Learn about the latest advances in teaching prehistory, ancient history and the Middle Ages for teachers”

Aimed at Social Science teachers, the program’s design is rooted in reality, which results in a holistic and meaningful education. Special care has been taken to create motivating learning environments aimed at building a favorable attitude towards new knowledge.

The pace, difficulty and complexity of the methodologies used will progress in tandem with the Postgraduate diploma, as will the assessments, which focus on 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;  and storing  information “in the cloud” and a long etcetera of approaches that characterize 21st century education.

This training makes professionals in this field increase their capacity for success, which results in a better praxis and performance that will have a direct impact on the educational treatment, on the improvement of the educational system and on the social benefit for the whole community.

You will have access to a library of multimedia resources 7 days a week, 24 hours a day"

The Postgraduate diploma in Teaching Prehistory, Ancient History and the Middle Ages for Secondary School Teachers contains the most complete and up-to-date program on the market. The most important features include:

• Development of more than 75 clinical cases presented by experts in teaching prehistory, ancient history and the Middle Ages for teachers
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Diagnostic and therapeutic innovations on assessment, diagnosis and intervention in teaching prehistory, ancient history and the Middle Ages for teachers
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• Iconography of clinical and diagnostic imaging tests
• An algorithm-based interactive learning system for decision-making in the clinical situations presented throughout the course
• With special emphasis on evidence-based medicine and research methodologies in teaching prehistory, ancient history and the Middle Ages for teachers
• All of this will be complemented by theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate diploma is the best investment you can make when selecting a refresher program, for two reasons: in addition to updating your knowledge in Teaching Prehistory, Ancient History and the Middle Ages for Secondary School Teachers, you will obtain a Postgraduate diploma from TECH Global University"

The program’s teaching staff includes professionals from the sector who contribute their work experience to this training program, as well as renowned specialists from leading societies and prestigious universities.

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive education programmed to learn in real situations.

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise during the course. For this purpose, students will be assisted by an innovative interactive video system created by renowned and experienced experts.

Increase your decision-making confidence by updating your knowledge with this Postgraduate diploma"

 Take the opportunity to learn about the latest advances in teaching prehistory, ancient history and the Middle Ages to teachers and improve the education of your students"

The structure of the contents has been designed by a team of professionals from the best educational centers and universities in the national territory, aware of the relevance of the current developments to be able to intervene in the specialization and support of high-capacity students, and committed to quality teaching through new educational technologies.

This Postgraduate diploma in Teaching Prehistory, Ancient History and the Middle Ages for Secondary School Teachers contains the most complete and up-to-date scientific program on the market"

Module 1. Prehistory

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

1.1.1. Prehistory
1.1.2. Archeology
1.1.3. Summary

1.2. The Hominization Process

1.2.1. Objective
1.2.2. The Hominization Process

1.3. The Paleolithic

1.3.1. Objectives
1.3.2. The Paleolithic

1.4. The Neolithic and Its Expansion

1.4.1. Objectives
1.4.2. General Features of the Mesolithic
1.4.3. General Features of the Neolithic

1.5. The Metal Ages

1.5.1. Prehistoric Periods
1.5.2. The Iron Age

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

1.6.1. Theories on First Settlements
1.6.2. Evolution of the Different American Peoples

1.7. 2.0 Tools Applied to Prehistory

1.7.1. Pinterest
1.7.2. Blogger

1.8. Evaluation Systems

1.8.1. Collaborative Learning. Peer Assessment. Co-Assessment
1.8.2. Roles within Cooperative Groups and Cooperative Structures

1.9. Activities

1.9.1. Assessment Tools
1.9.2. Cooperative Group Logbook

1.10. Evaluation Tests

1.10.1. Assessment Activities and Test

Module 2. Ancient History

2.1. Mesopotamia

2.1.1. Mesopotamia: The Origin of Civilization
2.1.2. Sumer and Akkadia
2.1.3. Babylon and Assyria

2.2. Ancient Egypt

2.2.1. Egypt: Geographical Environment and Historical Context
2.2.2. The Predynastic Period
2.2.3. The Protodynastic Period
2.2.4. The Archaic Period
2.2.5. Ancient Empires
2.2.6. The First Intermediate Period
2.2.7. Middle Empires
2.2.8. The Second Intermediate Period
2.2.9. New Empires
2.2.10 The Third Intermediate Period
2.2.11 The Late Period
2.2.12 Ptolemaic Egypt

2.3. Ancient Greece

2.3.1. Ancient Greece: Geographical Space
2.3.2. Aegean Civilizations in the Bronze Age
2.3.3. The Dark Ages
2.3.4. The Archaic Age
2.3.5. Classical Greece
2.3.6. Hellenistic Greece

2.4. Ancient Rome

2.4.1. Geographical Space in Ancient Rome
2.4.2. The Origins of Ancient Rome
2.4.3. The Monarchic Period
2.4.4. The Republican Period
2.4.5. The High Imperial Period
2.4.6. The Low Imperial Period

2.5. The Romanization Process

2.5.1. The Concept of Romanization
2.5.2. The Romanization Process
2.5.3. Factors and Consequences

2.6. American Ancient Cultures

2.6.1. Ancient America
2.6.2. The Maya Civilization
2.6.3. The Aztec Civilization
2.6.4. The Inca Civilization

2.7. 2.0 Tools Applied to Ancient History

2.7.1. 2.0 Tools in Education
2.7.2. Types of 2.0 Tools
2.7.3. 2.0 Tools Applied to Ancient History

2.8. Evaluation Systems

2.8.1. Using Assessments in Learning
2.8.2. The Cooperative Model and Assessments
2.8.3. Self-Evaluation
2.8.4. Peer Assessment
2.8.5. Co-evaluation
2.8.6. Applying Cooperative Models to Ancient History Courses

2.9. Activities

2.9.1. Theoretical Approaches in Teaching Activities
2.9.2. Types of Activities
2.9.3. Using Activities in Teaching Ancient History

2.10. Evaluation Tests

2.10.1. Objectives
2.10.2. Practical Application of Assessments
2.10.3. Headings
2.10.4. Checklists
2.10.5. Range Scales
2.10.6. Portfolio/Notebook
2.10.7. Other Types

Module 3. Average Age

3.1. The Early Middle Ages I

3.1.1. The Fall of the Roman World
3.1.2. The Romano-Germanic Kingdoms

3.2. The Early Middle Ages II

3.2.1. The Byzantine Empire
3.2.2. Islam

3.3. The Early Middle Ages III

3.3.1. The Carolingian Era and the Birth of Europe
3.3.2. The Empire of Charlemagne

3.4. The High Middle Ages I

3.4.1. Romanesque Art in the Iberian Peninsula
3.4.2. Western Europe: Growth and Expansion

3.5. The High Middle Ages II

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

3.6. The High Middle Ages III

3.6.1. The Power Struggle between the Church and the Empire
3.6.2. The Christian Kingdoms and the Taifas in the Iberian Peninsula

3.7. The Late Middle Ages I

3.7.1. European Conflicts in the Late Middle Ages
3.7.2. The Great Asian Civilizations

3.8. The Late Middle Ages II

3.8.1. The End of the Byzantine Empire
3.8.2. The Ottoman Empire at the Gates of Europe

3.9. The Middle Ages beyond the Atlantic

3.9.1. The Inca Civilization
3.9.2. The Aztec Civilization

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