The Viking World:
LONG SHIP LEGACY
PROGRAMME LENGTH
1 hour
SCREENING DETAILS
Monday 14 September at 9.30am EST/ NZ
This program describes a number of elements of Viking society by examining the
role of ships and ship building in Scandinavian society and culture.
There is some archaeology, experimental archaeology and historical reconstructions
as well as the expected narration and expert commentary. The use of Arab
commentators as sources provides interesting insights as well.
There are some interesting elements of the Scandinavian people often called the
Viking(s) in this program. It could be used with younger students studying Middle
Ages societies but has great potential for use with older students studying
archaeology as well.
Dr Denis Mootz
NBB: PREVIEWING ESSENTIAL:
Description of pagan ceremonies and sexual activity.
DATA COLLECTION.
Stop the video programs at the end of each section.
Allow students to share and discuss answers to the questions below.
Introduction.
Note the impression we gain of the Viking from the opening scenes.
Note the dates and places of the ‘raids’. Implications?
Part 1.
What impression do we gain of Scandinavia in 750 CE?
What does the term “viking” mean or indicate?
When was the term used in Scandinavian settlements?
How are regional differences between Scandinavian settlements demonstrated?
Note the comments from Arab observers? Implications?
Was seafaring a common activity? Result?
What was the role of women in these settlements? Result?
Why were these settlements “affluent”? Result?
Why was food storage a priority? Result?
What role did artistic expression play in the life of these farmers? Result?
How was status expressed?
What was the basis of all settlement life?
Note what was grown.
Note the role of children in settlements.
What is the source of much of our knowledge of the life of these settlements? Result?
How did the settlements control their population?
Note the main pagan gods of these settlements.
What distinctions are made between the beliefs of the pagans and contemporary Christianity?
Note the role of Odin.
Who officiated at ceremonies?
Where did the dead live after death?
Note burial customs as described by an Arab observer.
Note the role of sacrifice in the pagan ceremonies.
Part 2.
Note details of the custom of boat burials.
Why have these been “gold mines” for archaeologists?
Why were the bodies often later removed from these boat graves?
Note details of the boat building ‘industry’.
Note the work of archaeologist Vibeke Bischoff.
How was the boat from the grave rebuilt? Result?
Note the comments from Soren Nielsen. Implications? Result?
What materials were usually used for boat building?
Note the tools and techniques used.
Why were the planks both strong and flexible?
How was the industry sustained across generations?
What does archaeology tell us about boat design? Implications?
Why is Soren Nielsen often worried when building these boats?
How are the tools chosen for building tasks?
What has been learned about work force numbers from these experiences?
How was tar made and used?
What is the “clinker” technique? Result?
Note the tests conducted on the hulls. Result?
How does this design reduce friction? Result?
Part 3.
What did the discovery of the Nydam ship reveal? Implications?
In what sense was ship building a “family affair”?
Why has there been a problem with understanding the sailing “rig” of these ships?
Why has archaeology not always helped with this problem?
What has been learned about the masts of these boats? Implications? Result?
Note details of the knarr and its function.
Note details of the small ship and its function.
Note details of the long boat and its function.
What is the value of the ships found at Skuldelev? Result?
How did the archaeologists work out how the ships were rigged and sailed? Result?
Note the origin of the term “starboard”.
How were the ships stabilised?
What did the addition of a sail mean for these ships? Result?
Note the destinations of Scandinavian trade.
Why did the Viking become famous?
Note the carrying capacity of the knarr.
Part 4.
Why did Haithabu (Hedeby) in Germany become a hub for Viking trade?
How did the development of trade affect how the city was built? Result?
How was the life style of the local inhabitants affected by this development? Result?
How was wealth measured among the Viking?
How did Haithabu connect trade links? Result?
What trade made the Viking of this area rich?
What commodity did the Arab traders come to buy? Evidence?
How did the Viking of Haithabu attempt to control European trade? Result?
What other evidence shows that trade was flourishing?
Note the presence of the Swedish Rus in the East? Result?
What toll did these voyages take? Result?
What are rune stones? Significance?
What can be learned from these rune stones?
What did the Viking trade to and from the Arabs?
Note the attack upon Constantinople in 907 CE. Result?
Why did the Byzantine Emperor employ Viking as bodyguards?
How did you know who was in charge of the farm while men were away?
How did they communicate with their men? Result?
What did the women write about to their men? Implications?
How do we know the names and aspirations of these Viking explorers and traders?
What did the Norsemen do? Result?
What is the “longship legacy”?
EXTENSIONS.
Useful, interesting, challenging, materials can be found at the websites below.
These will supplement and complement the History presented in the video program.
Both the data collected here and above should be used in the notemaking exercise that follows.
Viking: http://en.wikipedia.org/wiki/Vikings
http://en.wikipedia.org/wiki/Kjula_Runestone#S.C3.B6_106
http://www.bbc.co.uk/history/ancient/vikings/
http://www.rosala-viking-centre.com/history.htm
http://www.vikings-history.com/
http://www.vikingdenmark.com/viking-history.html
http://en.wikipedia.org/wiki/Thrall
http://en.wikipedia.org/wiki/Wergeld
Viking society: https://en.wikipedia.org/wiki/Vikings
http://www.digitalnorseman.com/vikings.html
http://www.vikingeskibsmuseet.dk/index.php?id=795&L=1
Ship Burials: https://en.wikipedia.org/wiki/Ship_burial
https://en.wikipedia.org/wiki/Norse_funeral
Viking ships: https://en.wikipedia.org/wiki/Viking_ships
https://en.wikipedia.org/wiki/Longship#Snekkja
https://en.wikipedia.org/wiki/Clinker_(boat_building)
https://en.wikipedia.org/wiki/Skuldelev_ships
https://www.abc.se/~pa/uwa/skuldele.htm
https://en.wikipedia.org/wiki/Nydam_Mose
http://www.cdli.ca/CITE/vikingships.htm
http://www.digitalnorseman.com/vships.html
http://www.copenhagenpictures.dk/vik_skib.html
http://www.vikingeskibsmuseet.dk/en/the-sea-stallion-past-and-present/longshipsmagnified/#.VeIpDbTs9bw
https://en.wikipedia.org/wiki/Oseberg_Ship
http://www.niagara.edu/psychology/osberg/viking.html
http://www.youtube.com/watch?v=uc3OxYhkkOA&feature=related
http://www.youtube.com/watch?v=8yhwXyjVsVM
https://en.wikipedia.org/wiki/Gokstad_ship
http://www.hurstwic.org/history/articles/manufacturing/text/norse_ships.htm
http://thevikingworld.pbworks.com/w/page/3941468/Viking%20Age%20Shipbuilding
http://www.danishnet.com/vikings/viking-ships-and-shipbuilding/
Viking voyages: http://www.vikingeskibsmuseet.dk/index.php?id=997&L=1
http://transportationhistory.suite101.com/article.cfm/viking_voyages
http://www.timothystephany.com/vinland.html
http://www.viking.no/e/russia/index.html
http://www.hyw.com/Books/History/Vikings_.htm
Experimental archaeology: http://en.wikipedia.org/wiki/Experimental_archaeology
http://www.pbs.org/wgbh/nova/vikings/ships.html
Paganism: http://en.wikipedia.org/wiki/Paganism
https://en.wikipedia.org/wiki/Ahmad_ibn_Fadlan
https://en.wikipedia.org/wiki/Death_in_Norse_paganism
http://www.bbc.co.uk/history/ancient/vikings/religion_01.shtml
Christianity In Scandinavia: http://en.wikipedia.org/wiki/Christianization_of_Scandinavia
http://www.academia.edu/211049/Power_and_Conversion._A_Comparative_Study_of_Christianization_in
_Scandinavia
http://bonesdontlie.wordpress.com/2013/05/16/conversion-to-christianity-in-viking-age-scandinavia/
Haithabu / Hedeby: https://en.wikipedia.org/wiki/Hedeby
http://www.schloss-gottorf.de/haithabu/das-museum/viking-museum-haithabu
http://www.vikingsofbjornstad.com/MuseumHaithabu.htm
NOTEMAKING.
This is the collation stage of the activity.
Encourage students to compose the suggested summaries and to organise the field of information and
begin to explore its context.
This activity could be done in teams, groups, or by individuals, or as a class with teacher direction.
1. Draw up a timeline / chronological chart of the events described and discussed in this program.
2. Note details of the origin of the term “viking”.
3. Note details of the society of the peoples of Scandinavia.
4. Note details of the religious practices of the peoples of Scandinavia.
5. Note details of the agricultural produce of the Scandinavian peoples.
6. Note details of the commercial activities of the Scandinavian peoples.
7. Note details of the ships used by the Scandinavian peoples.
8. Note details of the ship building techniques.
9. Note details of the experimental archaeology and recreations of the viking ships.
10. Note details of the contacts between Scandinavians and other peoples.
ISSUES & INQUIRY.
Address and discuss the key issues and questions that have been raised by the video at this stage.
Some are suggested below. Students will probably raise others.
1. What did “viking” involve?
2. What was the impact of the Scandinavian “viking” on the countries they visited?
PROBLEMS of EVIDENCE.
It is necessary always to address questions of reliability and validity of the perspectives, evidence and
sources presented in the documentary and other sources. These need to be considered, tested and
researched. Some are suggested below. Students will probably raise others.
1. What impact did Christianity have on the Scandinavians?
2. Why has it been difficult to work out how viking ships were rigged and sailed? Solution?
REPORTING.
Use the key issues and inquiry questions as topics for debate, essay writing, reports, historical recount
and explanation.
1. Write a REPORT on the knarr.
2. Prepare notes (both sides) for a DEBATE of the proposition that
Ships defined the life of the viking.
3. What part did ships and shipbuilding play in the lives and culture of the peoples of Scandinavia?