A 22 RIFLE IN THE SHOPPING TROLLEY

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

• What the Icefjord Centre is. For example, it is a centre for dissemination of information and the permanent exhibition is The Story of the Ice.
• What the surroundings around the Centre look like.
• The difference between summer and winter.
• How summer and winter differ where you live.

Have a look at the map and talk about where Ilulissat is situated. Talk about how many people live in Ilulissat. Also talk about how many people live in the town or settlement where you live.

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

• Differences and similarities between Ilulissat and your own town or settlement.

The students read the text on page 12 :

• In Northern Greenland it is quite normal that children learn to shoot animals    from the age of 8-10.
• When a boy or girl has shot his or her first animal, it is celebrated with the whole family and all their friends.
• It is a hunter society where hunting and fishing are a part of everyday life. 
• It is the Greenlandic way of life.

On page 13 the students answer the 4 questions using audio files.

• Have you tried shooting an animal?
• Do you know anyone who has shot an animal?
• Do many people go hunting where you live?
• Which special occasions are celebrated where you live?

Subsequently you can have a joint talk in class where the students get an opportunity to share their experiences.

Now it is time for the students to listen to the podcast A 22 Rifle in the Shopping Trolley. They find the podcast by clicking on the picture on page 14.

Before the students listen to the podcast, you can give a short introduction to the contents of the podcast.

Be aware that William tells his story in Greenlandic and afterwards it is retold in English.

The contents of the podcast

The story starts with the sound of a seal being skinned.

William’s story retold by Katrine:

• William tells about the day when he goes sailing with his grandfather. The grandfather spots a seal that he tries to shoot. But he does not succeed. William takes the rifle and shoots the seal in the head. On their way home, William spots one more seal that he shoots.
• It is a big day when you shoot your first animal and it is celebrated with all of the family and all of the friends. (Kaffemik)
• William is only 11 years old and cannot eat that much at the party because he has two loose milk teeth.

Malik tells that:

• he lives in a hunter society and the first thing he thinks of, when going sailing, is to bring his rifle.
• if they encounter a seal, they shoot it or try to shoot it.
• the dead seal is skinned right away and when this is done, they bring it onto a rock somewhere and eat it.
• they enjoy themselves on their way home and catch maybe 10 codfish and some redfish that they bring home and put in the freezer.
• everything is about hunting and fishing. It is the Greenlandic way of life.
• from childhood you are raised to use a rifle; everyone is a potential hunter, even his 1½ year old daughter..
• up here (Northern Greenland) there are no motorways so you do not just drive somewhere and shop. You take the boat and fetch the “groceries” out here (the sea/fjord). This is the food you get every evening.
• he as a young man was a guide and an American tourist runs up to him and says, “there are two people carrying a rifle”. But that is quite normal, maybe they are on their way to the bank to draw moneý for fuel.

Katrine tells that:

• it is normal to go sailing to fetch your “groceries” out in nature.
• you can buy a 22 rifle in the supermarket and that makes many tourists wonder.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast.

On page 15 the students are to record small audio files where they tell about the podcast. The pictures on the page will help them remember what they have heard.

Sound recording see instruction 1 here.

The recording will now be represented by a small sound icon. This icon can be placed wherever you wish on the page. You can listen to the recording over and over again.

Review in class

We recommend that you have a joint discussion in class when the work with pages 14-15 is finished.

While doing this, it would be a good idea to support the discussion by writing concepts and keywords on the board.

In class you could talk about:

• Are there certain things that make the students wonder?
• That it is normal to grow up using a rifle from early childhood in Northern Greenland.
• Why is it more natural to go by boat than by car?
• Which animals do they shoot and catch?

Below you can find inspiration for the class discussion.

For some of the concepts there are pages with tasks in the Book Creator book.

If you wish, you can add more pages for other topics, concepts and keywords that you discuss.

Concepts and keywords

• Hunter society – this keyword must not be confused with the historical concept that is connected to ancient history. When Malik talks about Northern Greenland as a hunter society, he is referring to the fact that everything is about hunting and fishing. If there is a good catch possible in the sea surrounding Ilulissat, you drop whatever you are doing immediately and go hunting. The Greenlanders love to go hunting and fishing.The magnificent nature is always close by. When the season is in, it is all about getting the freezer filled with meat, so that there is a lot of good stuff to eat during the winter. For most people the favourite is reindeer or musk ox. The strong tradition for hunting also means that weapons are far more normal in Greenland than in Denmark. They are part of everyday life.

In Greenland there is a tradition for hunting and fishing. Have any of you shot an animal?

What kind of traditions are there where you live?

• Kaffemik – the Greenlanders have a “kaffemik” when they celebrate a certain occasion. Most of the time they throw the party at home, where everyone they know is invited. Even though it is called a “kaffemik” it is not only cakes and coffee that is served.

Can you mention other special occasions where children and young people are celebrated?

• Harp Seal – is one of six kinds of seals that live in Greenland. You can see it all year round in Greenland. In the summer there are especially many, when they arrive from their breeding fields in NewFoundland to eat and become big and fat, before returning to the breeding fields to give birth to their pups. The seals are often seen in small flocks of about 10-20 individuals.             Characteristics: The adult seals (black sides) have a dark head and a characteristic horseshoe marking on their back. While the young Greenland seals (blue sides) have grey, spotted backs and a light grey underside. The newborn pups have pure white fur.                                                                       Feed: Its feed consists of polar cod and themisto (a kind of seaweed fleas). An adult seal eats about 3 kg fish a day.

Do you know the names of some of the other seals that live in Greenland? 

• 22 rifle – it shoots with small bullets of 5,6 mm in diameter and are effective up to 50 – 100 m. It shoots using a small gunpowder charge in a cartridge that is lit on the rim. The bullet is made of lead and can be rounded on the tip or with a hole (hollow point) and can hit and kill an animal at a distance of up to 200 m.

Why is it called a 22 rifle?

On page 16 the students read the text about William who is on a hunting trip with his grandfather.

When William was 11 years old and was out sailing with his grandfather, they spotted a seal. The grandfather did not succeed in hitting it. Then William took the rifle and shot the seal in the head.

The grandfather wanted to skin the seal right away, but William wanted to sail on. Just as they passed a big iceberg, William spotted another seal. He also shot this seal.

It is a big day when you shoot your very first seal. William did not only shoot one, but two seals.

On page 17 the students are to write William’s diary about the trip with his grandfather and the great catch.

The students can illustrate the text with a drawing.

Drawing with the pencil tool: see instruction 4 here.

On page 19 there is a text about William, who has shot his two first seals.

There is also a picture of what is served when the big day is to be celebrated. In Greenland you are invited to a Kaffemik.

In class you can talk about:

• What you eat.
• How big occasions are celebrated where you live.
• What it is like to have loose milk teeth.

Now the students are to arrange their own kaffemik. They can bring some food that they share. Or, if it is possible, go to the school kitchen and prepare the food together. Maybe it could be an arrangement in connection with a parent meeting.

They take pictures of the arrangement and insert them on page 19.

Insertion of pictures and insertion of text: see instruction 2 and 3 here.

On page 20 the students see a drawing of a Greenland seal and a facts box and a “Did you know?” box on page 21.

On page 21 the students are to record answers to the questions in the speech balloons. In the empty speech balloon they can write their own question.

• What is the adult seal called?
• What is the young seal called?
• How old is the female before she gives birth to her first pup?
• What does a seal eat?
• How do you catch seals?

On page 22 the students see two different kinds of rifles. They are to choose which rifle they themselves want to buy. What other things they put in their trolley, they decide for themselves.

On page 23 there is also a receipt where they write which items they have bought. They are also to write the price of the items they have in their shopping trolley. Finally the amounts are added together.

On these pages the students write sentences or small stories using the keywords and concepts that you have been through. They can write them, record them as an audio file or make a drawing and insert the picture. Their products will be used in the further work with the podcast.

As a conclusion of the tasks, the students make four drawings with scenes from the story. The students choose the four scenes by themselves and draw them on paper.

When the drawings are finished, they take pictures of the drawings and insert them in the book.

The drawings must be inserted in the order that they occur in the story, so that they function as a comic strip.

Finally the students record an audio file connected to each drawing. Here they tell about each of the four drawings.

The students show their products to the class. 

Make sure that the framework for feedback is positive criticism.The students should be supported in assessing what is good – and what might be done better. Find more inspiration  here.

Not specifically with a view to making new products, but foremost to let the students discover and work with this kind of constructive and positive criticism.

If you intend to work with some of the other podcasts from the Icefjord Centre, it might make sense to save the students’ Book Creator book, so the work they have done with it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you could reserve time for them to continue their work with their products. So that they can use the feedback they have received from each other to change things in their product.

The podcast A 22 Rifle in the Shopping Trolley has been created by the Icefjord Centre in Ilulissat.

The teaching material for the podcast A 22 Rifle in the Shopping Trolley has been developed by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted with feedback from Leg med IT.

The student’s book in Book Creator has been developed by Rikke Falkenberg Kofoed from Leg med IT.

The teaching material A 22 Rifle in the Shopping Trolley is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “A 22 Rifle in the Shopping Trolley by The Icefjord Centre Ilulissat” is credited as the source.

Materialets tekster, opgaver og billeder må deles, gengives og bearbejdes, når blot man krediterer ophavet ‘En salonriffel i indkøbsvognen by Isfjordscenteret Ilulissat’.

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

• What the Icefjord Centre is. For example, it is a centre for dissemination of information and the permanent exhibition is The Story of the Ice.
• What the surroundings around the Centre look like.
• The difference between summer and winter.
• How summer and winter differ where you live.

Have a look at the map and talk about where Ilulissat is situated. Talk about how many people live in Ilulissat. Also talk about how many people live in the town or settlement where you live.

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

• Differences and similarities between Ilulissat and your own town or settlement.

What other towns and settlements do you know of in Greenland?

Place a red marker and write the name of the town/settlement.

In the book the students read the text.

When Malik turned 12 years old, he got a rifle for his birthday.

This is quite normal in Greenland.

Malik is now 15 years old and loves to go hunting.

He has already shot 43 reindeer and an unknown number of seals. Some of it is used as dog feed. Malik has both a dog sledge and a snow scooter and dreams about the traditional Greenlandic hunter’s life.

In class you can talk about:

• whether hunting and fishing are of special importance where they live.
• what kind of life they dream of.

Now it is time for the students to listen to the podcast A 22 Rifle in the Shopping Trolley. They find the podcast by clicking on the picture on page 16.

Before the students listen to the podcast, you can give a short introduction to the contents of the podcast.

Be aware that William tells his story in Greenlandic and afterwards it is retold in English.

The contents of the podcast

The story starts with the sound of a seal being skinned.

William’s story retold by Katrine:

• William tells about the day when he goes sailing with his grandfather. The grandfather spots a seal that he tries to shoot. But he does not succeed. William takes the rifle and shoots the seal in the head. On their way home, William spots one more seal that he shoots.
• It is a big day when you shoot your first animal and it is celebrated with all of the family and all of the friends. (Kaffemik)
• William is only 11 years old and cannot eat that much at the party because he has two loose milk teeth.

Malik tells that:

• he lives in a hunter society and the first thing he thinks of, when going sailing, is to bring his rifle.
• if they encounter a seal, they shoot it or try to shoot it.
• the dead seal is skinned right away and when this is done, they bring it onto a rock somewhere and eat it.
• they enjoy themselves on their way home and catch maybe 10 codfish and some redfish that they bring home and put in the freezer.
• everything is about hunting and fishing. It is the Greenlandic way of life.
• from childhood you are raised to use a rifle; everyone is a potential hunter, even his 1½ year old daughter..
• up here (Northern Greenland) there are no motorways so you do not just drive somewhere and shop. You take the boat and fetch the “groceries” out here (the sea/fjord). This is the food you get every evening.
• he as a young man was a guide and an American tourist runs up to him and says, “there are two people carrying a rifle”. But that is quite normal, maybe they are on their way to the bank to draw moneý for fuel.

Katrine tells that:

• it is normal to go sailing to fetch your “groceries” out in nature.
• you can buy a 22 rifle in the supermarket and that makes many tourists wonder.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast.

On page 17 the students are to record small audio files where they tell about the podcast. The pictures on the page will help them remember what they have heard.

Sound recording see instruction 1 here.

The recording will now be represented by a small sound icon. This icon can be placed wherever you wish on the page. You can listen to the recording over and over again.

Review in class

We recommend that you have a joint discussion in class when the work with pages 16-17 is finished.

While doing this, it would be a good idea to support the discussion by writing concepts and keywords on the board.

In class you could talk about:

• Are there certain things that make the students wonder?
• That it is normal to grow up using a rifle from early childhood in Northern Greenland.
• Why is it more natural to go by boat than by car?
• Which animals do they shoot and catch?

Below you can find inspiration for the class discussion.

For some of the concepts there are pages with tasks in the Book Creator book.

If you wish, you can add more pages for other topics, concepts and keywords that you discuss.

Concepts and keywords

• Hunter society – this keyword must not be confused with the historical concept that is connected to ancient history. When Malik talks about Northern Greenland as a hunter society, he is referring to the fact that everything is about hunting and fishing. If there is a good catch possible in the sea surrounding Ilulissat, you drop whatever you are doing immediately and go hunting. The Greenlanders love to go hunting and fishing.The magnificent nature is always close by. When the season is in, it is all about getting the freezer filled with meat, so that there is a lot of good stuff to eat during the winter. For most people the favourite is reindeer or musk ox. The strong tradition for hunting also means that weapons are far more normal in Greenland than in Denmark. They are part of everyday life.

In Greenland there is a tradition for hunting and fishing. Have any of you shot an animal?

What kind of traditions are there where you live?

• Kaffemik – The Greenlanders have a “kaffemik” when they celebrate a certain occasion. Most of the time they throw the party at home, where everyone they know is invited. Even though it is called a “kaffemik” it is not only cakes and coffee that is served.

Can you mention other special occasions where children and young people are celebrated?

• Harp Seal – is one of six kinds of seals that live in Greenland. You can see it all year round in Greenland. In the summer there are especially many, when they arrive from their breeding fields in NewFoundland to eat and become big and fat, before they in February return to the breeding fields to give birth to their pups. The seals are often seen in the Greenlandic fjords in small flocks of about 10-20 individuals.                                                                       Characteristics: The adult seals (black sides) have a dark head and a characteristic horseshoe marking on their back. While the young Greenland seals (blue sides) have grey, spotted backs and a light grey underside. The newborn pups have pure white fur.                                                                       Feed: Its feed consists of polar cod and themisto (a kind of seaweed fleas). An adult seal eats about 3 kg fish a day.

Do you know the names of some of the other seals that live in Greenland?

• 22 rifle – it shoots with small bullets of 5,6 mm in diameter and are effective up to 50 – 100 m. It shoots using a small gunpowder charge in a cartridge that is lit on the rim. The bullet is made of lead and can be rounded on the tip or with a hole (hollow point) and can hit and kill an animal at a distance of up to 200 m.

Why is it called a 22 rifle?

On page 18 the students read an excerpt from William’s diary from the day when he shot two seals.

In the diary it says:

• Grandfather and I went hunting early in the morning. I was 11 years old and had never shot a seal before. Suddenly I spotted a seal.                      Grandfather took his rifle but did not hit the seal. When Grandfather gave up, I took his rifle and shot the seal in the head.                                           Grandfather wanted to skin the seal right away, but I wanted to continue the hunt. When we shortly afterwards sailed past a big iceberg, I spotted another seal. I shot and again I hit the seal. It is a big day when you shoot your very first seal. A day I will never forget.

On page 19 the students are to tell about an experience they have had themselves with hunting or fishing.

They can tell their story as a written text or as an audio file. It would also be fine with a combination of the two.

On page 20 the students see a drawing of a Greenland seal and a facts box and a “Did you know?” box on page 21.

On page 20 there is a text and a picture connected to the Kaffemik celebration of William having shot his first seals.  

In class you can talk about:

• How big occasions are celebrated where you live.
• What you eat.
• Who is invited?

Now the students are to arrange their own kaffemik. They can bring some food that they share. Or, if it is possible, go to the school kitchen and prepare the food together. Maybe it could be an arrangement in connection with a parent meeting.

They take pictures of the arrangement and insert them on page 19.

On the pages the students see pictures of the two most common seals. They see the Greenland seal and the ringed seal. The students write the names of the seals under the pictures.

In connection with each picture there is an empty facts box that the students must fill with information. In the link seals they can find information about the Greenland seal and the ringed seal.

An example:

Facts about the seal + what do you use the different parts of the seal for, when it has been shot (ie skin, meat, bones, etc.)?

On page 24 the students see two different kinds of rifles. They are to choose which rifle they themselves want to buy. What other things they put in their trolley, they decide for themselves.

On page 25 there is also a receipt where they write which items they have bought. They are also to write the price of the items they have in their shopping trolley. Finally the amounts are added together.

On these pages the students write sentences or small stories using the keywords and concepts that you have been through. They can write them, record them as an audio file or make a drawing and insert the picture. Their products will be used in the further work with the podcast.

As a conclusion of their work with the podcast, the students now create an art exhibition about everyday life in Northern Greenland. The students can search for pictures in Book Creator or make use of pictures they have produced themselves.

The exhibition must show what it is like to live in a country where hunting and fishing are of so great importance.

The students choose the target audience for their exhibition. Should it address younger children, peers, parents or old people at a nursing home? The students must keep the target audience in mind while creating their exhibition. They must also assess whether they should add sound and text to their pictures, in order to support the target audience in understanding what is shown in the pictures. 

The students show their products to the class. 

Make sure that the framework for feedback is positive criticism. The students should be supported in assessing what is good – and what might be done better. Find more inspiration here.

Not specifically with a view to making new products, but foremost to let the students discover and work with this kind of constructive and positive criticism.

If you intend to work with some of the other podcasts from the Icefjord Centre, it might make sense to save the students’ Book Creator book, so the work they have done with it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you could reserve time for them to continue their work with their products. So that they can use the feedback they have received from each other to change things in their product.

The podcast A 22 Rifle in the Shopping Trolley has been created by the Icefjord Centre in Ilulissat.

The teaching material for the podcast A 22 Rifle in the Shopping Trolley has been developed by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted with feedback from Leg med IT.

The student’s book in Book Creator has been developed by Rikke Falkenberg Kofoed from Leg med IT.

The teaching material A 22 Rifle in the Shopping Trolley is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “A 22 Rifle in the Shopping Trolley by The Icefjord Centre Ilulissat” is credited as the source

The students meet the Icefjord Centre in two pictures, showing summer and winter respectively.

In class you can talk about:

• What the Icefjord Centre is.
• What the surroundings around the Centre look like.
• The difference between summer and winter.
• How summer and winter differ where you live.

Have a look at the map and talk about where Ilulissat is situated. Talk about how many people live in Ilulissat. Also talk about how many people live in the town or settlement where you live.

The students see part of a world map.

The task now is to move the red marker down into the map in order to show where each student lives.

The marker is found in the white box and can be drawn into the map.

In class you can talk about:

• Differences and similarities between Ilulissat and your own town or settlement.

The students are to find out what different kinds of seals live in Greenland.

On page 12 there are two speech balloons with questions the students answer by recording an audio file and inserting this in the speech balloon. There is also a link to greenland-travel.com, where they can find information about the different species. The students can also search on the internet for pictures of the different kinds of seals.

On page 13 four pictures are inserted of a common seal, a Greenland seal, a ringed seal and a hooded seal respectively.

Insertion of an audio file: see instruction 1 here.

Now it is time for the students to listen to the podcast A 22 Rifle in the Shopping Trolley. They find the podcast by clicking on the picture on page 14.

Before the students listen to the podcast, you can give a short introduction to the contents of the podcast.

The contents of the podcast:

The story starts with the sound of a seal being skinned.

William’s story retold by Katrine:

• William tells about the day when he goes sailing with his grandfather. The grandfather spots a seal that he tries to shoot. But he does not succeed. William takes the rifle and shoots the seal in the head. On their way home, William spots one more seal that he also shoots.
• It is a big day when you shoot your first animal and it is celebrated with all of the family and all of the friends. (Kaffemik)
• William is only 11 years old and cannot eat that much at the party, because he has two loose milk teeth.

Malik tells that:

• he lives in a hunter society and the first thing he thinks of, when going sailing, is to bring his rifle.
• if they encounter a seal, they shoot it or try to shoot it.
• the dead seal is skinned right away and when this is done, they bring it onto a rock somewhere and eat it.
• they enjoy themselves on their way home and catch maybe 10 codfish and some redfish that they bring home and put in the freezer.
• everything is about hunting and fishing. It is the Greenlandic way of life.
• from childhood you are raised to use a rifle; everyone is a potential hunter, even his 1½ year old daughter..
• up here (Northern Greenland) there are no motorways so you do not just drive somewhere and shop. You take the boat and fetch the “groceries” out here (the sea/fjord). This is the food you get every evening.
• he as a young man was a guide and an American tourist runs up to him and says, “there are two people carrying a rifle”. But that is quite normal, maybe they are on their way to the bank to draw moneý for fuel.

Katrine tells that:

• it is normal to go sailing to fetch your “groceries” out in nature.
• you can buy a 22 rifle in the supermarket and that makes many tourists wonder.

It is recommended that the students listen in pairs or small groups.

Let the students spend a few minutes discussing what they have heard in the podcast.

On page 15 the students are to record small audio files where they tell about the podcast. The pictures on the page will help them remember what they have heard.

Sound recording see instruction 1 here.

The recording will now be represented by a small sound icon. This icon can be placed wherever you wish on the page. You can listen to the recording over and over again.

Review in class

We recommend that you have a joint discussion in class when the work with pages 14-15 is finished.

While doing this, it would be a good idea to support the discussion by writing concepts and keywords on the board.

In class you could talk about:

• Why is the podcast called A 22 Rifle in the Shopping Trolley?
• Why is it more natural to go by boat than by car?
• That it is normal to grow up using a rifle from early childhood in Northern Greenland.

Below you can find inspiration for the class discussion.

For some of the concepts there are pages with tasks in the Book Creator book.

If you wish, you can add more pages for other topics, concepts and keywords that you discuss.

Concepts and keywords

• Hunter society – this keyword must not be confused with the historical concept that is connected to ancient history. When Malik talks about Northern Greenland as a hunter society, he is referring to the fact that everything is about hunting and fishing. If there is a good catch possible in the sea surrounding Ilulissat, you immediately drop whatever you are doing and go hunting. The Greenlanders love to go hunting and fishing.The magnificent nature is always close by. When the season is in, it is all about getting the freezer filled with meat, so that there is a lot of good stuff to eat during the winter. For most people the favourite is reindeer or musk ox. The strong tradition for hunting also means that weapons are far more normal in Greenland than in Denmark. They are part of everyday life.

In Greenland there is a tradition for hunting and fishing. Have any of you shot an animal?

What kind of traditions are there where you live? 

• Harp Seal – is one of six kinds of seals that live in Greenland. You can see it all year round in Greenland. In the summer there are especially many, when they arrive from their breeding fields in NewFoundland to eat and become big and fat, before they in February return to the breeding fields to give birth to their pups. The seals are often seen in the Greenlandic fjords in small flocks of about 10-20 individuals.                                                                       Characteristics: The adult seals (black sides) have a dark head and a characteristic horseshoe marking on their back. While the young Greenland seals (blue sides) have grey, spotted backs and a light grey underside. The newborn pups have pure white fur.                                                                       Feed: Its feed consists of polar cod and themisto (a kind of seaweed fleas). An adult seal eats about 3 kg fish a day.

Do you know the names of some of the other seals that live in Greenland?

• 22 rifle – it shoots with small bullets of 5,6 mm in diameter and are effective up to 50 – 100 m. It shoots using a small gunpowder charge in a cartridge that is lit on the rim. The bullet is made of lead and can be rounded on the tip or with a hole (hollow Point) and can hit and kill an animal at a distance of up to 200 m.

Why is it called a 22 rifle?

On pages 16-17 the students read the text that explains how they can interpret the model.

There is an additional explanation of Fourestié’s three-sector model, that they should try to make use of in connection with seal hunting on pages 18-19.

Furthermore, there is on page 16 a quotation from the podcast that emphasizes the fact that it is a hunter society the students now are to work with.

On page 18 there is an example of how wheat moves through the three sectors, from wheat growing on the field to a bag of flour in the shop. Moreover there is a link to Royal Greenland’s homepage, where you can find more knowledge about the production of halibut.

On page 19 there is a task box for the students. They are to use Fourastié’s model  on the halibut as an example, instead of wheat that they have read about on page 18. They must tell about the halibut’s voyage through the three sectors from the sea to the shop.

Here are some questions you can use to help the students get started:

• How do you catch the halibut?
• Do you have to prepare the halibut somehow before you can sell it?
• How do people in other countries become aware that you have halibut for sale?
• How is the halibut transported from Greenland to the rest of the world?

At first the students solve the task in small groups, afterwards you make a joint review in class. Thus the students can get inspiration from each other for using the three sector model and how to explain it later on in their own reference book.

On pages 20-21 the students work with seal hunting in Greenland and the importance of this to the Greenlanders.

On page 20 there is an excerpt from the podcast that the students are to read and furthermore there is a PDF file about hunting in Greenland. Here the students can make use of pages 22-33 about seal hunting.

On page 23 there are three questions:

• How can you use the three sector model on seal hunting?
• Of what importance is hunting to people in Greenland?
• What do you think would happen if hunting seals was prohibited all of a sudden? Or hunting other animals in Greenland?

Let the students work in small groups where they read the pages in the PDF file together and answer the questions. They insert their answers in the speech balloons as an audio file.

When the students are finished working with the pages, you can make a joint review in class.

Here are some suggestions to questions you can discuss in class:

• Was it possible to use the three sector model on seal hunting?
  • Why/why not?
• How does Greenland differ from for example Denmark concerning the three sector model?
• Do you think that Denmark could become a hunter society the way Malik describes it in the podcast?

On these pages the students make short descriptions of the keywords and concepts that you have been through and worked with until now. They can write them, record them as an audio file or make a drawing and insert the picture. Their products will be used in the further work with the podcast. Please give the students the opportunity to clarify their reference book and add new knowledge as they go along with their work.

On pages 24-25 the students imagine that they have to go shopping for a weekend trip where they are going to spend the night in a tent and go hunting.

On page 24 there is a note with the things they have to buy for the trip. There is no upper limit to the budget, so the students have free hands concerning how much equipment they will need. There is also a link to a Greenlandic shopping centre:  Pisiffik.gl. Here the students search for the things they want to buy and put the items in their shopping trolley. Be aware that the items are in Danish, but it is possible to search in English, and then look at the pictures and prices.

On page 25 there is a space where the students can insert a screenshot of their shopping trolley.

If it is necessary to differentiate the task, you can set a top amount of money they may use or tell them that there is a 10% offer and then they calculate the discount.

The students make a small role play about an encounter between a group of Greenlanders who are going hunting and a group of tourists who have just arrived in Ilulissat.

On page 26 there are links inserted that the students use and a text concerning the requirements for the role play.

On page 28-29 the students can insert a film with their role play.

They create the manuscript and here are the requirements for the conversation:

• It must be clear where they are going hunting.
  • So they must find a location on Google Maps.
• It must be clear what they are going to hunt.
  • Is it a seal, fish or something else?
• It must be clear what they are going to use their catch for.
  • Is it for food, clothing, fishing gear or other things?
• It must be clear what hunting weapons they will be using.
  • Is it a rifle, a harpoon or something else?
• The tourists have only just arrived in Greenland and are very interested in everything that has to do with hunting and fishing.

The students show their products to the class. 

Make sure that the framework for feedback is positive criticism. The students should be supported in assessing what is good – and what might be done better. Find more inspiration here.

Not specifically with a view to making new products, but foremost to let the students discover and work with this kind of constructive and positive criticism.

If you intend to work with some of the other podcasts from the Icefjord Centre, it might make sense to save the students’ Book Creator book, so the work they have done with it can be used again.

If you wish to let the students make use of the feedback they have received from the class, you could reserve time for them to continue their work with their products. So that they can use the feedback they have received from each other to change things in their product.

The podcast A 22 Rifle in the Shopping Trolley has been created by the Icefjord Centre in Ilulissat.

The teaching material for the podcast A 22 Rifle in the Shopping Trolley has been developed by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted with feedback from Leg med IT.

The student’s book in Book Creator has been developed as a part of the Nutaaliorta project from Kivitsisa. The template is developed by Rikke Falkenberg Kofoed and Daniella Maria Manuel, Leg med IT.

The teaching material A 22 Rifle in the Shopping Trolley is published under a Creative Commons crediting licence CC:BY.

The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “A 22 Rifle in the Shopping Trolley by The Icefjord Centre Ilulissat” is credited as the source.

The students meet the Icefjord Centre in four pictures: summer and winter, the Kangia glacier front and the framework of the building. On page 6-7 there is a text and three videos (in Danish) showing the erection of the Icefjord Centre.

In class you can talk about:

• What the Icefjord Centre is.
• What the purpose of an institution like the Icefjord Centre is.
• What it looks like around the centre.
• The difference between summer and winter, where you live as well as in Greenland.

The students should clarify what they already know about Greenland before starting work on the podcast. In this podcast focus is on the hunting and fishing culture in Ilulissat but you may have worked with some of the other podcasts or in other ways acquired knowledge that can be activated in advance.

On page 8 there is a link to Google Maps. Here the students can try to locate the Icefjord Centre on the map.

You can also experiment with letting them find the places mentioned in the podcast, so that they get an idea of where they are situated. These are the places:

• Ilulissat
• The Sermeq Kujalleq glacier
• The Icefjord

Furthermore, on page 8 there are four questions to help the students get going. Here are suggestions for a few more:

• For how long have people been living in Greenland?
• What do you know about the inland ice?
• Which languages are spoken in Greenland?

Page 9 is intended for answers. The students are free to use whatever form of expression they prefer. Some possibilities in Book Creator:

• make a model/a drawing by hand, take a picture of it and insert
• find pictures in Book Creator about Greenland and insert them. The pictures can be complemented with explanations in words.
• record an audio file telling what you know about Greenland
• – or a combination of the above

On page 10-11 you find a map of Greenland, with six red markers. Let the students place the markers where they know towns or settlements in Greenland. They can write the name of the town or settlement in the field next to the marker.

Now it is time for the students to listen to the podcast A saloon rifle in the trolley. On page 12 an introduction to the podcast is given, followed by a short instruction. Clicking the picture on page 13 will start the podcast.

It is recommended that the students listen in pairs or small groups. After listening to the podcast, the students could spend some minutes talking about what they just heard.

On page 14-15 the students are to make a summary of what they heard in the podcast. They may do this in various ways:

• write a text
• record an audio file
• make a model/drawing
• something completely different that they are used to with note taking methods and summaries
• – or a combination of the above

Sound recording, insertion of pictures and text: see instructions 1, 2 and 3 here.

Now it is time for a joint review in class where the students’ work on pages 14 and 15 is discussed. The aim is to prepare the students for making their own reference books that they can revisit during work with the podcast. In this reference book the students should explain the meaning of the concepts and keywords from your discussion – by means of text, sound, pictures, drawings or a combination of these.

You could begin by asking the students to name the concepts and keywords they heard in the podcast. Then you can add those mentioned below, central to the podcast and important for further work.

• Hunting culture – this keyword should not be confused with the historical concept, describing prehistoric societies.
  When Malik talks about North Greenland being a hunting culture, he means that everything is about hunting and fishing. When good game turns up around Ilulissat, nothing else matters, and you go hunting.
  The Greenlanders love to go hunting and fishing. The magnificent nature is always close. In season the important thing is to fill up the freezer with meat so that you have delicious food to eat all winter. The favourites for most are reindeer or musk ox.
  The strong tradition for hunting also means that guns are far more common in Greenland than in Denmark. They are part of everyday life.

In Greenland hunting and fishing is traditional. Have any of you ever shot an animal?

What is traditional where you live?

• The harp seal – is one of the six species of seals living in Greenland where it can be seen all year round. In summer there are especially many when coming from their breeding fields at Newfoundland. During summer and autumn, they eat to become big and fat before returning to the breeding fields in February to give birth to their pups. The seals often are seen in the Greenlandic fiords in small flocks of 10-20 animals.
  Characteristics:
  The adult seals (black sides) have a dark head and a distinctive, horseshoe-shaped black marking on the back. The young ones (blue sides) have a grey speckled back and a light grey underside. The new-born pups have an all white fur (whitecoat).
  Food:
  Polar cod, supplemented with themisto (a kind of seaweed flea). An adult seal eats about 3 kg fish a day.

Do you know the names of some of the other seals living in Greenland?

• Saloon rifle – uses small calibre bullets, .22, and has an effective range of 50-100 m. It fires with a small powder charge, ignited at the rim. The bullet is made of lead and may have a rounded tip or a tip with a hole (hollow point) and can hit and kill an animal at a distance of up to 200 m.

Why is this gun called a “saloon rifle”?

The subject is the seal and its many uses.

On page 18 there is a fictional letter from a school class to Malik, one of the storytellers in the podcast. The letter says that they are doing an exercise about the seal in Greenland, and they need help with some questions. These are their questions:

• what kind of seals live in Greenland?
• what can the meat, blubber and skin of the seal be used for?
• how do you catch a seal?

Malik has no time for answering as he is about to fly a group of tourists, so the students have to answer for him. The answer the place on page 19. There is also room for a picture.

The two links on page 20 can be used in the search for information. Page 21 shows pictures of seals from Greenland plus some pictures illustrating what the seal is used for.

Let the students present their answers in small groups, so that they can inspire each other for the update of their reference work.

The students are to imagine that they have to go shopping for a camping trip with some of their friends where they will catch and prepare their own food.

The task is introduced on page 22. A shopping list with the necessary items is given, and the students are told that they can spend kr. 5.000 at the shop.

Further details of the task are added on page 23. In the table the students are to insert the prices of the expensive and the cheap variants of the articles in the offer leaflet found on page 24-25. They are informed of a special offer: If you buy two boxes of the expensive ammunition, you get a discount of 85% on a sleeping bag or a sleeping pad. The students have to decide if they want to make use of this offer.

In the column ‘CHOICE’ they write the prices of the articles they choose.

Hold a joint review where you talk about:

• the students’ reasons for their choices
• did anyone make use of the special offer? Why/why not?
• advantages and disadvantages to discounts and offers in general

In small groups the students are to write a fairy tale. A child from Ilulissat has gone for a walk all alone and suddenly faces a game animal. What does he/she do?

The fairy tale should be an original creation by the students, not a reproduction of an existing one. If you wish, this could be used as an opportunity to refresh the students’ knowledge of the literary genre of fairy tales. You might find suitable reading for the students on the subject on the Internet.

They place the story on page 27, and room for an illustration is allocated on page 26.

The students could use the information on hunting in Greenland on page 28-29 as inspiration for their story.

When the students have finished their task, you could arrange a fairy tale hour and have them read their stories aloud to the rest of the class. Candles are recommended.

Make sure that the settings for feedback are positive criticism. The students should be supported in assessing; what is good – and what might be done better. Find more inspiration in Austin’s Butterfly. The idea with this is not necessarily to make new products but rather for the students to discover and work with this positive criticism. You could, though, choose to allocate time for further work with the products, so that the students might use the feedback for changes and improvements.

If you intend to work with some of the other podcasts from the Icefjord Centre, it would make sense to save the students’ Book Creator books so that they may be reused.

The podcast A 22 rifle in the shopping trolley was made for the Icefjord Centre in Ilulissat by Katrine Nyland.

Graphics by Oncotype.

Teaching material for the podcast has been produced by Lotte Brinkmann and Daniella Maria Manuel, Anholt Læringsværksted.

The teaching material A 22 rifle in the shopping trolley is published under a Creative Commons crediting licence CC:BY. The texts, assignments and pictures can be shared, reproduced and adapted, with the proviso that “A 22 rifle in the shopping trolley by the Icefjord Centre Ilulissat” is credited as the source.