This Professional master’s degree in Teaching Political Science, Geography and World History in High School will generate a sense of confidence in your daily work, which will enable you to grow both personally and professionally”

To that end, a team of expert human sciences teachers has designed a roadmap characterized by the special care placed on the sequential relation between the contents and how they are subsequently related to the resources.

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The pace, difficulty and complexity of the methodologies used will progress in tandem with the course, as will the assessments, which focus on evaluating evidence of learning at the end of each section and module.

Upon completing the program, teachers will have mastered a sufficiently wide range of activities, tools and contents that will enable them to guide students through the tasks they need, suggest others that can be performed by themselves, and even propose a third group of tasks of a social and collaborative nature.

One of the most relevant features of the program is enabling teachers to define their own instructional designs. They will be able to extrapolate the techniques and methodological strategies used, such as project management; preparing presentations, diagrams and mind maps; creating documents (infographics, maps, audio files, albums, boards, chronological axes, etc); creating educational blogs and wikis; cloud computing and storing of information, and a long etcetera that characterizes the school in the 21st century.

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• It contains practical exercises where the self-evaluation process can be carried out to improve learning
• Algorithm-based interactive learning system for decision-making in the situations that are presented to the student
• With special emphasis on evidence-based methodologies in Teaching Political Science, Geography and World History in High School
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
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The teaching staff includes professionals in the field of Teaching Political Science, Geography and World History in High School, who bring their experience to this training program, as well as renowned specialists belonging to leading societies and prestigious universities.

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This program is designed around Problem-Based Learning, whereby the student will must try to solve the different professional practice situations that arise during the course. For this purpose, the professional will be assisted by an innovative, interactive video system developed by recognized experts in the field of Teaching Political Science, Geography and World History in High School who have extensive teaching experience.

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The contents have been structured and designed by a team of professionals from leading educational centers, universities, and companies, who are aware of the current relevance of training in intervening and supporting students, and who are committed to quality teaching through new educational technologies. 

This Professional master’s degree in Teaching Political Science, Geography and World History in High School contains the most complete and up-to-date program on the market”

Module 1. The Teaching and Learning Process

1.1. Approach to Learning

1.1.1. The Need to Learn
1.1.2. The Limits of Learning

1.2. Theories on Learning

1.2.1. Behavioural Learning Theories
1.2.2. Current Learning Theories

1.3. Relation Between Intelligence and Learning

1.3.1. Defining Intelligence
1.3.2. The Evolution of Intelligence

1.4. Cognitive Processes in Learning

1.4.1. Cognition in Learning
1.4.2. Attention in Learning

1.5. Memory in Learning

1.5.1. Types of Memory
1.5.2. Learning Dates and Facts

1.6. The Teaching-Learning Process

1.6.1. Features of Formal Education
1.6.2. Critical Learning Periods

1.7. The Role Played by the Teacher

1.7.1. Features of Formal Education
1.7.2. Critical Learning Periods

1.8. Teaching Models

1.8.1. Traditional Teaching
1.8.2. New Challenges in Education

1.9. Educational Technology

1.9.1. New Challenges in Teaching
1.9.2. Internet in the Classroom

1.10. Learning Assessment

1.10.1. Process Assessment
1.10.2. Product Assessment

Module 2. Teaching Social Sciences

2.1. Transition from Expository to Interactive Education

2.1.1. Objectives
2.1.2. New Educational Trends
2.1.3. Teaching Social Sciences

2.2. Constructivism

2.2.1. Building Learning Using Web 2.0
2.2.2. Constructivist Strategies to Teach Social Sciences

2.3. Teaching Documents

2.3.1. Introduction
2.3.2. e-Learning
2.3.3. Learning Environments
2.3.4. Teaching Documents

2.4. Information Search and Organization

2.4.1. Search Tools
2.4.2. Other Google Information Search Tools
2.4.3. Content Management

2.5. Information Storage

2.5.1. The Cloud: Concept
2.5.2. An Example of Cloud Computing in Education

2.6. Content Creation

2.6.1. Virtual Media Libraries
2.6.2. Audiovisual Content: YouTube

2.7. Content Presentation

2.7.1. Introduction
2.7.2. Creating Presentations
2.7.3. Maps and Timelines

2.8. Content Publication

2.8.1. Creative Commons Licenses
2.8.2. Creative Commons
2.8.3. Educational Blogs
2.8.4. Social Media

2.9. Communication and Collaborative Work

2.9.1. Wikis
2.9.2. Google Sites
2.9.3. Collaborative Writing

2.10. Gamification

2.11. Augmented Reality
2.12. What is Gamification?
2.13. Proposals to Gamify the Classroom

Module 3. Prehistory

3.1. The Importance of Anthropology and Archeology in the Study of Human Beings

3.1.1. Prehistory
3.1.2. Archeology
3.1.3. Summary

3.2. The Hominization Process

3.2.1. Objective
3.2.2. The Hominization Process

3.3. The Paleolithic

3.3.1. Objectives
3.3.2. The Paleolithic

3.4. The Neolithic and Its Expansion

3.4.1. Objectives
3.4.2. General Features of the Mesolithic
3.4.3. General Features of the Neolithic

3.5. The Metal Ages

3.5.1. Prehistoric Periods
3.5.2. The Iron Age

3.6. Prehistory in America. The First Settlers on the American Continent

3.6.1. Theories on First Settlements
3.6.2. Evolution of the Different American Peoples

3.7. 2.0 Tools Applied to Prehistory

3.7.1. Pinterest
3.7.2. Blogger

3.8. Evaluation Systems

3.8.1. Collaborative Learning. Peer Assessment. Co-Assessment
3.8.2. Roles within Cooperative Groups and Cooperative Structures

3.9. Activities

3.9.1. Assessment Tools
3.9.2. Cooperative Group Logbook
3.10. Assessment Tests

3.10.1. Assessment Activities and Test

Module 4. Ancient History

4.1. Mesopotamia

4.1.1. Mesopotamia: The Origin of Civilization
4.1.2. Sumer and Akkad
4.1.3. Babylon and Assyria

4.2. Ancient Egypt

4.2.1. Egypt: Geographical Environment and Historical Context
4.2.2. The Predynastic Period
4.2.3. The Protodynastic Period
4.2.4. The Archaic Period
4.2.5. Ancient Empires
4.2.6. The First Intermediate Period
4.2.7. Middle Empires
4.2.8. The Second Intermediate Period
4.2.9. New Empires
4.2.10. The Third Intermediate Period
4.2.11. The Late Period
4.2.12. Ptolemaic Egypt

4.3. Ancient Greece

4.3.1. Ancient Greece: Geographical Space
4.3.2. Aegean Civilizations in the Bronze Age
4.3.3. The Dark Ages
4.3.4. The Archaic Age
4.3.5. Classical Greece
4.3.6. Hellenistic Greece

4.4. Ancient Rome

4.4.1. Geographical Space in Ancient Rome
4.4.2. The Origins of Ancient Rome
4.4.3. The Monarchic Period
4.4.4. The Republican Period
4.4.5. The High Imperial Period
4.4.6. The Low Imperial Period

4.5. The Romanization Process

4.5.1. The Concept of Romanization
4.5.2. The Romanization Process
4.5.3. Factors and Consequences

4.6. American Ancient Cultures

4.6.1. Ancient America
4.6.2. The Maya Civilization
4.6.3. The Aztec Civilization
4.6.4. The Inca Civilization

4.7. 2.0 Tools Applied to Ancient History

4.7.1. 2.0 Tools in Education
4.7.2. Types of 2.0 Tools
4.7.3. 2.0 Tools Applied to Ancient History

4.8. Evaluation Systems

4.8.1. Using Assessments in Learning
4.8.2. The Cooperative Model and Assessments
4.8.3. Self-Assessment
4.8.4. Peer Assessment
4.8.5. Co-Assessment
4.8.6. Applying Cooperative Models to Ancient History Courses

4.9. Activities

4.9.1. Theoretical Approaches in Teaching Activities
4.9.2. Types of Activities
4.9.3. Using Activities in Teaching Ancient History

4.10. Assessment Tests

4.10.1. Objectives
4.10.2. Practical Application of Assessments
4.10.3. Rubrics
4.10.4. Checklists
4.10.5. Range Scales
4.10.6. Portfolio/Notebook
4.10.7. Other Types

Module 5. The Middle Ages

5.1. The Early Middle Ages I

5.1.1. The Fall of the Roman World
5.1.2. The Romano-Germanic Kingdoms

5.2. The Early Middle Ages II

5.2.1. The Byzantine Empire
5.2.2. Islam

5.3. The Early Middle Ages III

5.3.1. The Carolingian Era and the Birth of Europe
5.3.2. The Holy Roman Empire: Charlemagne

5.4. The High Middle Ages I

5.4.1. Romanesque Art in the Iberian Peninsula
5.4.2. Western Europe: Growth and Expansion

5.5. The High Middle Ages II

5.5.1. The Spread of Christianity. The Crusades and Other Expansionary Movements
5.5.2. Feudal Transformation. Society, Culture, Economy and Mentality

5.6. The High Middle Ages III

5.6.1. The Power Struggle between the Church and the Empire
5.6.2. The Christian Kingdoms and the Taifas in the Iberian Peninsula

5.7. The Late Middle Ages I

5.7.1. European Conflicts in the Late Middle Ages
5.7.2. The Great Asian Civilizations

5.8. The Late Middle Ages II

5.8.1. The End of the Byzantine Empire
5.8.2. The Ottoman Empire at the Gates of Europe

5.9. The Middle Ages beyond the Atlantic

5.9.1. The Inca Civilization
5.9.2. The Aztec Civilization

Module 6. Europe in the Modern Age

6.1. Modern States

6.1.1. Origin and Formation
6.1.2. Modern Monarchies and Political Forms in Europe
6.1.3. Renaissance Culture and Humanism

6.2. Geographical Discoveries

6.2.1. Discovery and European Colonization
6.2.2. The Discovery of America
6.2.3. Beginnings of Colonization
6.2.4. Imperial Colonization

6.3. 16th Century Europe

6.3.1. Introduction
6.3.2. The Rupture of Christianity. Reformation and Counter-Reformation

6.4. 17th Century Europe

6.4.1. Introduction
6.4.2. Pax Hispanica and the Thirty Years' War
6.4.3. The Imperialism of Louis XIV
6.4.4. The Baroque

6.5. Conquest and Colonization in Hispanic America

6.5.1. Colonization in the 16th and 17th Centuries
6.5.2. Hispanic America Society and Economy
6.5.3. The Colonization of the Americas in the Spanish Black Legend

6.6. 18th Century Europe and America

6.6.1. Introduction
6.6.2. The Age of Enlightenment: The Enlightenment
6.6.3. The Enlightened Absolutism
6.6.4. 18th Century European Society and Economy
6.6.5. The Bourbon Reforms in America

6.7. Cooperative Work

6.7.1. Cooperative Work
6.7.2. Interdisciplinary Work

6.8. New Technologies Applied to Teaching Modern History

6.8.1. Platforms and Presentations
6.8.2. Information Search on the Internet and Social Networks
6.8.3. Timelines and Conceptual Maps
6.8.4. Blogs and Mobile Devices
6.8.5. Historical Reenactment Video Games

6.9. Complementary Activities

6.9.1. Introduction
6.9.2. Text, Map, Image and Audiovisual Resource Analysis
6.9.3. Preparing Conceptual Maps and Timelines
6.9.4. Activities Outside the Classroom

6.10. Assessment Tests

6.10.1. Essay Type Test: Extended Response
6.10.2. Essay Type Test: Restricted Response
6.10.3. Other Assessment Tests

Module 7. The Late Modern Period

7.1. The Foundations of the Contemporary World

7.1.1. 18th Century Europe
7.1.2. Illustration
7.1.3. Economic Liberalism
7.1.4. The Agrarian and Demographic Revolution
7.1.5. The Industrial Revolution
7.1.6. Foundations of the Western World Model
7.1.7. 18th Century Culture and Art
7.1.8. The Concepts of Contemporaneity

7.2. 18th Century Liberalism and Revolutions

7.2.1. 18th Century Liberalism and Revolutions
7.2.2. 19th Century Restoration and Revolutions
7.2.3. Nationalism

7.3. The Emergence of the New American States

7.3.1. Reception of Enlightenment Ideas
7.3.2. Economic Situation
7.3.3. From Emancipation to Independence
7.3.4. America after Independence

7.4. Labor Movements and Democratic Liberalism

7.4.1. Class Society
7.4.2. Labor Movements
7.4.3. Democratic Liberalism
7.4.4. Colonial Empires
7.4.5. International Relations

7.5. The First World War and the Russian Revolution

7.5.1. The First World War: Causes
7.5.2. The Russian Revolution

7.6. The Interwar Period and the Rise of Fascism

7.6.1. The New International Order
7.6.2. Measures to Overcome Recession
7.6.3. The Rise of Fascism

7.7. The Second World War

7.7.1. Causes
7.7.2. Axis Powers
7.7.3. Allied Powers
7.7.4. How the Conflict Unfolded

7.8. The Cold War

7.8.1. The End of the Alliance and the Origins of Bipolarity
7.8.2. Asian Decolonization and the Middle East Conflict
7.8.3. The Death of Stalin and the 20th Congress of the CPSU
7.8.4. Latin America
7.8.5. The Birth of the European Common Market
7.8.6. The Beginning of Détente in the 1960s
7.8.7. The Permanence of Conflict: Latin America and Vietnam
7.8.8. Africa and Its Independence
7.8.9. Conflict in the Middle East: From the Six Day War to Yom Kippur

7.9. From the Oil Crisis to the Year 2000

7.9.1. A Decade in Review
7.9.2. Social and Economic Consequences of the Oil Crisis
7.9.3. Europe and Latin America in the 1970s
7.9.4. U.S. Policy and East-West Relations in the Height of Détente
7.9.5. Meaning of "Thatcherism" and "Reaganism"
7.9.6. The End of Détente
7.9.7. The New Global Order
7.9.8. The European Union
7.9.9. Africa after the Cold War

7.10. Text Commentary

7.10.1. Steps to Follow in Text Commentary
7.10.2. Example of Text Commentary
7.10.3. Commentary

Module 8. Physical Geography

8.1. Planet Earth

8.1.1. The Shape of the Earth
8.1.2. Earth and the Solar System

8.2. Terrestrial Structure and Dynamics

8.2.1. Introduction
8.2.2. The Structure of Earth
8.2.3. Terrestrial Dynamics

8.3. Structural Terrain

8.3.1. Ocean Basins
8.3.2. Landmasses
8.3.3. Structural Terrain of Sedimentary Basins
8.3.4. Appalachian Terrain
8.3.5. Faulted Terrain
8.3.6. Volcanic Terrain

8.4. Lithological Morphologies

8.4.1. Granitic Terrain
8.4.2. Karst Geomorphology
8.4.3. Groundwater Circulation

8.5. Geomorphology due to External Forces I

8.5.1. External Forces
8.5.2. Weathering
8.5.3. Slope Dynamics
8.5.4. Erosion

8.6. Climatic Elements and Factors

8.6.1. Objectives
8.6.2. Introduction
8.6.3. The Atmosphere
8.6.4. Climate Factors
8.6.5. Climate Elements

8.7. The Oceans

8.7.1. Marine Waters
8.7.2. Ocean Currents
8.7.3. Atmosphere and Ocean

8.8. Climate Classification

8.8.1. Introduction
8.8.2. Köppen’s Climate Classification
8.8.3. Azonal Climates
8.8.4. Zonal Climates

8.9. Guidance for Practical Exercises on Physical Geography

8.9.1. Geographic Landscape Commentary
8.9.2. Commentary Models
8.9.3. The Main Charts in Physical Geography

8.10. Techniques and Guidelines to Study Geography

8.10.1. Natural Resources
8.10.2. Environmental Impact
8.10.3. Principal Environmental Problems
8.10.4. Positions on the Problems
8.10.5. Ecological Footprint
8.10.6. Natural Risks

Module 9. Human Geography

9.1. The Population

9.1.1. Distribution and Dynamism
9.1.2. Population Growth
9.1.3. Demographic Transition Model
9.1.4. Population Movement
9.1.5. Population Structure

9.2. Rural Areas

9.2.1. The World and Rural Areas
9.2.2. Economic Activity
9.2.3. Problems in Rural Areas
9.2.4. Depopulation and Economic and Environmental Problems

9.3. Cities and Urban Areas

9.3.1. Introduction
9.3.2. Morphology
9.3.3. Globalization

9.4. Transportation Systems

9.4.1. Introduction
9.4.2. History, Classification and Economics
9.4.3. Configuration and Features of Transportation Networks
9.4.4. Transport System Flows and Problems

9.5. Economic Activity

9.5.1. Objective
9.5.2. Introduction
9.5.3. Economic Activity Location by Sector
9.5.4. Economic Problems
9.5.5. Economic Policies

9.6. State Organization

9.6.1. Territorial Distribution (Borders, Capital City, Political-Administrative Structure)
9.6.2. International Relations
9.6.3. Flipboard as a Classroom Asset

9.7. Society and Culture

9.7.1. Organized Civil Society
9.7.2. Citizen Participation: Associations
9.7.3. Cultural Landscapes: Dynamism and Transformation

9.8. Tourism

9.8.1. Economics and Tourism
9.8.2. Economics of Tourism
9.8.3. Types of Tourism
9.8.4. SWOT Analysis
9.8.5. The Current and Future Reality of Tourism

9.9. Tools to Study Geography

9.9.1. Tools, Outlines and Maps
9.9.2. Geographic Information Systems (GIS)
9.9.3. ICT Tools to Teach Geography

9.10. The Impact of Human Activity

9.10.1. Historical Development of Human Activity in the Environment
9.10.2. Vegetation Degradation
9.10.3. Soil Destruction
9.10.4. Overexploitation
9.10.5. Pollution

Module 10. Teaching Political Science

10.1. Definition of Political Philosophy and the Origin of Society

10.1.1. The Origin of the State and Definition of Political Philosophy
10.1.2. Theories on the Origin of the State
10.1.3. Methodology
10.1.4. Summary (Key Points)

10.2. Legitimization of the State and Classification of Political Regimes

10.2.1. Definition of Legitimization and Types of Political Legitimization
10.2.2. Types of Regimes
10.2.3. Methodology
10.2.4. Summary
10.2.5. Conclusions

10.3. Current Political Categories

10.3.1. Right and Left, Descriptive Categories?
10.3.2. Current Political Forms and Ideologies
10.3.3. Methodology
10.3.4. Key Words

10.4. Socialism

10.4.1. Traditional and Utopian Socialism
10.4.2. Marxist Socialism
10.4.3. Methodology

10.5. Social Democracy

10.5.1. Definition and Historical Origin of Democracy
10.5.2. The Welfare State
10.5.3. Methodology

10.6. Republicanism

10.6.1. Definition and Traditional Forms of Republicanism
10.6.2. Modern Instances of Republicanism

10.7. Methodology
10.8. Conservatism

10.8.1. Features of Conservatism
10.8.2. Neoconservatism vs. Traditional Conservatism
10.8.3. Methodology

10.9. Liberalism

10.9.1. Definition and Origin of Classical Liberalism
10.9.2. Liberalism Today and Capitalism: Minarchism and the Austrian School
10.9.3. Methodology

10.10. Anarcho-Capitalism

10.10.1. Definition and Origin of Anarcho-Capitalism or Right-Wing Anarchism
10.10.2. Moral Proposals and Practical Application
10.10.3. Methodology

10.11. Current Challenges

10.11.1. Populism and Democracy: Are They Inseparable?
10.11.2. Environmentalism
10.11.3. Feminism
10.11.4. Racism
10.11.5. Methodology

A unique, key, and decisive training experience to boost your professional development”