The Scramble for Greenland’s Riches

1. Set Focus
Pose this essential question to guide discussion: In what ways can economic development affect people’s lives both positively and negatively?

2. List Vocabulary
Share with students some of the challenging vocabulary words in this article (see right). Encourage them to use context to infer meanings as they read.

• accelerate (p. 12)
• abundant (p. 12)
• monopoly (p. 13)
• exposed (p. 14)
• alliance (p. 14)
• upended (p. 15)

3. Engage
Say: Imagine that a supply of rare natural resources that are important to the world are discovered in your backyard. How would you decide who gets to mine them? What questions would you want answered before granting licenses for mining?

4. Read 
Have students read the article, marking the text to note key ideas or questions.

5. Discuss
Distribute or project Up Close: The Scramble for Greenland’s Riches, a close-reading activity for students to work on in small groups. (Note: The questions on the PDF also appear on the following page of this lesson, with possible responses.) Follow up with a class discussion. If you’re short on time, have each group tackle one or two of the questions. Collect students’ work or have each group report its findings to the class..

• What is the connection between climate change and the recent interest in Greenland as a source of certain natural resources? (Cause & effect, summarize) (Global warming has melted some of the ice that covers 80 percent of Greenland, making it easier for prospectors to locate and mine Greenland’s reserves of hard-to-find minerals. In addition, a less frozen Arctic makes it easier for ships to access Greenland to transport the minerals away from the island.)

• In paragraph 2 of the article, what do the authors mean by “jostle for influence”? Who is jostling for influence and over what? Why? (Word meaning, compare & contrast) (The authors mean “trying to gain a position of power or control over something.” Superpowers, including the U.S., billionaire investors, and big mining companies are jostling for influence over rare mineral reserves in Greenland. Reasons include: ending China’s dominance over rare minerals, gaining a competitive advantage in making and selling electronic devices, and making huge profits.)   

• What details about the U.S. do the authors include to support their point that Greenland is rising in importance in the world? Based on details in the article and your own knowledge, why might the U.S. want to end China’s dominance over rare minerals? (Claims & evidence, make inferences) (To support this point, the authors include details about the U.S. stepping up its diplomatic presence in Greenland. Ending China’s dominance could help U.S. businesses. Also, China having control of these minerals could be a national security risk for the U.S. in terms of not being able to produce weaponry that requires these minerals.)

• How did most Narsaq residents initially react to the Narsaq mine? Why? How do many of them feel now? Why did they change their point of view? (Compare & contrast, cause & effect) (Initially, Narsaq residents were in favor of the mine, as it would improve the local economy by creating jobs and bringing in tax revenue. But Mariane Paviasen knew that the mine would produce radioactive uranium, which would be deposited in a lake near the town. She and other activists raised awareness about the environmental and health issues associated with the mine. As people learned about these issues, public opinion shifted. Greenland’s parliament now includes members who promised to stop mining that involves uranium.) 

• The article quotes Marian Paviasen as saying, “We are not safe in the future.” Who is she referring to with we? Why does she feel they will not be safe? (Make inferences, problem & solution)(With we, she is referring to herself and the residents of Narsaq, and specifically to the Indigenous population. Paviasen believes they are not safe from the mining companies and that mining the land will affect their health, their way of life, and the natural environment.) 

• What does the sidebar “What Are They For?” explain? What does this information add to the main article? (Central idea, integrate sources) (The sidebar explains the types of technology that require the kinds of rare minerals found in Greenland. This information elaborates on the reference in the opening section to “and many other electronic devices.” Knowing which products use these minerals helps readers understand why so many different entities are competing for influence over Greenland’s rare-minerals resources.)

6. Writing Prompt
Do you agree with the authors’ description of events taking place in Greenland today as a “modern-day ‘gold rush’ ”? Explain in a brief essay. Research the California Gold Rush as needed.

7. Video
Watch the video about Greenland. What does it add to your understanding?

8. Classroom Debate
Should Greenland allow companies to mine its natural resources?

9. Quiz & Skills
Use the quiz to assess students’ comprehension and Organizing Ideas to review outlining skills.