Undervisningsbeskrivelse
Stamoplysninger til brug ved prøver til gymnasiale uddannelser
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Termin(er)
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2025/26
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Institution
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Campus Kujalleq
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Fag og niveau
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Engelsk C
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Lærer(e)
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Bjørn Bøgh Eld
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Hold
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2025 en/p (1p en C)
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Oversigt over gennemførte undervisningsforløb
Beskrivelse af de enkelte undervisningsforløb (1 skema for hvert forløb)
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Titel
1
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Introduction
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Indhold
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Kernestof:
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Omfang
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Estimeret:
7,00 moduler
Dækker over:
7 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
2
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The American Nightmare
Forløb (Unit) 1: The American Nightmare
Formål (Objectives)
The aim is to develop the students’ overall language proficiency and to strengthen their ability to:
• account for the content, viewpoints, and linguistic features of English-language texts
• analyze and interpret texts using relevant terminology and basic analytical methods (particularly in connection with Stephen King’s three levels of horror and basic film analytical techniques)
• analyze and interpret literary texts, graphic narratives, and films within the horror genre
• contextualize texts culturally, socially, and historically (particularly in relation to Stephen King’s connection to American horror comics of the 1950s)
• apply subject knowledge, including appropriate communication strategies, in both general and academic contexts (particularly in connection with Written Assignments)
• engage with English-language texts, including applying source criticism and documenting the use of different information sources (particularly in connection with Written Assignments)
• use academic reference works and other relevant tools
• address issues in interdisciplinary contexts (particularly in relation to Freudian interpretations of “The Boogeyman”)
Indhold (Content)
1. Introduction to horror as a genre
2. Horror comics of the 1950s: Tales from the Crypt
3. Graphic narrative: “Grounds… for Horror!”
4. Stephen King’s theory: The Three Levels of Horror
5. Essay: “Why We Crave Horror Movies”
6. Short story analysis: “The Boogeyman”
7. Film analysis: Creepshow (1982)
8. Written Assignment: analysis of “The Boogeyman”
Materialer (Materials)
• Graphic narrative: “Grounds… for Horror!”, Tales from the Crypt, September 1952
• Article: “Stephen King’s Three Levels of Horror”, www.regmovies.com, 27 August 2019
• Essay by Stephen King: “Why We Crave Horror Movies”, Playboy, 1982
Retrieved from the iBook Horror (Drisdal & Hansen, Systime):
https://horror.systime.dk/?id=153
• Short story by Stephen King:
“The Boogeyman”, in Night Shift (Anchor Books, 2011), originally printed in Cavalier magazine, March 1973
• Film: Creepshow (1982) – selected segments
• “Father’s Day”
• “The Lonesome Death of Jordy Verrill”
• “Something to Tide You Over”
Arbejdsformer (Methods)
Group work and presentations.
Elements of cooperative learning (jigsaw groups, role reading, etc.).
Textual and film analysis.
Written Assignment with feedback and feedforward.
Evaluering (Evaluation)
Formative collective evaluation in connection with presentations.
Formative individual evaluation in connection with Written Assignments.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
9,00 moduler
Dækker over:
9 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
3
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Man and Nature
Forløb (Unit) : Man and Nature
Formål (Objectives)
The aim is to develop the students’ overall language proficiency and to strengthen their ability to:
• account for the content, viewpoints, and linguistic features of English-language texts
• analyse and interpret texts using relevant terminology and basic analytical methods (particularly in connection with the analysis of poems, speeches, and documentary films)
• contextualise texts culturally, socially, and historically (particularly in relation to Romanticism in Britain and the United States and the relationship between humans and nature)
• engage with and reflect on the global climate discourse and how environmental and climate issues are discussed in politics, the media, and public debate
• work with resource politics, including political and economic interests in natural resources and the exploitation of nature
• analyse media representations of Greenland, including how international media portray Greenland’s natural resources and political situation
• engage with English-language texts, including applying source criticism and documenting the use of different information sources
• use academic reference works and other relevant tools
• address issues in interdisciplinary contexts (particularly in relation to history and Danish)
Indhold (Content)
1. Documentary: US, China and Russia's New Battleground: Greenland's Untapped Rare Earths
2. Greenland’s natural resources and geopolitics: perspectives by geologist Minik Rosing
3. Media criticism and representations of Greenland (Mariane Paviasen Jensen)
4. Talking about climate change + interviews in class
5. Chief Seattle’s speech
6. Romanticism and Transcendentalism
7. Blake and Wordsworth
8. Into the Wild (film) + excerpt from Jon Krakauer
9. Blake: “London”
10. Nature and the City (Eric Hoffer)
11. Greta Thunberg and contemporary climate discourse
Materialer (Materials)
• Chief Seattle’s speech. Source: The Center for the Study of the Pacific Northwest, University of Washington's Department of History.
https://www.washington.edu/uwired/outreach/cspn/Website/Classroom%20Materials/Reading%20the%20Region/Texts%20by%20and%20about%20Natives/Texts/7.html (accessed 21-01-2023)
• Text from Wider Contexts (Systime, iBook): “Chief Seattle: Selling Our Land” (1854). Accessed 30-10-2023
• Poems from Project Gutenberg:
– “The Ecchoing Green” (1789) by William Blake
– “London” (1794) by William Blake
– “The Tables Turned” (1798) by William Wordsworth
• Essay from Wider Contexts (Systime, iBook): “Nature and the City” (1968) by Eric Hoffer
• Chapters from The English Handbook (Trine Østergaard, Systime 2017–2020), pp. 17–21 (Romanticism - also includes The Sparrow’s Nest” by Wordsworth) and 56–58 (Transcendentalism)
• Excerpt from Into the Wild (1996) by Jon Krakauer, pp. 56–58: “Alex’s Letter to Ron”
• Greta Thunberg: “Speech at the U.N. Climate Action Summit”, 23 September 2019
• Documentary: US, China and Russia's New Battleground: Greenland's Untapped Rare Earths (60 Minutes Australia)
• Interview: “Minik Rosing on 60 Minutes Overtime” (CBS News)
• Article: “Geologist Warns Prospect of a Mineral Bonanza in Greenland Is a Mirage”, CBS News, April 2025
• Article: Peter Boyle, “60 Minutes Runs Propaganda for Greedy Australian Mining Company, Trump’s Greenland Takeover”, Green Left, August 2025
Arbejdsformer (Methods)
Group work and presentations.
Elements of cooperative learning (jigsaw groups, role reading, quiz-and-trade, task stations, etc.).
Analysis of poetry, speeches, documentary films, and media representations.
Oral presentations with feedback and feedforward.
Evaluering (Evaluation)
Formative collective evaluation in connection with presentations and class discussions.
Formative individual evaluation in connection with Written Assignments.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
19,00 moduler
Dækker over:
19 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
4
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The American Dream
Forløb (Unit) 3: The American Dream
Formål (Objectives)
The aim is to develop the students’ overall language proficiency and to strengthen their ability to:
• account for the content, viewpoints, and linguistic features of English-language texts
• analyse and interpret texts using relevant terminology and basic analytical methods (particularly in connection with the analysis of speeches by Barack Obama and Donald Trump)
• analyse and contextualise contemporary developments in the United States using basic knowledge of historical, cultural, and social conditions (particularly in relation to the concepts of the American Frontier, the American Dream, and political visions for the United States today)
• compare different political and cultural interpretations of the American Dream
• apply subject knowledge, including appropriate communication strategies, in both general and academic contexts (particularly in connection with Written Assignments)
• engage with English-language texts, including applying source criticism and documenting the use of different information sources (particularly in connection with Written Assignments)
• use academic reference works and other relevant tools
• address issues in interdisciplinary contexts (particularly in relation to analytical concepts used in Danish and perspectives from social studies)
Indhold (Content)
1. Manifest Destiny (+ MLK and Amanda Gorman)
2. The Frontier Heritage
3. Speech analysis: Barack Obama
4. Speech analysis: Donald Trump
5. The American Dream and immigration: Arnold Schwarzenegger
6. Business English: SWOT analysis
7. The American Dream in popular culture: The Mandalorian
8. Written Assignment: Different visions of the American Dream (e.g. Obama vs. Trump / Arnold / popular culture)
Materialer (Materials)
• Article: “The Frontier Heritage” by Edward N. Kearny (1984), from Worlds of English (Systime, 2010)
• Speeches by Barack Obama:
“A More Perfect Union” (2008)
“The American Promise” (2008)
http://obamaspeeches.com/E05-Barack-Obama-A-More-Perfect-Union-the-Race-Speech-Philadelphia-PA-March-18-2008.htm
http://obamaspeeches.com/E10-Barack-Obama-The-American-Promise-Acceptance-Speech-at-the-Democratic-Convention-Mile-High-Stadium--Denver-Colorado-August-28-2008.htm
• Donald Trump: Address to a Joint Session of Congress (4 March 2025) – excerpts for rhetorical analysis
• Video: Key moments from Trump’s 2025 address to Congress
https://www.youtube.com/watch?v=gsM6Bkiyfuw
• Facts about Arnold Schwarzenegger
https://en.wikipedia.org/wiki/Arnold_Schwarzenegger
• Article by Arnold Schwarzenegger:
“Call Me Arnold”, from Born in the USA (edited by Søren Mathiassen, Futurum, 1984)
• Arnold Schwarzenegger video speech transcript on the Capitol attack and riots (10 January 2021)
https://www.rev.com/blog/transcripts/arnold-schwarzenegger-video-speech-transcript-on-capitol-riot-attack
• YouTube videos with Arnold, BLM, and the Capitol Hill riots
Interview with Arnold (2016): https://www.youtube.com/watch?v=wFiNHn8sZ-A
Black Lives Matter explained (2020): https://www.youtube.com/watch?v=YG8GjlLbbvs
Arnold Schwarzenegger on Twitter (4 July 2020): https://www.youtube.com/watch?v=hUHxqcPS010
Inside the Capitol Hill riots (2021): https://www.youtube.com/watch?v=lfP_5L8epow
Arnold Schwarzenegger calls Trump “worst president ever” (2021): https://www.youtube.com/watch?v=vAWvl-g_6rg
• American Dream video exercises
Is the American Dream still alive? CBS (2015)
https://www.youtube.com/watch?v=XxS31Sa8y-Q
The American Dream: Is it still alive? | IN 60 SECONDS (2019)
https://www.youtube.com/watch?v=SUoRs9htArY
American Dream Declared Dead as Final Believer Gives Up (satire)
https://www.youtube.com/watch?v=WsAVZrUIm-g
• Selected scenes from The Mandalorian (Disney+) – frontier myth in popular culture
Arbejdsformer (Methods)
Group work and presentations.
Elements of cooperative learning (CL): jigsaw groups, role reading, and task stations.
Rhetorical analysis of speeches.
Written Assignments with feedback and feedforward.
Evaluering (Evaluation)
Formative collective evaluation in connection with presentations.
Formative individual evaluation in connection with Written Assignments.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
17,00 moduler
Dækker over:
17 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
5
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The UK: Rule Britannia, Cool Britannia
Forløb (Unit) 4: The UK – Rule Britannia, Cool Britannia
Formål (Objectives)
The aim is to develop the students’ overall language proficiency and to strengthen their ability to:
• account for the content, viewpoints, and linguistic features of English-language texts, including the role of English as a global language (covered in the introductory course)
• analyse and interpret texts using relevant terminology and basic analytical methods (including the analysis of literary texts, essays, audiovisual texts, and TV series)
• analyse and contextualise historical and contemporary developments in the United Kingdom and former British colonies, particularly in relation to the concepts of the British Empire, the Commonwealth, and Cool Britannia
• analyse literary texts from the period of imperialism and discuss their historical and ideological context
• analyse modern British culture and society, including issues such as social class, authority, institutions, and youth culture
• discuss how recent popular cultural texts (e.g. Adolescence) challenge or nuance the idea of Cool Britannia
• relate British social and cultural issues to the students’ own context
• apply subject knowledge in both general and academic contexts (particularly in connection with Written Assignments)
• engage with English-language texts, including applying source criticism and documenting the use of different information sources
• use academic reference works and other relevant tools
• address issues in interdisciplinary contexts (particularly in relation to analytical concepts used in Danish)
Indhold (Content)
1. Rule Britannia – The British Empire
2. Kipling: “The White Man’s Burden”
3. Reactions to Kipling: Benjamin R. Tillman
4. Kipling: “Mandalay”
5. Kipling: “Rikki-Tikki-Tavi”
6. Orwell: “A Hanging”
7. Orwell: “Shooting an Elephant”
8. Monty Python, humour, and the British class system
9. Cool Britannia, lad culture, and Britpop (Blur and Oasis)
10. Adolescence (2025 drama miniseries): UK society, class, masculinity, attitudes to women, the need for recognition, and parental responsibility
Materialer (Materials)
• Songs (YouTube / Wikipedia):
Rule Britannia
God Save the King / Queen
Land of Hope and Glory
• Rudyard Kipling:
“The White Man’s Burden”
Background article from English Wikipedia:
https://en.wikipedia.org/wiki/The_White_Man%27s_Burden
• Benjamin R. Tillman:
Address to the U.S. Senate, 7 February 1899
http://nationalhumanitiescenter.org/pds/gilded/empire/text7/tillman.pdf
• Rudyard Kipling:
“Mandalay” – The Kipling Society
https://www.kiplingsociety.co.uk/poem/poems_mandalay.htm
• Rudyard Kipling:
“Rikki-Tikki-Tavi” – Project Gutenberg
https://www.gutenberg.org/files/236/236-h/236-h.htm#link2H_4_0009
• George Orwell:
“A Hanging” (1931) – The Orwell Foundation
https://www.orwellfoundation.com/the-orwell-foundation/orwell/essays-and-other-works/a-hanging/
• George Orwell:
“Shooting an Elephant” (1936) – The Orwell Foundation
https://www.orwellfoundation.com/the-orwell-foundation/orwell/essays-and-other-works/shooting-an-elephant/
• The Commonwealth of Nations (background article)
https://en.wikipedia.org/wiki/Commonwealth_of_Nations
• Text from Film skal ses i Engelsk (Martin Houlind and Jan Oxholm, Gyldendal, 2016):
“Empire” and “Rabbit-Proof Fence”, pp. 90–98
• Monty Python’s Flying Circus: “Working-Class Playwright”, “Upper-Class Twit of the Year”
Scripts:
http://montypython.50webs.com/scripts/Series_1/14.htm
http://montypython.50webs.com/scripts/Series_1/83.htm
• Music videos: Blur: “There’s No Other Way”, “Girls and Boys". Oasis: “Supersonic”, “Cigarettes and Alcohol”
• TV series: Adolescence (2025), Episodes 1–4
• Film: Rabbit-Proof Fence (2002)
Arbejdsformer (Methods)
Group work and presentations.
Elements of cooperative learning (jigsaw groups, role reading, etc.).
Film analysis.
Written Assignments with feedback and feedforward.
Evaluering (Evaluation)
Formative collective evaluation in connection with presentations.
Formative individual evaluation in connection with Written Assignments.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
29,00 moduler
Dækker over:
28 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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Titel
6
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The American Nightmare, part II
This unit builds on the previous one on American horror fiction and expands the focus to include film adaptation and psychological interpretation. While Part I introduced central themes in American horror through Stephen King’s short story “The Boogeyman” and theoretical perspectives on horror, Part II develops this further.
Students work with Stephen King’s short story “The Raft” and its film adaptation in Creepshow 2. The unit focuses on narrative techniques, suspense, film language, and Stephen King’s three levels of horror (gross-out, horror, terror). In addition, Freud’s model of the human mind (id, ego, superego) is used as an interpretative framework.
The aim is to strengthen students’ ability to analyse literary texts and film, and to compare different media representations of horror.
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Indhold
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Kernestof:
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Omfang
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Estimeret:
4,00 moduler
Dækker over:
5 moduler
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Særlige fokuspunkter
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Væsentligste arbejdsformer
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