and have a reasonable excuse, ask me for an extension, and you will most likely get it.If you have doubts about what constitutes academic integrity or what specifically might qualify as 'cheating' consult the excellent WSU Plagiarism Information Site: http://www.wsulibs.wsu.edu/plagiarism/, or see me before writing your paper.

These are the consequences for cheating in my classes:
1. If a statement (a sentence, a group of words, an opinion, or an idea) from any text has been verbatim or practically verbatim (i.e., with no or little linguistic modification) "lifted into" a paper without referencing the author - the paper will receive an F. Conversely, discussing ideas, using quotations, with proper reference of authors (name of author, title of text, year of publication, page of quotation) is precisely what critical thinking and writing is all about!

2. I will interview the perpetrator one-on-one and if I find that a deliberate, mischievous, mode of conduct is to blame, I will forward the student's name, ID, and proof of the offense, to the proper university channels for dealing with plagiarism. Plagiarism may ultimately result in expulsion from the university.

3. If I determine, based on such an interview, that extenuating circumstances such as honest mistake, or deplorable, but honest, ignorance, caused the offense, I will issue at the most a C on the paper (provided the rest of the paper merits at least a C), and I will not forward the case to the university plagiarism procedure.

4. A second offense will result in an F for the course and I will forward the student's name, ID, and proof of the offenses, to the proper university channels for dealing with plagiarism.

WSU Disability Statement
Students with Disabilities: Reasonable accommodations are available for students with a documented disability. If you have a disability and may need accommodations to fully participate in this class, please visit the Disability Resource Center (DRC). All accommodations MUST be approved through the DRC (Admin Annex Bldg, Room 205). Please stop by or call 509-335-3417 to make an appointment with a disability specialist.

A Commitment to Campus Safety
Washington State University is committed to maintaining the safety of the students, faculty, staff, and visitors to the Pullman campus. As part of this commitment, the university has prepared the Campus Safety Plan, containing a comprehensive listing of university policies, procedures, statistics and information relating to campus safety, emergency management and the health and welfare of the campus community. Please see http://safetyplan.wsu.edu/

Do not hesitate to contact me if you have any questions or concerns!

Have a great semester!