School: liceo tècnico profesional mannheim
    quilpue, valparaiso, chile

4 students, ages 16 -18 worked together to complete this Doors to Diplomacy project on March 14, 2011. They have participated in Doors to Diplomacy in the following year(s): zero

Classes and Teachers: maritza gutierrez, giovanna lanzarini, ricardo hernandez, paulo carvajal, catherine iturrieta e ignacio olmos

E-Mail contact:

Our School's Web Site: http://

1. Description of Our Team

Our team consists of Catherine Iturrieta 17, Ignacio Olmos 17, Ricardo Hernandez Carvajal Paulo 18 and 16. The teachers are: Giovanna Lanzarini and Maritza Gutierrez. The tasks were performed together and differentiated. The teachers guided and accompanied by historical research. The design and structure of the website was made jointly by students and coaches, the interviews were created and performed by students and tests were divided (Pacific War: Catherine Iturrieta e Ignacio Ortiz; Claim of Peru to the sea Hague tribunal: Paulo Carvalho and Ricardo Hernandez) and then discussed together The interest in participating in Doors to Diplomacy project originates in the search for new instances of participation for our students to foster their critical and reflective, and discuss issues of a globalized world quotas. Furthermore, the structure of the project allows students to develop awareness of the importance of diplomacy, method of historical research and communication skills and argumentation.

2. Summary of Our Project

Diplomacy: Chile and Peru. Communication and Cooperation. Our project aims to analyze the importance of Chile's maritime territory in international relations with its neighbors, specifically Peru. We will make a comparative study of two important historical events of the Pacific War 1879 - 1884 and the maritime claim by Peru to the court in the Hague today. To conduct the research we focus on various problems What do the young Chileans about diplomacy?, why maritime territory is central to the diplomatic history of Chile?, how despite the crisis we have experienced over history, Chile and Peru can have relations of cooperation and collaboration?

3. Our Computer and Internet Access

A. Percentage of students using the Internet at home:more than 50%

B. Number of workstations with Internet access in the classroom:none

C. Connection speed used in the classroom:not sure

D. Number of years our classroom has been connected to the Internet:1

E. Additional comments concerning your computer and/or Internet access (Optional):

In the room there is a setting 'Link', which is designed to allow students access to computers. However, it lacks equipment to meet the demands of all students.

4. Problems We Had To Overcome

Our main problem in creating the project was our shortcoming in the English language skills. This is because public schools lack an effective English program. Another obstacle was the use of technology, because students do not have computers in their classroom and they do not have a background in the subject. Despite these drawbacks have successfully completed the project, with the help of other teachers and students.

5. Our Project Sound Bite

The key words in our project: methodology of historical research and cooperation. Cooperation as one of the main pillars of diplomacy and the research methodology as a learning strategy for students to develop thinking skills and communication.

6. How did your activities and research for this Doors to Diplomacy Project support standards, required coursework and curriculum standards?

The plans and programs of the Ministry of education in Chile, offers the mandatory minimum and students should learn. Our research question is embedded within these plans and corresponding to the second year of middle school, the year in which they teach the history of Chile. The project promotes skills are the analysis of written and oral sources, the capacity of argument and writing, teamwork, empathy, tolerance, respect for other cultures and the value of diplomacy. The concept of group work is collaborative, accountable and equitable to distribute tasks. through this project we have discovered flaws in our education system is the teaching of foreign languages ??English, access to technologies and treatment of recovered items which are often forgotten in the school curriculum. We also found that Internet use is essential guidance because it motivates and facilitates meaningful learning of students. Our role as coaches was to try to minimize these inconveniences and be leaders to empower our students.

1) What information tools & technologies did you used to complete your Doors to Diplomacy project?

The resources we use for the project were: Six Computers educational establishment more personal connection to the internet, as well as digital camera from high school, visits Naval Museum Library, interviews with the educational community. These tools helped us realize our research and create the final product is the website. The internet's most valuable resource was due to the amount of information and its availability is also enabled us to network strengthening collaboration in the team. It was also important to work with written and oral sources. The creation of a web page, aroused the interest of our students, who had never worked in the construction of a technological environment.

2) In what ways did you act as "ambassadors" and spokespersons for your Doors to Diplomacy project both on-line and in person.

The students became ambassadors of doors to diplomacy, first by publicizing the project to the educational community, after interviewing their peers about the topics of the project contingent. In the interviews were internalized on the historical problems of Peru and Chile, in particular maritime dispute and how even though this can have collaboration and cooperation between the two nations. We published our website to another facility for teachers to disseminate the initiative, use the site as a resource for learning and encourage other young people the importance of diplomacy. Among our most important contact is the Naval Museum of Valparaiso, dependent on the Navy of Chile, which provided us full support in access to its facilities and library materials. The school officials are impressed with the responsibility that students have undertaken this project, in the school break and the initiative of the teachers.

3) What has been the impact of your project on your community?

The school officials are impressed with the responsibility that students have undertaken this project, in the school break and the initiative of the teachers. Students of the establishment have expressed interest in visiting the page and social networking sites like Facebook have given their congratulations. It has also made ??interdisciplinary work with other sectors of learning to work the issue of diplomacy and the use of technology in education.

4) How did your project involve other members of your community as helpers and volunteers?

We have the support of Specialist Teachers: Paula Guajardo and Maritza Rojas, in the area of ??English and collaboration of students interviewed Michel Díaz, Matías Calderón, Héctor Alarcón, Jorge Becerra, Pedro Sotelo, Ernesto Romero, Marco Zapata Galaz enzo and Others.