The purpose of the master’s thesis was to determine to what extent and in what way great geographical discoveries are included in the Grammar school curricula of History and Geography and in textbooks for History and Geography, further to make a syllabus of multidisciplinary integration of History and Geography in the case of great geographical discoveries. The analysis of Grammar school curricula for History and Geography has shown that the curricula contain many objectives that allow for a multidisciplinary integration between these subjects, including objectives that relate directly to great geographical discoveries. The analysis of Grammar school textbooks for Geography and History has shown that textbooks contain just as much content that allows for a multidisciplinary integration between these subjects, including content that relate directly to great geographical discoveries. Based on the mentioned analyzes, we made a syllabus in the case of great geographical discoveries, for the second year of the Grammar school program, where we included many substantive multidisciplinary connections between History and Geography. The analysis of the survey responses of Grammar school teachers of History and Geography, and Grammar school students, showed that multidisciplinary integrations are liked by both teachers and students. Therefore, they could be used even more frequently in Grammar schools, as they help the student to develop critical thinking and lifelong learning and to integrate fragmented knowledge into a whole.
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