The proposed software contributes to the development of historical, critical, visual, digital and cartographic literacy. Students learn to navigate google maps and approach historical events spatially and critically. They also acquire teamwork and social skills. It is in line with the Curricula of History, as it provides for the use of digitized maps to investigate the dispersion of positions in the various historical periods and to draw conclusions about the economic and political life of the periods. Indicative tasks in the classroom: Why did they build the colonies there? (research on climate, soil conditions - rivers, seas, rocks, location - proximity to the metropolis). • Why did Athens not establish colonies during the archaic period? • March of Miletus (founded by the Ionians during the geometric era. During the Archaic it became metropolis of many colonies. However, it surrendered to the Persians. It was liberated after the end of the Persian wars. Why Athens and Eretria hurried to liberate the Ionian cities rebelled against the Persians; why did they re-submit? Peace of Antalcidas. Why did Alexander the Great want to liberate Asia Minor?) • Persian wars: how do we know that we control sources, we cross them. Why did the Athenians and the Eretrians rush to help the Ionian cities? • Works on the metropolis and their colonies. Brief report and link to today. • Works of tyrants: Samos and Eupalinos trench, work of Eupalinos in the period of the tyrant Polycrates. Works of Peisistratοs in Athens through the photos of the software. • Many ancient theaters are preserved in many areas. Investigate in which areas they are preserved and examine the role of theater in the life of the ancient Greeks. • Magna Graecia-Sicily: why is it called that way? are there linguistic and other cultural elements that support this name? What is there today? • In 1922 the Pontians and Asia Minor were uprooted. They were Greeks. Since when did Greek populations live in those places?