The present material has been developed as part of the 2-year project "Expedition Greenland". The aim was to create educational material for 12 to 16 years old pupils that provides attractive access to sustainable development topics and allows for interdisciplinary teaching. The emphasis has been placed on the didactic method: learning through enquiry, which is an approach that particularly enhance the competence of Learning to Learn.

The starting point was the captivating history of the norsemen (Vikings) in Greenland, which triggered many thoughts about sustainability today in the team. In the course of the work we first had to explore the archaeological findings about events in the Greenland of the Middle Ages. This inspired us to consider our contemporary societies'  
sustainability. The interdisciplinary composition of the team provided a range of perspectives. Last but not least, the challenge was to transform the process into teaching materials, which enable pupils to draw their own insights into how to deal with global sustainability challenges. 

The material is accessible in the shown suitcase comprising of artifacts, maps, teachers manuals and exercise texts to the pupils. I can be requested from Friluftsrådet. For more information visit the page Teaching materials.
This page also gives access to download all the printed material like teachers manuals and exercises.

The project was funded by the European Union under the ERASMUS + program. The views and opinions expressed in the educational material are those of the authors.

In the development were involved: Cornelia Voss and Bernd Assenmacher, Wissenschaftsladen Bonn (Germany), Andreas Joppich, Project Agency Joppich (Germany), Koshina Switil, BAOBAB (AU), Charles Rawding, Faculty of Education at Edgehill University (UK), Ulrik Jørgensen Centre for Design, Innovation and Sustainable Transition at Aalborg University (DK). The team was advised on historic and contemporary matters by Christian Koch Madsen, Danish National Museum (DK) and Kåre Hendriksen, ARTEK, Sisimiut (GL), for whose contribution we would like to thank them. We also thank for the support by Karen Præstegaard Hendriksen, Danish Environmental Schools (DK), on Danish school curricula.