Using Frankenstein to promote democratic valueswhen teaching English 7 and Social science 3 : A study on how teachers can use Frankenstein as teaching material topromote the democratic values and critical thinking

Sammanfattning: This study will be potentially beneficial to teachers as it guides them on how they can work with important but often neglected aspects of the curricula by using the book Frankenstein, or, The Modern Prometheus by Mary Shelley. My thesis statement is that goals from the core contents of English 7 and Social science 3 syllabuses are intertwined and have a connection to democratic values and, as I demonstrate in the analysis that follows, can be taught in connection by using Content and Language Integrated Learning (CLIL) as a method and Frankenstein as the content from which this collaboration can be created. CLIL will be used to show teachers how they can work in connection to create joint lessons that address both syllabi's goals when teaching content from Frankenstein and how it can be connected to democratic values. Liberatory teaching is one of the methods which match well with teaching content from Frankenstein and democratic values, as it gives the students the autonomy they need to develop their absorptive habits and critical thinking skills. The key concepts that will be used to analyze the chosen content in Frankenstein are alienation, mechanisms of inclusion, and exclusion. The key concepts are transparent in the content taken from Frankenstein, as the book is very well suited for such research. The analysis is split into two parts that show how the key terms affect Victor and the monster. Content for the analysis is taken in chronological order and is comprised of several different scenes and passages from Frankenstein where the key terms are most transparent. The pedagogical discussion will show how a teacher can use the content showcased in the analysis to connect to different goals in the respective syllabi and how teaching can be connected to teaching democratic values from the upper secondary school curricula. Further, it will recommend how teachers can create teaching content and activities suited for the content in Frankenstein, depending on the lesson's goals. Teachers will also be recommended different approaches and methods when teaching content from Frankenstein and what they need to avoid and think about to make liberatory teaching effective in the classroom.