Theme 7

Theme 7

A good youth life

Time consumption:
Part 1: 1–2 lessons
Part 2: 5–6 lessons
Part 3: 5–6 lessons

About the theme

In Theme 7, the threads from the entire process are gathered. Based on the themes the students have already dealt with and their own interviews, they freely choose a topic that they find interesting and that they believe has particular importance for a good youth life. Finally, the topic work is presented in class.

Part 1 – Interview each other

In the first part, the students interview each other – typically in pairs. The interview is recorded by telephone. The starting point is the same questions that were asked to the young people in the theme videos.

Part 2 – A good youth life (topical work)

In the second part, students choose a topic that they believe is important for a good youth life. The topic work can be done individually, in pairs or in groups.


Topics can be, for example:

  • Community
  • School and education
  • Leisure
  • Nature and climate
  • Identity
  • Inequality


The students’ work consists of:

  • Research their topic
  • Select the most important
  • Prepare presentation

This can be based on everything the students have worked on in the course: Interviews, answer sheets, texts and videos from the course as well as new knowledge (see suggestions/links in the student booklet.)

Students should be able to justify why they believe the topic is important and show how the chosen topic is related to The Good Youth Life.

Form and product

Students choose how they want to present their work.

This can be, for example, via:

  • Video/audio production
  • Powerpoint presentation
  • Floor
  • Oral presentation
  • Other creative production

Part 3 – Presentations

In the third part, students present their work to each other in class.
Focus: Justify why you believe the topic is important and show how the chosen topic is related to The Good Youth Life.

Evaluation

If possible, I would greatly appreciate it if you would help evaluate the course. Please use the electronic evaluation form under the Material Hub tab. A big Thank You in advance!

Thank you

On behalf of the Polar School, I would like to say thank you very much for choosing to work with On the Way Together. I hope that the process has given rise to new thoughts, good conversations and a broader view of youth life in Greenland, the Faroe Islands and Denmark.
Best regards,
Gregers

Evaluation

As I mentioned in the introduction, I am interested in helping young people in Greenland, the Faroe Islands and Denmark get to know each other better. When we understand each other better, there is less room for prejudice. Now I am curious to hear what you think about the course? Please share your thoughts below!

Greenlandic: Qujanarujussuaq
Faroese: Túsund takk
Danish: Mange tak

1. To what extent did you feel that working with On the Way Together has increased your students’ knowledge of the life of young people in Greenland, the Faroe Islands and Denmark?

2. How well did the different parts of the material work in class?

Student booklet and activities
Videos featuring young people
Questions and class discussions
Kahoot quizzes
3. Did you experience that the material engaged the students and encouraged reflection and discussions about similarities and differences between young people in Greenland, the Faroe Islands and Denmark?