The thesis is divided into two parts. In the first part, the focus is mainly on the historical outline after 1943, which was critical for Italy as a collaborator with Nazi Germany and crucial for the establishment of the partisan movement in Yugoslavia. The theoretical part is supported by fieldwork among both the Italian and Slovenian populations. Their invaluable testimonies contribute to the reflection of the literature and to a better understanding of the complex processes that led to the creation of the border. The thesis explores the extent to which individual memory can differ from collective memory and which elements influence an individual's narrative. The second part focusses on the cross-curricular integration of Italian and history in the 4th year of grammar school education using the CLIL method (Content and Language Integrated Learning), which is a modern didactic concept of teaching foreign languages for teaching a non-language subject. In this way, linguistic and non-linguistic competences are developed in relation to each other. Each teacher is an expert in his or her own field, so it is essential to work well with other teachers and to be flexible in developing common objectives to meet the requirements of the curriculum. If the teachers are well-prepared, the process can be successful, especially if they prepare authentic learning situations in which students can actively participate and practise complex thinking skills. For the didacticization I chose a newspaper article from Primorski dnevnik entitled “Nedelja sirkovih metel” (“Sunday of the Sorghum Brooms”), which was a reflection of the political developments in Yugoslavia in the 1950s. The Italian newspaper Oggi also wrote about the event describing it as a “march of the hungry” due to the difficult economic situation in Yugoslavia. The two articles are an excellent example of how the same event can be interpreted from different perspectives, stimulating interest in a deeper understanding and critical engagement with historical sources.
|
