Teacher s Resource: Wickie and the Treasure of the Gods

Teacher s Resource: Wickie and the Treasure of the Gods First/Second Levels P3-7 Created by Helen Appleyard Discovery Film Festival: Sat 20 October - Sun 4 November 2012 discoveryfilmfestival.org.uk Dundee Contemporary Arts 2012 With support from DCA Cinema and DCA Community & Education Team

Introduction Visiting the site movingimageeducation.org will also give you access to more films to use in class and play a vital part in how you use film to develop excellence in your classroom. Discovery Learning Resources have been created by classroom teachers and education professionals. Each resource aims to: support and extend working with film in the classroom help prepare for and extend the impact of a class visit to a Discovery Film Festival film develop confidence in Moving Image Education approaches and working with 21st Century Literacy/moving image texts Resources are free and available to download from discoveryfilmfestival.org.uk/resources or via the Discovery Film Festival area on GLOW, which can be found within the Dundee 21st Century Literacy Group. We do hope that you find this useful and enjoy your cinema experience with us, - Discovery Film Festival team 01 / discoveryfilmfestival.org.uk

Synopsis Wickie and the Treasure of Gods (3D) Dir. Christian Ditter German 2011 / 1hr 36m / German with English Subtitles wickie.film.de This 3D adventure stars Wicki, the son of Halvar the Viking chief, who wants nothing more than to be a real Viking. The problem is he s not very strong, clumsy and definitely not great at fighting. He is, however, very good at thinking his way out of tricky situations. It is a great romp through Viking stereotypes by way of modern moral tale. This is Wicki s second outing in a live action film, having previously been shown in cartoon form. In the first scene Wickie is embarrassed by his dad, Halvar, after a raid goes badly wrong. Halvar is very disappointed with Wickie because he is not like other Vikings. The effect of this is to make Wickie more determined to prove himself. The Viking crew return to their village with no stolen goodies to show for their journey, apart from a book detailing a route to the Treasure of the Gods and one slave girl, Svenja. Suddenly, after planning a real Viking quest to find the treasure in the book the whole village fall into a deep sleep. Whilst they are sleeping Chief Halvar is kidnapped by rival, Sven the Terrible, along with the key to the Treasure of the Gods which Halvar wears around his neck. Wickie is then given the chance to prove himself. He is named Deputy Chief and has to lead a rescue mission with a crew of bumbling warriors to rescue his father. Svenja, the slave girl, joins them and shows that she is equally clever and strong. The quest becomes an exciting race, with Sven and his men, for the mythical, magical Treasure of the Gods. They set off over raging oceans, tropical beaches and dangerous icy wastelands demonstrating how Viking campaigns were conducted. Wickie has a few tricks up his sleeve to keep him one step ahead of Sven. It is Wickie s clever thinking that gets his crew out of several tight situations and steers his father s ship all the way to the icy Cape of Fear and to Sven s castle, where Halvar has been held prisoner. Getting his father out of this icy jail, however, takes more smart ideas than brawn, Wickie shows how it can be done. When he and his crew finally locate, and claim the Treasure, it takes an unexpected collaboration and helping hands to save the day. Throughout the film the story moves quickly from exhilarating sea-journeys and prison breaks to action pieces. It contains witty slapstick with mild violence and has some tense situations. Teacher s Note: There is one scene on the Isle of the Valkyries which contains some very mild nudity where Wickie and his crew sew an unusual new sail for their Viking vessel mad from items of the Valkyries clothing (underwear). Main Themes Vikings, life and culture / Viking Gods and Mythology / Leadership / Relationships and Friendships (especially between Wickie and his father) 02 / discoveryfilmfestival.org.uk

Before your visit to the cinema The children may never have seen a subtitled foreign language film before so it might be an idea to discuss this. The story line is very easy to follow and the language simple enough for most children to read. Activity 1: Look at the poster and make predictions Discuss with the children what they think the film might be about, who do they think the main character is? What do they think the story might be about? Watch the original trailer with no subtitles at: movieplayer.it/video/trailer-wickie-auf-grosser-fahrt_8821 or at the film s web site at wickie.film.de This is a good starting point for children to make their own predictions about what they might expect from the film using clues from the trailer. Children could make notes either as a class or individually about the story, setting and characters. From the trailers they can; Discuss what they think about the main character Wickie. Identify any of the other main characters. Predict the storyline. 03 / discoveryfilmfestival.org.uk

Activity 2: Investigating prior knowledge and find out about the Vikings What do the children already know about Vikings? Where do they come from? Do the children already have a stereo typical idea of what a Viking looks like? BBC Schools Primary History site on Vikings has two short videos showing the origins of Vikings and where they settled in Britain: bbc.co.uk/schools/primaryhistory/vikings/who_were_the_vikings/teachers_resources.shtml Get children to find these countries on a map - perhaps locate Scandinavian countries on a map of Europe/Google Earth and ask what the children know about them. As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a 04 / discoveryfilmfestival.org.uk

After your visit to the cinema Activity 1: Review the main points of the film and look back at predictions Identify parts that children particularly enjoyed/did not enjoy get them to discuss reasons for this. Look back at the predictions made before watching the film and discuss how similar or different their ideas were to the plot of the film. Were there any surprises in the film, did anyone see the twist in the plot coming? Activity 2: Explore the characters and characterisation Identify the main characters discuss their relationships with each other. Get the children to write a short description of the main characters, with younger children this could be done collaboratively as a class. How do their personalities change throughout the film? How do relationships change through the film? Especially the relationship between Wickie and his father. Other images of characters and scenes can be found on the German site of the film: wickie.film.de As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a 05 / discoveryfilmfestival.org.uk

Activity 3: From book to film, cartoon to action movie make comparisons Wickie is originally based on a series of books written in 1963 by the Swedish author, Runer Jonsson, based around the tales of Vicke Viking. Subsequently a German cartoon was made between 1972 and 1974. The cartoon was eventually dubbed and aired in the UK. Compare the film with the original cartoon series. An English language episode of the cartoon can be watched here: youtu.be/db7pqzdm4vu Can the children find similarities between the two different styles of media? For example in the film they use a cartoon effect (exploding stars) when Wickie is has an idea which will save the day, this is the same effect from the cartoon. Can the children find other similarities? Can they list the differences between the cartoon and the film, how was it changed? The children could then produce their own simple cartoon strip using scenes from the film. I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain why I prefer certain sources. / I regularly select subject, purpose, format and resources to create texts of my choice. LIT 1-01a / LIT 2-01a I can create a range of visual information through observing and recording from my experiences across the curriculum. EXA 1-04a Activity 4: Film Techniques 3D Many films such as this one are now filmed in 3D. Discussion Points Can the children identify which 3 D effects worked best? Can they name any other films they have watched in 3D. Discuss their experiences with other 3 - dimensional films Do they think films are better with 3D or without it (2D)? As I listen or watch, I can identify and discuss the purpose, key words and main ideas of the text, and use this information for a specific purpose. LIT 1-04a As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-04a 06 / discoveryfilmfestival.org.uk

Activity 5: Vikings topic Explore the Viking life and culture This film is an excellent starting point to develop a topic on Vikings it displays many stereotypical Viking traits which can then be discussed and explored. A good place to start for basic information and activity ideas is the BBC Primary History Site (bbc.co.uk/schools/primaryhistory/vikings) or the Viking A-Z at the end of this resource. As continued Investigation children can research Vikings home life, raiding and settling in different countries. Worksheets and activity ideas can be found in the teachers resources on the website mentioned above such as a writing activity A day in the life of a Viking Imagine living in Viking times. Investigation / Discussion Questions What are the similarities and differences between Viking life and modern life Review children s prior knowledge, discuss what they thought they knew about Vikings, does it match up with the facts about Vikings? To help me develop an informed view, I am learning to recognise the difference between fact and opinion. LIT 1-08a To help me develop an informed view, I can distinguish fact from opinion, and I am learning to recognise when my sources try to influence me and how useful these are. LIT 2-08a 07 / discoveryfilmfestival.org.uk

Runes on the map There are other simple activities on the BBC Primary History website which could be used to reinforce ideas linked to the film for example; runes were used on the map to Thor s Hammer. Children can use the runes worksheet on this site to write a their own message in runes on a rune stone or alternatively they could create their own map with runes of Wickie s journey. I can compare aspects of people s daily lives in the past with my own by using historical evidence or the experience of recreating an historical setting. SOC 1-04a I can compare and contrast a society in the past with my own and contribute to a discussion of the similarities and differences. SOC 2-04a By comparing the lifestyle and culture of citizens in another country with those of Scotland, I can discuss the similarities and differences. SOC 2-19a 08 / discoveryfilmfestival.org.uk

Activity 6: Exploring Beliefs and Myths During the film Wickie is searching for the Treasure of the Gods which turns out to be Thor s Hammer. When the Vikings came to Britain, they had their own pagan religion. They worshipped many gods. The old stories they told about gods, giants and monsters are known as Norse myths. The children can listen to, read and investigate the mythology and symbols surrounding Viking s beliefs. Research / Discussion Questions Why did the Vikings have so many Gods? How does this compare with today s beliefs? Why did some Vikings convert to Christianity? A good clip introducing Viking Gods: bbc.co.uk/learningzone/clips/viking-gods/132.html For older children there are obvious links to other films such as Thor, the children can discuss the handling of the mythology in these films. An online film education pack can be found on Thor at: filmeducation.org/resources/film_library/getfilms.php?id=t I can talk about my own beliefs, or express them in other ways. RME 1-04c I can show understanding of the beliefs of world religions and explore the similarities and differences between these and my developing beliefs. RME 2-04c Activity 7: Expressive Arts make a Viking Longship model Wickie uses a Viking Longship to rescue his father and find the treasure, the children could design and build a Viking ship using junk materials. As an alternative you can find a useful template of a Viking Longship at: weandus.ie/files/vikingship.pdf Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 1-05a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. EXA 2-05a 09 / discoveryfilmfestival.org.uk

The Vikings from A to Z From the 8th to 11th centuries the world was in the thrall of the Vikings. Their name stood for robbery, murder and plunder but also for courage, valour and fighting instinct. For everything you need to know about the Vikings, read on: Animated heroes From 1974, the ZDF series Wickie the Viking made an enduring impression of the image of Viking life complete with imperfections. For example, Vikings did not really have horns in their helmets or sail off on raids to distant lands in round-bodied ships. Asgard Residence of the Norse gods of Aesir, Asgard was described as a vast castle, comprising twelve palaces of the gods, among which counted the highest god Odin. The palaces were built of gold and precious stones and ringed by insurmountable walls. Berserkers Wild and unbeatable warriors with a magical passion for battle. The first syllable of their name apparently stood for berr (naked) and referred to their naked torsos. Christianisation The Vikings worshipped heathen gods but came increasingly into contact with Christianity through the plundering forays and trading journeys they made. As missionaries sent by the Pope in destroyed the sacred sites of the old Viking gods and the people saw that Odin took no revenge, the Vikings finally all converted to Christian beliefs. Clothing Most men wore woollen trousers and a knee-length shirt, held together by a belt to which were attached knives, tools or weapons. The women wore long woollen dresses with blouses held together by a brooch. Jackets, dresses, boots and headgear were sewn with sealskin and bear pelts as protection against the cold. Only rich Vikings could afford clothing of silk and linen. Dragonships A versatile ship of up to 30 meters, named for the carved wooden dragon s head on its prow. It was manoeuvred by up to 30 rowers and one single rectangular sail made of double woven linen or from the wool of up to 200 sheep. So that the sail did not become waterlogged in storms the Vikings rubbed it with horse fat before the journey. Drinking horns The Vikings drank beer, mead and wine from cups and drinking horns. As horns could not be put down on the table, they always had to be emptied. The drinking horn was therefore passed around the table from man to man until it was empty and then usually very quickly filled again. Festivals When Vikings celebrated there was always an abundant flow of beer and mead, a kind of honey wine. They regaled one another with tales and poems, set each other riddles and amused themselves with dice and board games. They had many outdoor competitions: In the winter the Vikings sledged or skied; in the spring they had swimming races and in summer staged swordsmanship and archery competitions. 10 / discoveryfilmfestival.org.uk

Freya The goddess of peace and fertility was supposed to care for an abundant harvest or booty on land or at sea. This central god owned a folding boat that could fit into a bag; when unfolded it had room for all the gods. Frigga The wife of the highest god, Odin, was the patroness of marriage and motherhood. Greenland In the year 928 Eric the Red discovered an icy isle 3500 kilometres distant from his home, Iceland. He named it Greenland after its lush coastal vegetation. Settlers went to the island from 986. Up to 3000 Vikings lived on Greenland in two small villages. Houses The Vikings built their longhouses with wood. They covered the roofs with birch bark that repelled water and turf that insulated. In the main hall of the house was an open fire that gave light and heat and served as a cooking place. Broad, high benches stood along the sides of the house, upon which the families sat or slept. Smaller stone houses were built only where there was little or no forest, mainly in Greenland, Newfoundland, Iceland and in the north of Norway. Iceland In 850 the Norwegian, Ingolf Arnason, left his home with his family for Iceland. Although only a quarter of the small island was capable of sustaining crops, many Vikings followed his example. By 930 Iceland was an independent state with 3000 inhabitants for whom there was too little arable land. A famine in 970 led to many Vikings sailing on in search of new land. Knorr The Vikings utilized heavy, broad-bellied ships called Knorrs for trading purposes. They were propelled by oarsmen and were markedly slower than the narrow manoeuvrable longships used for long sea journeys and raids. Leif Eriksson The son of Erik the Red was born in 970 and became one of the most famous Viking explorers. Around the year 1000 he sailed westward with 35 men, reaching what is now known as Newfoundland. It is said that he was the first European to set foot on North American soil. Mythology The Vikings worshipped several gods, strong and fearless warriors whose wrath could be terrible. However, they protected the Vikings from all ills if they were placated by sacrifice. The Name viking To this day it is still not clear where the Vikings got their name. One theory maintains that the name goes back to the word wig which means trading place or trading port. Another theory places the origin with and Old Nordic term, vikingr, for pirate. Nutrition Vikings cultivated cabbage, peas, beans, and onions on their meagre arable land. Garlic grew in the wild. They got salt by boiling down seawater, and when there was no grain they made bread from ground peas. Butter and cheese came from cow and goat s milk. Meat came from cattle or hunted reindeer and arctic hares. Fish came from the seas and rivers. For the harsh winters, the women conserved fish and meat with either salt or a pickling mix made from whey. 11 / discoveryfilmfestival.org.uk

Odin The one-eyed Odin was the god of wisdom and warcraft and was at the same time the leader of all the gods. He rode an eight-legged horse called Sleipnir. Plunderers Overpopulation and a dearth of fertile land drove the Vikings across Europe as far as the Orient, to Asia and America. On their raids they plundered monasteries and torched villages, stealing cattle and treasure. Prisoners were often enslaved. Runes Vikings had their own writing. The individual letters were simple characters composed of straight lines which could be inscribed into wood, bone, metal or stone with a sharp object. Runes were also said to have magical healing properties. Seafarers The Vikings most important transport routes were by water. The ocean was the shortest and most comfortable route between many parts of the then-known world. Sea travel was of such great importance to Vikings that some of them were buried in them to ensure a safe journey to the realm of the dead. Stone tombs in the shape of boats have also been discovered. Thor The god of thunder, wind and storms was worshipped above all others by seafarers and farmers. He could crush the giants who planned to destroy the world with his immense strength and a huge hammer. Thing The fundamental political unit of society was the thing, a legal and tribal assembly of all free men. Here, conflicts were arbitrated, rights discussed and community issues decided upon. Trade The Vikings maintained long distant trading relationships as far as the Orient, to China and America. First they exported mainly amber, followed later by reindeer horns, walrus ivory and pelts. The most important trading goods were slaves whom the Vikings captured on their raids. In return, the Vikings imported luxury goods such as silk, brocade, white wine, blue woollen materials and precious metals. Valhalla One of the largest halls in Odin s castle of the gods in Asgard is Valhalla. All the warriors fallen in battle are assembled here, with a ceiling decorated with their shields. According to legend, the fallen spend the days competing in duels and the evenings relaxing with beer and mead. Weapons The Vikings most important weapons were swords and spears. Skeletal finds show the enormous damage that could be inflicted by sword. The blades were usually 70 to 80cm long. Handles were fashioned from wood or horn and were usually elaborately adorned. Swords were probably initially imported from Franconia and then adopted the forging technology from there. In battle, the Vikings also deployed spears with up to 50cm long blades, as well as battle-axes, combat knives and bows and arrows. They protected themselves with round wooden shields. Women In the confines of the house the woman was equal to the man. She ran the house and farm when he was away. If a man struck of cheated his wife, she could divorce him. 12 / discoveryfilmfestival.org.uk

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