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World War 2 is the due to the World War 1. In World War 2 Germany want their territory back which was taken from them in World war 1. World War 2 is the deadliest war in the history having the highest no. of deaths. In this topic we will discuss world war 2 in the shortest way possible very quick. Why World war 2 started? When was it Started? Who Won World War 2? All these and many more questioned will be answered here in this topic.

"At about this time last year John Green launched Crash Course World History. That video series now contains 42 short video lessons on World History. Today, John Green launched a new Crash Course series. This one is all about U.S. History. The first video in the Crash Course U.S. History series is now up on YouTube. I've embedded it below. The series starts before Europeans arrived in North America."

"Planning a new unit in world history? Here are six  terrific curriculum resources worth considering. Each includes activities and resources for both regular world history and AP World History."

"Chronas is an interesting new web tool we discovered through Larry Ferlazzo. This is a history application that link Wikipedia and Wikidata with a chronological and cartographical view. Chronas allows you to explore the world history through the use of a colourful map together with a time slider beneath it. You can use the time slider to select a given period in time and view the events that marked its history. You can also click on the different regions and locations on the map to access and read Wikipedia articles related to them."

World War 1 is one of the deadliest event in the history. World War 1 leads to many conflict between many countries and world war 1 also took many lives. In World War 1 almost every major country took part at that time. In this topic we are going to discuss about it in complete but short way.

"We have recently started a class Twitter feed to extend our classroom beyond its walls and share our learning with the world. The students are so thrilled to upload their work samples for parents, teachers and other classes around the world to see. They excitedly wait to see whether we have any new followers or replies and my inbox is crowded with emails from my students sending me examples of their iPad work to post. They love to hear my laptop "ping", indicating a new email, and announce matter-of-factly to the class "That was me, just sending you my work for our Twitter". This latest technological venture for us has brought a new-found sense of enthusiasm to our learning environment. Last week as part of our History studies we connected with experts via Twitter to completely transform our History assessment. The existing assessment task required students to observe photos of old and new technology and pose and answer questions based on what they could see in the images. I immediately thought of Twitter and the possibility of engaging with experts to answer our questions, and provide us with new information that we could not gain ourselves by analyzing a photograph."

HyperHistory is an expanding scientific project presenting 3,000 years of world history with an interactive combination of synchronoptic lifelines, timelines, and maps.

"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

Virtual History Roma presents a fantastic voyage to Ancient Rome, the capital of the largest empire in the ancient world, which has been reconstructed in virtual form and which you can explore in a "full-immersion" panoramic experience. This app allows you to fully appreciate the building construction, scale and atmosphere that was Ancient Rome. At the higher end of the app market at $10.99 AU it is a bit expensive but it certain has the capacity to entice students into the ancient world. At the end of the post find good ideas for student action

* Open-ended strategy game allows students to engage with the challenges of World War II. * 6 game scenarios, each starting at a decisive moment in WWII history, focus student experiences on critical events. * Single player and multi-player options bring flexibility and varied game experiences.

"I think history education needs a complete overhaul. I'll write about this in detail in a future post, but for now, how 'bout this for a grenade: all history classes should be interdisciplinary courses about current events, taught backwards"

Stanford History Education Group has lesson plans and assessments on a range of topics. Definitely worth an explore.

"If you're a lover of math and want to know more about the ways that math has shaped our world throughout history, then IBM's new app, Minds of Modern Mathematics, is an app that you will want to check out."

"History is one of those subjects where it is easy to get your students engaged once they have connected with the narrative. Here are a couple of Apps that will help your students jump right into the era that you are studying. Obviously we can't cover every area of historical study but these apps give you an idea of some of the tools available on the iPad."

"I've recently spent some time with a pair of apps-World War II Interactive and Timeline World War 2-that take the same information about the war that I pored over decades ago and present it in an eye-popping new fashion. Both apps are worthwhile downloads for history buffs, particularly students, but one of them in particular does a standout job of putting its own stamp on the story of the conflict. "

"Welcome to AncientWorlds where history comes alive! This online community for lovers of ancient history is free for many features and activities such as reading and posting on the discussion boards as well as touring member Homesites. Extended features are available by a monthly or annual subscription. To begin building your Homesite for free, register now or click one of the links below to begin exploring the site. If you are already a member login here!"

""You may think you are prepared for a post-truth world, in which political appeals to emotion count for more than statements of verifiable fact," writes Margaret Sullivan, media columnist for The Washington Post. "But now it's time to cross another bridge-into a world without facts. Or, more precisely, where facts do not matter a whit." ADVERTISEMENT Because I teach American history, government, and journalism in high school, Sullivan's words hit close to home. I spoke with my students about Mary Beth Hertz's Edutopia post "Battling Fake News in the Classroom," and I sensed that many of my students, while skilled at what Hertz fittingly calls "crap detection," were still deeply troubled by what they characterized as a growing public aversion to the truth. When politicians and thought leaders can't or won't agree on a basic set of facts, how can we motivate students for the noble pursuit of truth and help them see why it still matters?  "

"Do you sometimes find yourself thinking about how you can spice up a lesson with some engaging visuals, a pop culture reference, some humor or drama, or something else that gives it that extra "pop!"? Or … have you ever been watching a good movie and thought, "Wow! This totally relates to one of my lessons"? Well if you've experienced either of these notions, this site is for you (and even if you haven't, you'll probably want to check it out anyway). TeachWithMovies.org offers a collection of lesson plans and curriculum materials using movies to inspire, inform and motivate your students. There are subject-specific sections for English, Social Studies, Sciences, and Other Subjects (which include Math, Health, Music, and numerous other subjects). These subject areas are often broken down into sub-categories (for example, Social Sciences is broke down into US History, World History, and Civics)."

"I was listening to Chris Molanphy's excellent Hit Parade podcast this week, which is based on his equally great Hit Parade column for Slate Magazine. In this episode, he details the circumstances that lead the Beatles to hold the still-unbeaten record of having the top 5 spots on the Billboard charts all at once. More remarkably, it's not that this feat was achieved through their own talent - it was almost entirely a snafu caused by the lack of interest in the Beatles by major labels. Indeed, much of the feedback they had received from labels and the American music industry was tepid at best and negative at worst. Dick Rowe at Decca Records cemented his place in history by declining to sign the Beatles, saying "Guitar groups are on the way out." He wasn't wrong - the data he had showed that there wasn't likely to be much of a return in signing the Beatles. Instead, Decca signed Brian Poole and the Tremeloes, who would cost them less money. And so, you're probably wondering how in the world this connects to education. When I look at this moment in history, I see a lot of talented people making choices which are informed by data. As teachers, we too need to look at data. It's how we understand our students better, and when used properly, can be influential in shaping our practice to make our teaching more effective. Certainly data is used as a summative tool, but it is most useful as a formative tool for students and teachers alike. How does the use of data in regards to the Beatles relate to teachers?"

"Billy's history with littleBits started in 2015 when he heard about littleBits at an ISTE conference and won a free kit later that Summer at an education conference. That fall, Billy applied for a Donor's Choose grant and was able to start his small collection of littleBits which he used with his Gifted and Talented students. Billy slowly built his collection the following year with a donation from the Home and School Association. Students loved exploring and learning with the kits. Billy and I were thrilled to as being selected as one of 20 participants in the littleBits Lead Educator program that took place back in May and June of this past school year. As a result, we were one of the very first educators in the world to get the new littleBits Code Kit and had the opportunity to test the kit with their students and create resources and activities to use in the classroom."