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Título: Las emociones en los humanos
Para mi clase de procesos psicológicos básicos con universitarios a travñes ed la

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Usaré esta biblioteca para establecer interculturalidad.

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Título: Conhece a tua vila.
Através da aplicação http://www.artstories.it/en/art-stories-journey-journal/ cada aluno elaborará o seu jornal com a sua visão do que explorou na visita de campo. Utilizará as ferramentas da aplicação e outras criadas por si para completar o relato do que viu. Desta forma os alunos ficarão a conhecer o património local e ainda terão de refletir sobre o que este representa.

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Para mi clase de inglés de 6º de educiación primaria utilizaré el enlace sobre la migración Irlandesa debido al desastre de la cosecha de la patata.
https://historiana.eu/case-study/irish-diaspora-1840s
Forma parte de los aspectos socioculturales del curriculum oficial de mi materia.
En la semana del 17 de marzo, Saint Patrick's day, explico en este curso el caso de la Great Famine de Irlanda (ya que en cursos anteriores he introducido las historias de los leprechaums y de San Patricio) Este case study de Historiana me parece muy apropiado para darles una visión más profunda de la historia de ese momento.

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Emplearía los recursos sobre la propaganda de la Guerra Civil española.
Para alumnos de 1º o 2º de Bachillerato.
Análizando inocográfica e inológicamente los carteles.
Desgraciadamente, estos recursos han quedado clausurados para su revisión... (llevan 2 años) en PARES (el portal de archivos españoles), lo que impide su utilización para docencia. Es una buena noticia que se pueda acceder desde Europeana. Es para que nos salgan los colores.
https://demo.historiana.eu/#/sas/explore/the-spanish-civil-war-in-poster

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Título: Matemáticas
Actividad: Un drama basado en el papel de los Padres Fundadores en el establecimiento de la Unión Europea en la Segunda Guerra Mundial.
Enlace a la actividad:
http://la.historiana.eu/la/activity/rising-from-the-ruins-rebuilding-europe-after-world-war-two/
Encontré esta actividad muy apropiada para mi objetivo de entender la importancia de las matemáticas y las diferencias de la vida. Aprenderán matemáticas viviendo con el drama.

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Título : La reforma protestante.
Actividad dirigida a 3º de ESO.
Enlace a la actividad:
https://historiana.eu/#/historical-content/source-collections/schisms-within-christianity
Buscar que prácticas de la Iglesia llevaron a Lutero a separarse de ella y proponer una reforma religiosa (indulgencias).
Averiguar en que otros momentos de los s. XV  y XVI se produjeron rupturas dentro de la Iglesia (cismas).
Buscar el nombre de los principales artífices de la reforma protestante.

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Título de la actividad: Messages of the Monumentals
Enlace a la actividad:
http://la.historiana.eu/la/activity/messages-of-the-monumentals/
Breve explicación:
En nuestra ciudad, hay varios monumentos que recuerdan a las víctimas de la Guerra civil española. La actividad que proponemos es que los estudiantes, antes de estudiar esta época histórica, que aparece como contenido del bloque Educación Literaria en 4º de ESO, conozcan los mensajes que están inscritos en dichos monumentos y sean conscientes de la ideología de la que son testimonio.

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Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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Se trata de una aplicación colaborativa basada en google maps a partir de la cual podemos aunar conocimiento histórico y cartográfico simultaneando distintas culturas. Resulta útil no solo para atender a la diacronía de aspectos históricos, sino también para ampliar el contexto que se quiera estudiar.

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EUROCLIO - European Association of History Educators

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In 2014, Dietmar Aumann had a simple but innovative idea: what if Google Maps could be used to travel back in time? Since then, the development of Chronas.org was a matter of time and collaboration. Come and read the story of this virtual map, which just like Wikipedia, is based on the collective knowledge of people around the world.
In January 2001, the 21st century was just beginning. Several events would give shape to a turbulent year, many of which reshaped the concept of globalization for good. Besides relevant political and economic developments, the field of technology in the internet age brought remarkable news this year, particularly with the official launch of Wikipedia, a free online -openly editable- encyclopedia. What started in 2000 as a regular encyclopedia, controlled by a small group of experts, turned into the world of wiki (Hawaiian word meaning "quick"), which is a website based on collaborative user-generated content in user-editable pages.

In spite of criticism and potential problems, which are pointing towards the lack of accuracy and biased information, Wikipedia grew rapidly. Up to 2019, English Wikipedia has almost 6 million articles, while more than 40 million articles are available in 301 different languages. According to a research published in Nature in 2005, which compared entries from Wikipedia and the Encyclopedia Britannica, the issue of inaccurate content is actually less of a problem, since no major differences in terms of errors were found among the two web sources.

" Considering how Wikipedia articles are written, that result might seem surprising. A solar physicist could, for example, work on the entry on the Sun, but would have the same status as a contributor without an academic background. Disputes about content are usually resolved by discussion among users".

Jim Giles, writing for Nature.

This set-up, launched in 2001 and expanded throughout internet until present times, inspired Dietmar Aumann, a software developer born in Germany with experience in Finland, Sweden, Belgium and the US. With a collaborative mindset, Dietmar launched Chronas.org in 2015, which is a map application that combines Google Street View, Wikipedia and Google Earth, but adding the components of time and history. The basic idea for Chronas, Dietmar says, came from Google Maps. "I thought, wouldn't be cool if you would have the ability to jump back a hundred years, or even a thousand or two thousand years, and see how the borders of the country looked back then?".

Such original curiosity fueled the idea of having multiple types of data in the same site, embedding a chronological and a cartographic approach to the accumulated knowledge of the internet. By this way, an specific point in the map can be linked to a particular era, while describing the multiple social, economic, and political developments of the time. This description, Dietmar says, is also diverse, as it can be nurtured by Wikipedia pages, images, videos and audio clips, as well as primary sources. "So for example, you could have the siege of Constantinople linked to the city of Constantinople, linked to the Byzantine empire, which is as well then linked to a video of the Byzantine empire, which is then linked to one of the emperors, and so on. So basically you can jump from one article to the next and the next, kind of like how Wikipedia works on its own", Dietmar says. With Chronas, "people can get lost and spend a lot a time in history, and by doing so, learning about it".

Besides, the concept of mapping allows the user to see the historical development of the world in an interconnected way, as the map is showing the state of affairs in different zones at the same time. What happened in Asia when Rome dominated Europe? What happened in Arabia when Kublai Khan proclaimed himself the emperor of China? These are questions that can be answered through Chronas.

Collaboration: accurate information is a collective endeavor

After three years of operation, Chronas is a history map application with over 50 million data points. How is it possible for a single person, or a single team, to curate and edit that immense amount of information? "So, in my view, the only way to do that is to have a community of history enthusiasts and professionals who spend time and curate the data", Dietmar replies.

That is how Chronas was born as a wiki, this is, a website that can be created and edited by the users themselves. "Everyone who is registered at Chronas can do that. They can re assign data to specific countries and specific years, they can delete specific markers and link them to other entities, so everything Chronas is based on is editable by the users and the community as a whole", Dietmar says. Improvements have been introduced in the later years, in order to facilitate the user-generated edition and revision of the user-generated content. Thus, as the wiki systems works, inaccurate information in Chronas will be corrected by the community, which up to 2017, was composed by more than 6.000 people, including historians, researchers, and experts.

Yet as the famous quote goes, with great power comes great responsibility. Wiki are often criticized for being an easy subject of malicious individuals, who driven by whichever agenda can vandalize the system by providing wrong information. In order to tackle this unwanted development, Chronas is also based on a revision system. "If a user edits something, that is tracked and can be reverted by other users", Dietmar says. Besides, users can report bugs in the Forums provided by the system, which are also often used to solve historical disagreements.

Therefore, Chronas.org, just as any wiki system, can only be sustained by a solid base of contributors, who can share their time and passion for history with the a broader community and the general public. By this way, the development of innovative learning tools is in hands of the educators themselves, putting technology at the service of history.
Would you like to collaborate? Go to Chronas.org and share it within your own network!

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Chronas History Application: Let's travel in time together - EUROCLIO - European Association of History Educators

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In 2014, Dietmar Aumann had a simple but innovative idea: what if Google Maps could be used to travel back in time? Since then, the development of Chronas.org was a matter of time and collaboration. Come and read the story of this virtual map, which just like Wikipedia, is based ...

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Tengo algunas tarjetas hechas a mano que se pueden usar directamente en el aula.

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Titulo de la actividad: Love where you live.
Al principio estaba asustada porque creía que no iba a ver nada de mi área. Pero he encontrado estas unidades para trabajar en grupo las cuestiones medioambientales y relexionar sobre la participación. Hay unas fichas preparadas que pueden usarse en el aula directamente

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Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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Título de la actividad: De la imagen única a la imagen virtual.
Utilizando este rápido recorrido por la historia de la fotografía
http://sas.historiana.eu/sas/collection/still-photography
para recapacitar sobre el control de la propia imagen y la relevancia que ha tenido en los hábitos sociales de cada momento y entender para qué se fotografiaba en cada época y despertar la sensibilidad entre los significados del pasado y del presente

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Estudiar la lectura a través de imágenes de lectores a lo largo de la historia

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Learning how to swim in this beautiful intercultural sea will be the most beautiful destination for me. I believe that it will be very useful.

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World War 1
States participating in World War I, alliances made, the process and outcome of the war.
Student Activities
Students read and study a poem or story about war.

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Título
Sufragistas
Mi interés se centra en buscar aquellos materiales vinculados con el papel de las mujeres en la Historia.
Colecciones. Por ejemplo, el trabajo femenino, la labor de las mujeres en la I Guerra Mundial y los orígenes del Sufragismo.
Como tengo una unidad didáctica sobre Clara Campoamor, la voy a ampliar con HIstoriana.
Dar a conocer los orígenes del movimiento sufragista.
Actividad
Breve cuestionario para completar las fechas.
The Founding of the National Union of Women’s Suffrage Societies in 1887.

Emmeline Pankhurst Founds the Women’s Social and Political Union in 1903
https://historiana.eu/#/
historical-content/source-collections/suffragettes-in-the-united-kingdom

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Somos ciudadanos europeos, de ahí que el alumnado deba saber en qué año entramos en la UE, y como está distribuido el parlamento, de esta forma entenderán la estructura política de Europa; a través de los recursos de historiana, el alumnado.
A través de este enlace el alumnado observará el contexto europeo y podrá aprender cuando y las causas de la participación de los diferentes países europeos y su inclusión en Europa.

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Historiana offers free historical content, ready to use learning activities, and innovative digital tools made by and for history educators across Europe.

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Tras darme de alta en Historiana y echar un vistazo a las distintas propuestas, me ha llamado la atención -dentro del apartado Teaching and learning– una de las muchas actividades didácticas que ofrece la plataforma con hojas de ejercicios para imprimir titulada El desafío de la estabilidad europea.

Esta actividad busca que el alumnado reflexione “sobre los altibajos que ha experimentado la estabilidad europea desde 1945 hasta nuestros días y cómo los europeos han respondido al desafío de intentar mantener esta estabilidad” y me parece interesante para trabajar con mis alumnos de Proyecto de investigación II (2º Bachillerato de Ciencias Sociales) de manera que, tras consultar los materiales, puedan iniciar su propio proceso de investigación consultando fuentes primarias y añadir hitos y situaciones actuales que hoy en día suponen un reto para la estabilidad europea y reflexionen sobre qué actuaciones se están llevando a cabo en aras de mantener la estabilidad.
Imagen de WikiImages en Pixabay

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En clases de finales de bachillerato (alumnos de edad de 18  a 19 años), correspondientes al quinto año de "liceo linguistico" en Italia. Propondría señalar, de los recursos de la página web de Historiana por mí añadida en este posit, cinco carteles del bando republicano y cinco del bando nacionalista. Complementando a su descripción gráfica, cuál podría haber sido el mensaje que se quería transmitir.

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In July 1936 a group of Generals within the Spanish army staged a coup against the democratically-elected left-wing Republican government. Many monarchists, conservatives and falangists (or Fascists) supported the rebels and formed a Nationalist movement. Socialists, communists, anarchists and also liberal democrats and others from the political centre who supported democracy formed a loose coalition of Republicans to oppose the rebellion.