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CB1. Students have demonstrated knowledge and understanding of an area of study that builds on the foundation of general secondary education, and is usually at a level that, while relying on advanced textbooks, also includes some aspects that involve knowledge from the cutting edge of their field of study. CB2. Students are able to apply their knowledge to their work or vocation in a professional manner and possess the competences usually demonstrated through the development and defence of arguments and problem solving within their field of study. CB3. Students have the ability to gather and interpret relevant data (usually within their field of study) in order to make judgements that include reflection on relevant social, scientific or ethical issues. CB4. Students are able to communicate information, ideas, problems and solutions to both specialist and non-specialist audiences. CB5. That students have developed the necessary learning skills to undertake further studies with a high degree of autonomy. GC1. Know the economic, legal, political and social reality from a comparative perspective. GC2. Be able to approach and analyse the values inherent to equal opportunities, multiculturalism, political, ideological and cultural pluralism, and Fundamental Rights, taking as a maxim, both for present and past societies, the great transcendence of cultural relativism. GC3. Know the quantitative or qualitative research techniques and be able to discern which is the appropriate one to apply in the field of Social Sciences and Historiography. GC4. Being able to manage, identify, organise and analyse relevant information in a critical and systematic way on current and past sources, in relation to political or other aspects. GC5. Being able to debate and formulate critical reasoning, using precise terminology and specialised resources, on international and global phenomena, using both the concepts and knowledge of the different disciplines and the methodologies of analysis, paradigms and concepts of the Social Sciences. GC6. Being able to apply the scientific method to the social, political and economic questions posed by globalised society and to pose a problem in this field, identifying a possible explanation or solution, and a method to contrast it by carefully interpreting the data. GC7. Knowing how to make judgements that include ethical reflection on fundamental social, scientific and economic issues in a representative context of past and present societies, both internationally and nationally or locally. GC8. Assume in a clear and objective way that the study of the past, although it does not inexorably mark the paths to be followed in the future, does allow us, through the explanation of the present, to be in the best possible position to face that future. SC1b. Knowing how to analyse and compare the structure and functioning of the main socio-political systems, both in the past and in the present; and, in the case of Spain, when necessary. SC2. Know and understand the processes of political, social, economic and cultural change in society and politics in different historical periods and especially in the contemporary world. SC5. Knowing the main models of territorial, political, economic and social organisation of states throughout history and, with greater attention, in the present. SC7a. Understand the main consequences and dynamics generated by inequality. Know the principles on which equality policies are based, highlighting the main milestones of the historical process that has led to the current awareness of these issues. SC9. Knowing and understanding the relevance of technological advances in their historical context in order to become agents of political, economic and social change. SC11. Knowing how to critically analyse, based on their relationship with the present, fundamental political events of the past whose effects have reached the present day. SC12. Knowing how to pose and solve basic problems of economic, social and political content in the international, national and local context; paying due attention to the historical precedents of these problems. CT2. Be able to assess the reliability and quality of information and its sources, using such information in an ethical manner, avoiding plagiarism, and in accordance with the academic and professional conventions of the area of study. To be able to organise, plan work and make judgements and decisions based on this information. RA1. Have acquired advanced knowledge and demonstrated an understanding of the theoretical and practical aspects and working methodology in the different disciplines of study in the field of History and Political Science with a depth that reaches the cutting edge of knowledge; RA2. Apply the acquired knowledge, understanding and skills to the resolution of complex and/or specialised problems in the professional field; RA3. Have the ability to compile and interpret data and information on which to base their conclusions, including, when necessary and relevant, reflection on social, scientific or ethical issues in the field of their field of study.

K1: Identify the key historical processes of history, from Antiquity to globalization, recognizing their political and social implications K2: To know the historical evolution of political institutions, from Antiquity to the present day, identifying their impact on government systems K5: Describe the actors, institutions, and processes that shape international relations, explaining their influence on the global landscape K6: To compare historical economic systems, relating them to their socio-political context from Antiquity to the present day K7: Relate social movements and struggles for civil rights to changes in social structures throughout history and analyze changes in cultural expressions (art, literature, religion) and their link to historical and political processes S1: Build solid historical and political arguments from a rigorous documentary base S2: Apply logical and creative thinking in solving complex historiographical and political problems S3: Experiment with research methodologies, simulating historical or political situations relevant to their analysis S5: Demonstrate academic writing skills by crafting essays and articles based on original research S7: Compose interdisciplinary research projects, integrating economic, sociological and cultural perspectives S8: Creating innovative approaches to address historical and political problems C1: Have critical and analytical skills evaluating historical sources and political texts to interpret their relevance in real contexts C3: Actively participate in interdisciplinary projects to analyze historical and political phenomena from multiple perspectives C4: Demonstrate the ability to integrate theoretical knowledge into practical scenarios such as public policy analysis or historical-cultural projects C5: Develop skills to convey clear and grounded ideas about history and politics, orally and in writing

Part 1: THE NEAR EAST 1.- The 3rd Millennium (3700-2000 B.C.): From the Uruk Period to the 3rd Dynasty of Ur. 2.- The 2nd Millennium (2000-1182 BC): The Palaeobabylonian Empire, the Assyrians and the Hittites. 3.- The 2nd Millennium (1200 BC - 465 BC): Collapse and renewal, the Neo-Babylonian and Neo-Assyrian Empires and the Persian Empire. Part 2: EGYPT 4.- From the Antecedents to the Second Intermediate Period (1799-1554 BC). 5.- From the New Empire to the Late Egyptian Period (1554 BC - 336 BC). Part 3: GREECE 6.- Minoan and Mycenaean cultures, the Dark Ages and the Archaic period (3000-500 B.C.) 7.- The splendour of the classical period (500 - 323 B.C.) 8.- A new order: Alexander the Great and the Hellenistic Period (323- 31 BC). Part 4: ROME 9.- Etruscan Italy and the seven kings of Rome (900-509 B.C.) 10.- Senatus Populusque Romanus: The Roman Republic (509- 27 B.C.) 11.- Augustus and the Roman Empire (27 BC - 285 BC). 12.- Times of change: the Roman Tetrarchy, the 4th century and the concept of "Late Antiquity" (285-476 BC).

AF1. THEORETICAL-PRACTICAL CLASSES. Presentation and discussion of the contents of each lesson. The teacher will provide students with different resources in advance, facilitating the monitoring of the sessions and their personal and individual work. Joint resolution of exercises and practical cases. The evaluation of these cases allows the teacher to observe that the student obtains the different competences of the subject. AF2. TUTORIALS. Individual (individual tutorials) or group (group tutorials) assistance to students by the lecturer. AF3. INDIVIDUAL OR GROUP WORK BY THE STUDENT. MD1. THEORY CLASS. Presentation of the contents of the subject, with computer and audiovisual support. The teacher will provide the students with the materials beforehand and will provide a complementary bibliography to expand on the contents of the theoretical class. The classes will be held in a classroom format. Theoretical classes as well as specialised visits are also contemplated. MD2. PRACTICALS. Presentation of cases (texts, images and/or materials). The student will solve the cases following guidelines previously explained by the teacher. These activities can be carried out individually or in groups. MD3. TUTORIALS. Individual (individual tutorials) or group (group tutorials) assistance to students by the teacher.