The purpose of this master’s thesis is to determine the level of overlap between history and English curricula and coursebooks in Slovenian grammar schools, and to create a lesson plan on the Cuban missile crisis focusing on the cross-curricular integration of the two subjects. The theoretical part of the thesis outlines cross-curricular integration with special emphasis on content and language integrated learning, which combines language learning with a content subject. The research chapter analyses both history and English curricula, and confirms that cross-curricular integration of the subjects is possible. The same was proven by the analyses of four coursebooks for each of the two subjects. Based on the findings and the material from one of the coursebooks, a lesson plan on the Cuban missile crisis was prepared and implemented. This material, along with a self-reflection, is included in the practical part of the master’s thesis. The empirical part presents the results of interviews conducted with four teachers from different Slovenian grammar schools. The teachers have a positive attitude towards cross-curricular integration; however, they have admitted that due to lack of time, organisational challenges, and extensive syllabi, they tend to implement it spontaneously and without advance planning. This master’s thesis is proof that the cross-curricular integration of history and English in Slovenian grammar schools is possible – its main purpose is to integrate fragmented pieces of a subject into a comprehensible whole, which is how students acquire lasting and quality knowledge, as previously elaborated on in the theoretical part.
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