HASS · Year 8 · The Viking Age · Term 1

Viking Trade Networks

Students will map and analyze the extensive trading routes established by the Vikings, identifying key goods and cultural exchanges.

• ACARA Content Descriptions
• AC9H8K02

About This Topic

This topic focuses on the technological heart of the Viking Age: the longship. Students investigate the engineering innovations that allowed these vessels to navigate both the deep, rough waters of the Atlantic and the shallow rivers of Europe. The clinker-built method, the use of iron rivets, and the development of the keel are all explored as key factors in Viking dominance.

In the Year 8 HASS curriculum, this provides an excellent opportunity to discuss how technology drives historical change. Shipbuilding was not just about transport; it was the foundation of Viking military, economic, and social life. By examining the design of these ships, students learn about the resources available in Scandinavia and the specialized skills of Norse craftsmen.

Students grasp this concept faster through hands-on modeling and collaborative problem-solving regarding navigation and ship design.

Key Questions

1. Construct a map illustrating the vastness of the Viking trading networks.
2. Differentiate between the types of goods traded by Vikings across different regions.
3. Evaluate the cultural impact of Viking trade on both Norse and foreign societies.

Learning Objectives

• Map the primary Viking trade routes across Europe and into Asia and the North Atlantic.
• Identify and classify the key commodities traded by Vikings, such as furs, timber, iron, and slaves, and their origins.
• Analyze the exchange of cultural ideas, technologies, and religious practices facilitated by Viking trade networks.
• Evaluate the economic and social impact of Viking trade on both Scandinavian societies and the regions with which they traded.

Before You Start

Geography of Europe and Scandinavia

Why: Students need a foundational understanding of the physical geography of the regions involved to comprehend the routes and distances of Viking trade.

Introduction to Early Medieval Societies

Why: Understanding the basic social structures and economies of the societies that Vikings interacted with is necessary to analyze the impact of trade.

Key Vocabulary

Longship	A type of warship and cargo ship developed and used by the Vikings. Its design allowed for both open-sea voyages and river navigation, crucial for trade.
Dirham	A silver coin used as currency in the Islamic Caliphates, which became a significant medium of exchange found in Viking hoards, indicating extensive trade eastward.
Skald	A practitioner of the ancient Norse art of poetry. Skalds often chronicled the deeds of chieftains and the journeys of traders, providing historical insights.
Varangians	A name used by Greeks and East Slavs for Norsemen who traded and raided from their base in modern-day Ukraine and Russia, establishing routes to Byzantium and the Caliphate.

Watch Out for These Misconceptions

Common Misconception

Viking ships were only used for war.

What to Teach Instead

Vikings had many types of ships, including the 'knarr,' which was a wide-bodied cargo ship designed for trade and colonization. A collaborative investigation into different ship types helps students see the diversity of their maritime activities.

Common Misconception

Vikings navigated using magnetic compasses.

What to Teach Instead

Magnetic compasses weren't used in Europe until much later. Vikings used the sun, stars, and biological signs like bird migrations. A navigation simulation helps students appreciate the skill required to cross oceans without modern tech.

Active Learning Ideas

Inquiry Circle: The Anatomy of a Longship

Students work in groups to label a diagram of a longship, researching the purpose of the keel, the sail, and the shallow draft. They then present why their assigned feature was a 'game changer' for exploration.

35 min·Small Groups

Simulation Game: Navigating the North Sea

Using a sun compass and a 'sunstone' (calcite crystal), students simulate how Vikings found their way without modern tools. They must solve navigation challenges based on weather and sun position.

30 min·Pairs

Gallery Walk: Ship Burials

Students view images of the Oseberg and Gokstad ship burials. They use 'I See, I Think, I Wonder' prompts to discuss what these elaborate burials tell us about the status of ships in Viking culture.

25 min·Small Groups

Real-World Connections

• Modern port cities like Dublin, York, and Novgorod owe their historical development and initial prosperity to the extensive trade networks established by the Vikings centuries ago.
• The global supply chains we rely on today for goods like timber, metals, and agricultural products have historical parallels in the complex exchange systems developed by early European traders, including the Vikings.

Assessment Ideas

Quick Check

Provide students with a blank map of Europe and the North Atlantic. Ask them to draw and label at least five major Viking trade routes, indicating the direction of travel and at least two types of goods exchanged along each route.

Discussion Prompt

Pose the question: 'Beyond material goods, what were the most significant non-material exchanges that occurred along Viking trade routes?' Facilitate a class discussion where students cite examples of cultural, technological, or religious diffusion.

Exit Ticket

Students write a short paragraph explaining how Viking trade impacted either a specific region (e.g., England, Kievan Rus') or Viking society itself. They should mention at least one specific good or cultural element exchanged.

Frequently Asked Questions

What made Viking longships so special?

Their unique design featured a shallow draft, allowing them to sail in water only a meter deep. This meant they could travel up rivers and land on beaches, making them perfect for surprise raids and inland trading.

How did Vikings find their way at sea?

They used a combination of the sun, stars, and environmental clues like the flight patterns of birds or the color of the water. Some evidence suggests they used 'sunstones' to locate the sun on cloudy days.

How can active learning help students understand Viking technology?

Active learning strategies like 'Design Challenges', where students might try to build a stable boat hull from simple materials, allow them to see the physics behind the longship's success. This hands-on approach makes the engineering concepts of buoyancy and stability much more concrete.

What materials were used to build Viking ships?

They primarily used oak and pine for the planks, iron for the rivets, and wool or linen for the sails. They also used tar from pine trees to waterproof the hulls.