CLIL 4 SOCIAL SCIENCES in Secondary Education CyL: 4th year ESO

DRAMA IN THE CONGRESS OF VIENNA

Shared by Carolina Madrigal:

-Subjects: 4^th grade History, French and German.In collaboration with the library dinamization group.

-Objectives: to evaluate different perspectives about the Congress of Vienna.

-Materials: Highschool library Instagram account, textbook, additional info in https://www.britannica.com/event/Congress-of-Vienna

-Activities: a short performance by three students interpreting the roles of Castlereagh, Tayllerand and Metternich discussing issues in the congress from their national perspectives.

https://www.instagram.com/p/BrlcMF9iFqW/?igshid=1ocpzatum30i1

Suggestion by Miryan Hernando:

It’s a wonderful activity to work with the different languages at the Congress!!!

We could also introduce the role of the “translators” in international conferences or even UN.

PRE-COLOMBIANN CIVILIZATIONS

Shared by Julen García:

Option 1:

An example of activity that I carry out in the classroom is using kahoot game in order to review the main contents and vocabulary of the unit.

The one that I use is related with pre-Columbian civilizations:

https://create.kahoot.it/share/aztec-inca-maya-quiz-g-h-2-eso-jgg/d30b2ff8-7ac7-4e1d-84e7-e0e59e65bfe2

I consider important THE students' motivation so I try to use this kind of resources in my classes, they really enjoy them, they review the main contents and also the main vocabulary.

Option 2:

I go on working on pre-Columbian civilizations. I show the students brief videos about these civilizations in order to introduce contents related with them and also I provide them with more resources such as articles, notes.

https://www.youtube.com/watch?v=3odJDGKPPTU&ab_channel=NewMayanCalendar

https://www.youtube.com/watch?v=i3kWJfkqT0g&ab_channel=HISTORY

https://www.youtube.com/watch?v=UO5ktwPXsyM&ab_channel=TED-Ed

Finally, they have to create their notes completing questions according with the key points of these civilizations.

Shared by Ana Fontecha:

To review the topic of the 19th century in Spain, I propose a collaborative activity with the following steps:

- Each student will be assigned a different concept related to the 19th century in Spain: moderates, progressives, pronouncement, Salic law, Carlist war…

- Each student must record a short video (maximum 3 min) explaining the concept to their classmates. In addition, in the video the student will have to ask a research question to their classmates, related to the explained concept. The video must be uploaded to the flipgrid platform.

- Students should watch their classmates' videos and try to answer the questions by recording another answer video.

This activity works on oral communication. Students must summarize and adapt the information they have about a concept to be able to explain it orally, so they work on the vocabulary of the topic and complex grammar structures.

In addition, they must look for new information in digital media, something that presents them with difficulties regarding sources and excess information.

Shared by Álvaro Castaño:

https://quizlet.com/es/574312350/the-age-of-discoveries-flash-cards/

This a quizlet which included a wide vocabulary about the Romanesque and Gothic artistic styles, including terms about architecture, sculpture and painting. We can use it to introduce the medieval artistic styles and to review them at the end of the unit.

https://quizlet.com/es/574746462/medieval-art-romanesque-and-gothic-styles-flash-cards/

- https://www.khanacademy.org/humanities/becoming-modern/romanticism/romanticism-in-france/v/g-ricault-raft-of-the-medusa-1818-19?modal=1 Great videos analysing works of art from KHAN Academy.

- https://www.youtube.com/watch?v=lDQ1Lf3N1hk Some humour for the French Revolution

- https://www.youtube.com/channel/UCXVCgDuD_QCkI7gTKU7-tpg/featured National geography for kids

- https://www.youtube.com/watch?v=dHQZErtwA3E Why not mixing History and Halloween? From History channel.

- https://www.youtube.com/user/historyteachers/videos History teachers videos with famous songs…It is a MUST!

- https://www.youtube.com/user/TEDEducation/videos A lot of stuff on TED education videos

WE PARTICIPATE IN THE ESTATES GENERAL!

Shared by Ana Torrecilla:

TITLE OF THE UNIT: We participate in the Estates General! COURSE/LEVEL: 4º ESO

1. LEARNING OUTCOMES OBJETIVES:

-To learn about the beginning and causes of the French Revolution in a practical way.

-To write and express grievances in a formal way.

-To defend complaints orally.

2. C FOR CONTENT:

-To learn about the long-term causes and the trigger of the French Revolution.

-To know about the problems and aspirations of each social group in France just before the Revolution.

-To know about the Estates General and how the voting system worked.

-To realize of the impossibility for the non-privileged groups of implementing their aspirations.

3. C FOR COMMUNICATION:

-VOCABULARY: General Estates, to summon, king, clergy, nobility, bourgeoisie, peasants, taxes, grievance, estate, by order/by head.

-STRUCTURES: passive voice, should/must, in order to (as in the example in: http://maggio.weebly.com/uploads/8/8/4/3/8843754/the_complaints_of_the_third_estate.pdf).

-LANGUAGE SKILLS. DISCOURSE TYPE: Listening (explanations of the teacher) and speaking (speech with the complaints and expressing an opinion).

4. C for Cognitive thinking processes: analysis and synthesis

5. C FOR CULTURE: To realize about the importance of defending our own ideas and rights, and the implications of voting to change things in our nowadays society.

6. ACTIVITIES: To participate in a session of the Estates General in France in 1789.

7. TASKS:

a) The teacher explains the context: The Treasure of France is in bankrupt and the king needs money. His minister has suggested to make a tax rise on the privileged groups, who obviously are against. So, the last chance is to summon the Estates General (that has not gathered since 1614!), the only function of which is to approve new taxes wanted by the king. So the representatives are called for May, 1789.

b) Before the opening of the Assembly, the representatives of the different groups have to write their "Cahiers de doléances" (books of grievances) in the different cities. So the class is divided in 4 groups: clergy, nobility, bourgeoisie and peasants. The teacher will be the king. They make a list with their proposals for the Parliament.

c) The teacher explains the voting system. The clergy and aristocracy (although two minor groups) have 300 representatives each and a vote each. But the Third Estate (bourgeoisie, urban workers and peasants) has only 648 representatives and 1 vote:

https://www.google.com/url?sa=i&url=https%3A%2F%2Fslideplayer.com%2Fslide%2F10629211%2F&psig=AOvVaw2420C8arI5I5UBG1N7LPIa&ust=1615499149994000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMCQ0rbapu8CFQAAAAAdAAAAABAp

d) The groups have to vote 3 proposals (the students of each group have to agree and emit only 1 vote, and the bourgeois and peasant groups vote together):

-The first and second estates will pay more taxes.

-To raise taxes on the Third Estate.

-To change the voting system.

e) The teacher writes the result of the voting down. Then this slide is shown, checking that they have voted as done in 1789:

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.slideshare.net%2Fjazmindv%2F4-french-revolution-worksheet22&psig=AOvVaw0jBBmyW_n1hoAF0WEHCzJZ&ust=1615500032077000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCLi_2Nndpu8CFQAAAAAdAAAAABAQ

f) The students express their opinion about this system: is it fair? (they can discuss it in their groups and then the speakers express their opinions).

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.slideshare.net%2Fljhc%2F4-french-revolution-ppt&psig=AOvVaw339yob-xFBQ8ZWcEPgxVVL&ust=1615499658562000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMiax6ncpu8CFQAAAAAdAAAAABAD

8. CROSS-CURRICULAR TASKS: After the voting the Third Estate representatives, along with some members of the clergy and the nobility created the National Assembly and declared that this was the only institution that represented all the society. They finally went to the Tennis Court in Versailles and wrote their "Tennis Court Speeches". They can do it in the English class after learning how to write a good speech (for example: grabber, subject, message, theme, structure, call to action). Then the students can vote to the most convincing speech.

9. ORGANIZATION AND CLASS DISTRIBUTION. TIMING: 1 session. All in group work.

10. RESOURCES AND MATERIALS: The slides included in this didactic unit.

11. KEY COMPETENCES: linguistic (written and orally), mathematic, social, learn to learn, autonomy.

12. ASSESSMENT CRITERIA AND INSTRUMENTS:

-Assessment criteria:

· Block 2: The period of the liberal revolutions:

1. To identify the main facts of the bourgeois revolutions in USA, France and Spain, and Hispanoamerica.

3. To identify the main facts of the liberal revolutions in Europe and America.

-Learning assessment standards:

The student...

1.1. ...writes up the main facts of any of the bourgeois revolutions of the 18th century briefly, explaining the reasons and considering pros and cons.

4.1. ...considers the reasons why the revolutionaries acted as they did.

HISTORICAL NEWSPAPER

Shared by Rubén López

Project: ‘Historical Newspaper’
4th Year ESO

Introduction and Objectives:

In this section we will focus on the analysis of a cross-curricular project, carried out two years ago, working together with other teachers from different departments (Spanish language and English) called ‘Historical Newspaper’. It was applied in a group of 4th ESO throughout the 2017-2018 course.

The project tried to fulfill several objectives:

1. The use of an active and participative didactic methodology, which would allow the students to be the protagonist of their teaching-learning process.

2. The development of individual and cooperative learning by competences, through the co- resolution of tasks in order to achieve the transfer of learning.

3. Focus on problem-situations, which the student should solve making appropriate use of the different types of knowledge, skills, attitudes and values. Thus, learning by projects favors active participation, the development of competences, and the motivation of students.

4. Promote motivation to learn. The key element is that students understand what they learn, know what they are learning it for, and be able to use what they have learned in different contexts, inside and outside the classroom.

5. The teamwork of the teaching staff to provide a multidisciplinary approach to the educational process, selecting the best methodological strategies and choosing quality teaching materials and resources.

6. Use of information and communication technologies (ICTs).

Description of the Project:

The activity, based on the historical newspaper format, tries to put the pupils in front of real historical situations. It is about each group of students going through the most relevant historical events in Contemporary History narrating them as if they were journalists who have just witnessed what happened.

Thus, collaboration with the Spanish language department will be of a paramount importance, especially in the treatment of journalistic language and objective narrative style. Something similar happens with the English department, as it is a great opportunity to improve general and specific vocabulary.

The project was developed following a series of steps:

1. Class organization in heterogeneous cooperative groups of 3-4 people.

2. Assignment of topics / historical stages, related to Contemporary History (from the Crisis of the Ancient Regime to the Present World).

3. Selection of relevant news related to each historical period.

4. Journalistic treatment of the news (in close collaboration with the Spanish language and English teachers).

5. Preparation of a digital PowerPoint presentation (development of ICT skills).

6. Oral presentation to the class, as part of the final mark of the activity.

7. Maximum dissemination of the works through the development of a collaborative blog (http://artlovers4eso.blogspot.com/) and the paper print of the work for its later exhibition through the center. At the same time, an open poll may be posted on the blog to assess the best or best jobs (the most voted will receive bonus points in the final mark).

Assessment:

Finally, for the assessment of the project, we will use rubrics so that we can know the competence development acquired by the students, both when generating their works and when transmitting the knowledge acquired to the rest of the class.

Rubric oral presentations	Excellent	Very good/good	Good	Needs improvement
Information, subject knowledge & presentation	Students demonstrate full knowledge of the subject. They have time enough to give the most important information. At the end they summarize the most relevant information.	Students demonstrate good knowledge of the subject, with explanations and elaborations. They can't explain all the items properly because they don't have time enough. At the end they try to summarize the most relevant information.	Students demonstrate not much knowledge of the subject. They finish before it's time. They don't summarize the most relevant information.	Students demonstrate very poor knowledge of the subject. They finish before it's time and They don't know what to say. They have problems with the presentation and they don't summarize the most relevant information.
Organization	Students present complete information in logical, interesting sequence which audience can follow. All the members take part in the explanation.	Students present information in logical sequence which audience can follow. All the members take part in the explanation.	Audience has difficulty following the presentation because students jump around. The order of the presentation is not clear. There aré students who don't participate in the explanation.	Audience cannot understand the presentation because there is no sequence of information. The order of the presentation is not clear.
Graphics and maps	Very interesting and high quality photographs or maps. They go well with the text. Good mix of text and graphics.	Interesting photographs or maps. They go well with the text, but there are so many that distract from the text.	The graphics go well with the text, but there are too few and They are not very interesting.	The graphics do not go with the accompanying text or appear to be randomly chosen.
Enthusiasm, elocution & use of English	Students demonstrate a strong positive feeling about the topic during the entire presentation, with a clear voice and correct pronunciation so that all audience members can hear it. Very good use of English.	Students occasionally show positive feelings about the topic. The voice is clear. They pronounce most words correctly. Most audience members can hear the presentation. Good use of English.	Students show some negativity towards the topic presented. Their voice is low with incorrectly pronounced terms. Audience members have difficulty hearing the presentation. Poor use of English, mixed with Spanish.	Students show absolutely no interest in the topic presented. They mumble, with incorrectly pronounced terms. Very poor use of English, mixed with Spanish.
Body language and poise	Movements seem fluid and help the audience visualize. Students display relaxed, self- confident nature about self, with no mistakes.	Students make movements or gestures that facilitate articulation. They make minor mistakes, but quickly recover from them, displaying little or no tension.	Very little movements or descriptive gestures. Students display mild tension and have trouble recovering from mistakes.	No movements or descriptive gestures. Tension and nervousness is obvious. They have trouble recovering from mistakes.

Conclusions:

We have explained a collaborative project that allows students to approach the study of Contemporary History in an active and participatory way, making them feel like protagonists of their own teaching-learning process. At the same time, we are promoting cooperative learning through group task resolution. In addition to this, we are working on key competences, which will allow us to obtain more lasting and permanent learning. Finally, we are working on ICTs, managing to increase students' motivation to learn.

ENACTING A 21ST
CENTURY CONSTITUTION

Shared by Roberto García:

Name of the activity: A Constitution of the people, by the people, to the people

Level: 4º ESO

Periodization: 2-3 sessions

Main characteristics of the activity: The students will develop the whole process of enacting a 20th century style constitution, from the creation to the public proclamation.

The result must be a public broadcast in which a spokesperson chosen by the group would read the new constitution.

The students will be divided into three groups. Each group will enact a different type of constitution:

- 1^st group: Capitalist country constitution

- 2^nd group: Socialist country constitution

- 3^rd group: Post-colonial country constitution

The documents will be a short version of a real constitution. Each one has to include the following aspects:

- Name and symbols of the country.

- Form of state.

- Political branches.

- Type of economy

- Relation between religion and the State.

- Bill of rights (a very basic version)

Each group has to choose different commissions in order to fulfil those aspects.

Then they must print their brand-new constitution, designed in a solemn style.

Finally, a spokesperson will be recorded by his teammates presenting the new constitution to the citizens.

Resources: They will work with examples of constitutions of each type

- Capitalist example: The Spanish Constitution, 1978

- Socialist example: USSR Constitution, 1936

- Post-colonial example: Constitution of India, 1949

The students will only use those articles selected by their teacher.

Vocabulary: The students will have to use cold war vocabulary. Some examples are:

Capitalist style vocabulary	Socialist style vocabulary	Post-colonial style vocabulary
Citizenship, Free World, Initiative, Freedom/Liberty, Free market, Pursue of happiness, Prosperity, Property.	Workers rights, Working class, Socialism, Comrade, Internationalism, Solidarity, Social Justice, Marxism.	Freedom, colonial oppression, self-determination, sovereignty, non-alignment.

Shared by César Martínez:

TASK:

Imagine that you are presenting a number of one-day tours to a group of tourists who want to spend a day in Madrid and to know a bit more about its history.

In your case, you must design a tour focused on the reign of Charles III and the urban transformations that he boosted in his time. Then you must gather all that information in a PowerPoint presentation and, finally, make an oral speech to your partners as if they were the tourists who are about to hire one trip among others.

TIPS

Remember that you are about to face a descriptive public speaking so you must think of descriptive words/phrases and sensory images. In order words, you have to keep in mind that you must make the listener help to visualize the image that is portrayed by the public speaker.

As we are going to refer to monuments, buildings and public spaces, the first things that pop up are:

§ Measures

§ types of construction;

§ What you see, what you hear and feel as you approach the building:

§ The colours;

§ The environment;

Use imagery and figurative figures of speech; words and terms that denote all impressions and represent the object or process being described are important. Some examples are:

a) adjectives, verbs and metaphors

b) sensory features of a subject

c) comparisons between two things

d) evolution in time

e) statistical data and bare facts

f) newly discovered information

g) details that could be important to know

h) personal experiences and memories you could share and people can learn from.

PowerPoint Tips

Use these tips to enhance your presentation:

· Use a large font. As a general rule, avoid text smaller than 24 point.

· Use a clean typeface. Sans serif typefaces, such as Arial, are generally easier to read on a screen than serif typefaces, such as Times New Roman.

· Use bullet points, not complete sentences. The text on your slide provides an outline to what you are saying. If the entire text of your presentation is on your slides, there is no reason for the audience to listen to you. A common standard is the 6/7 rule: no more than six bulleted items per slide and no more than seven words per item.

· Use contrasting colors. Use a dark text on a light background or a light text on a dark background. Avoid combinations of colors that look similar. Avoid red/green combinations, as this is the most common form of color blindness.

· Use special effects sparingly. Using animations, cool transition effects, sounds and other special effects is an effective way to make sure the audience notices your slides.

Presenting Effectively

Use these tips to help keep them interested throughout your presentation:

· Be excited. You are talking about something exciting. If you are excited, your audience will feel it and automatically become more interested.

· Speak with confidence. When you are speaking, you are the authority on your topic, but do not pretend that you know everything. If you do not know the answer to a question, admit it. Offer to look into the matter further.

· Make eye contact with the audience. Your purpose is to communicate with your audience. People listen more if they feel you are talking directly to them. As you speak, let your eyes settle on one person for several seconds before moving on to somebody else. Make sure you connect with all areas of the audience equally.

· Avoid reading from the screen. First, if you are reading from the screen, you are not making eye contact with your audience. Second, if you put it on your slide, it is because you wanted them to read it, not you.

· Use a pointer only when necessary. If you are using a laser pointer, remember to keep it off unless you need to highlight something on the screen.

· Explain your equations and graphs. When you display equations, explain them fully.

· Pause. Pauses bring audible structure to your presentation. They emphasize important information, make transitions obvious, and give the audience time to catch up between points and to read new slides. Pauses always feel much longer to speakers than to listeners.

· Avoid filler words. Um, like, you know, and many others. To an audience, these are indications that you do not know what to say. Speak slowly enough in order to collect your thoughts before moving ahead. If you really do not know what to say, pause silently until you do.

· Relax. It is hard to relax when you are nervous, but your audience will be much more comfortable if you are too.

· Breathe. It is fine to be nervous. The most effective way to keep your nerves in check aside from a lot of practice before hand is to remember to breathe deeply throughout your presentation.

· Acknowledge the people who supported your research. Be sure to thank the people who made your research possible, including your mentor, research team, collaborators, and other sources of funding and support.

Tips. How to organize the information.

Introduction

Capture your listeners’ attention: Begin with a question, a funny story, a startling comment, or anything that will make them think.
State your purpose; for example:
‘I’m going to talk about...’
‘This morning I want to explain…’
Present an outline of your talk; for example:
‘I will concentrate on the following points: First of all…Then…
This will lead to… And finally…’

The Body

Present your main points one by one in logical order.
Pause at the end of each point (give people time to take notes, or time to think about what you are saying).
Make it absolutely clear when you move to another point. For example:
‘The next point is that ...’
‘OK, now I am going to talk about ...’
‘Right. Now I'd like to explain ... ’
‘Of course, we must not forget that ...’
‘However, it's important to realise that...’
Use clear examples to illustrate your points.
Use visual aids to make your presentation more interesting.

The Conclusion

It is very important to leave your audience with a clear summary of everything you have covered.
Make it obvious that you have reached the end of the presentation.
Summarise the main points again, using phrases like:
‘To sum up...’
‘So, in conclusion...’
‘OK, to recap the main points…’
Restate the purpose of your talk, and say that you have achieved your aim:
‘I think you can now see that...’
‘My intention was ..., and it should now be clear that ...’
Thank the audience, and invite questions:
‘Thank you. Are there any questions?’

Tips. Useful language for presentation.

Explain what your presentation is about at the beginning:

I’m going to talk about ...
I’d like to talk about ...
The main focus of this presentation is ...

Use these expressions to order your ideas:

First of all, ...
Firstly, ...
Then, ...
Secondly, ...
Next, ...
Finally, ...
Lastly, ...
To sum up, ...
In conclusion, ...

Use these expressions to add more ideas from the same point of view:

In addition, ...
What’s more, ...
Also, ...
Added to this, ...

To introduce the opposite point of view you can use these words and expressions:

However, ...
On the other hand, ...
Then again, ...

Remember that the activity assessment will include both the content presented (70%) and the competence shown when presenting it. (30%).

In order to help you prepare the oral presentation you can find it below the rubric which will be used for assessing it. Make sure all the items are clear enough as they add the same percentage to the final mark.

	1	2	3	4
FLUENCY	The speaker’s talk is interrupted all the time by long pauses and stutter.	The speaker makes noticeable pauses. Talk pace is irregular.	There are a few pauses. Talk is slightly accelerated or slow in turns.	The speaker is able to talk without pauses and the pace is correct.
SUBJECT MANAGEMENT	The speaker does not manage the subject at all and is not able to answer any questions.	The speaker shoes some knowledge about the topic and can answer a few questions.	The speaker shows sufficient knowledge and topic management. They are able to answer the questions.	The speaker knows the topic and proves it by answering all the questions related to the topic correctly.
GRAMMAR	The speaker makes serious essential grammar mistakes	There are some essential grammar mistakes.	The speaker makes few essential grammar mistakes.	The speaker does not make any essential gramma mistakes.
EYE CONTACT/ MOVEMENT	There is no eye contact with the audience and the speaker does not interact at all.	The speaker occasionally keeps eye contact with the audience. There is little interaction while speaking.	The speaker has eye contact with the audience during most of the presentation. They interact with the audience but not all the time.	The speaker manages to keep eye contact with the audience all the time and at the same time they interact with them naturally.

ROLE PLAYING AT THE CONVENTION NATIONALE

Shared by Roberto García:

Name of the activity: Being a member of the Convention Nationale.

Level: 4º ESO

Background: The activity is based in the debates of the period of the National Convention (ca. 1792) within the French Revolution.

The activity takes place after the proper explanation about the contents they are going to work with. Besides, they will watch a scene from the film Un people et son roi (France, 2018) so that they will know the way the people’s representatives used to argue back in 1792.

Description: It is a role-playing activity in which the students, working in three different groups, and using the concepts and ideas they have been learning about the French Revolution and its phases, must build a case for, and write a speech in favour of, three different forms of government:

- Absolute Monarchy

- Constitutional Monarchy

- Democratic Republic

Then, having summarize their case, they will choose a representative who will speak before the Convention Nationale (aka the students) trying to convince them to support his cause.

Schedule:

o 5 minutes to divide the students into three groups previously designed by the teacher.

o 10 minutes to explain the activity

o 5 minutes for the groups to choose their speaker.

o 15 minutes to prepare their speeches.

o 10 minutes for the speeches (3 minutes each one)

o 5 minutes to perform a group vote.

Objectives:

- To understand the position of France during 1792, mainly after the Varennes treason.

- To know and be able to explain the differences and similarities between different types of government.

- To select the main ideas of a given content.

- To defend your political project from a parliamentarian point of view.

- To understand the way in which a representative chamber could work.

Vocabulary	Format	Discourse type
Mainly political: monarchy, republic, absolutism, rights of man, democracy, representative, equality, freedom, citizen and citizenship, suffrage, franchise, ballot.	Written and oral	Formal narrative but not too complicated. Strong ideas shown in short sentences.

HEALTH PUBLIC SERVICE and WELFARE STATE

Shared by Roberto García:

Nye Bevan, a welsh miner, is rightly considered as father of the NHS, the first health public service ever organized. He was minister of Health in the British postwar government.

This video could encourage the students to discuss about the principles under public health services were built, who did it and why it does matter now and then.

Besides they will enjoy a working class welsh accent, so different from the kind of BBC english they are used to listening.

by Miryam Hernando:

This is the poster and the link to the source to place the video in context:

https://www.bbc.co.uk/bitesize/guides/zt4hvcw/revision/1

THE BALMIS EXPEDITION

The government has called the confinement against the corona virus "Operación Balmis" . It was a History teacher who told me about this doctor and the Spanish health expedition against smallpox in 1803 promoted by the king Carlos IV.

I was amazed by this deed -I hadn't heard about it before- and as in every textbook of English there's a lesson, or an article, reading or video about English explorers, we decided to design a joint lesson about this expedition instead.
The students made the research, prepared the presentations, posters, maps of the route... and asked the Science teacher for scientific background.

I think that sadly, this is a great opportunity to know who Dr. Balmis in any school year, but especially in those dealing with this period is part of the curriculum.

Recently there has been a review of the role played by Isabel de Cendala, director and nurse of the orphanage in Coruña, where the children came from.
Finally, I cannot help to comment on the irony of the Operación Balmis name, just the contrary of the purpose of the expedition itself. This compare and contrast situation can also be a good activity for the English class. How do you get on with your colleagues teaching this subject?

Resources:

- Article: https://www.outono.net/elentir/2020/03/17/balmis-expedition-the-spanish-feat-that-saved-millions-of-lives-in-america-philippines-and-china/

-http://www.balmis.org/

There's also a recent Spanish film called 22 Ángeles:
https://www.youtube.com/watch?v=coOsN7e0kS8

and many novels about it: Ángeles Custodios de Almudena de Artiaga , Los niños de la viruela de Javier Moro, Los hijos del cielo de Luis Miguel Ariza.

David Berrocal shares this ed-Puzzle (explanatory video + questions embedded for the students

to answer).

Here is the video that I used with my students to introduce 'the fourth industrial revolution'.

https://edpuzzle.com/media/5e39c2671e7be4413e2c5d3c

Thanks to edpuzzle students will pay more attention to the speaker and they will be focused on

the content -in order to answer the questions correctly and be able to continue watching the video.

Pupils should answer 5 open-ended/multiple choice questions, and read 2 written-notes.

Resource proposed by José Vicente Álvarez: Rebellion against the British Empire.

Ana Belén Gómez recommends the use of this speech: