Learning objective
- To examine why trading was important to the Vikings.
Success criteria
- I
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National curriculum
History
The National curriculum
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Cross-curricular links
Geography
Pupils should be
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Before the lesson
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Lesson plan
Recap and recall
This unit and lesson build on knowledge and concepts introduced in the lesson: History,Year 3, Would you rather live in the Stone Age, Bronze Age or Iron Age? Lesson 5: How did trade change the Iron Age?. Show the image of the cargo ship using the Presentation: Container ship.
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Extended-mode explainer videos
How to extend your display to view the lesson page and preseantion mode simultaneously. Choose your operating system below to watch the video
Adaptive teaching
Pupils needing extra support:
Could have the instructions on slide 3 of Presentation: How did the Vikings trade? as a reminder of the task in the Main event; could collect fewer items during the Main event.
Pupils working at greater depth:
Could reflect on the challenges this style of trading could have had for the Vikings; could investigate modern trading routes and compare them to Viking ones to understand the diversity of modern trade.
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Assessing progress and understanding
Pupils with secure understanding indicated by: describing what the Vikings
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Vocabulary definitions
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Baghdad
The capital city of Iraq and part of the Vikings’ trading route.
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barter
To exchange goods without using money.
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In this unit
Assessment – History Y4: Were the Vikings raiders, traders or settlers?
Lesson 1: Who were the Vikings and why did they come to Britain?
Lesson 2: What do we know about the Vikings?
Lesson 3: How did the Vikings travel?
Lesson 4: Were the Vikings raiders or traders?
Lesson 5: What were the consequences of the Anglo-Saxon and Vikings' struggle for Britain?
Lesson 6: What was Viking life in Britain like?