The Atomic Bombings Of Hiroshima And Nagasaki

1702 WordsApr 20, 20177 Pages
As its name implies, World War II affected every country on earth either directly or indirectly. Thus, school children in every country learn about the war, though the exact ideas that make up their education differ, stemming from the wartime experiences of the country the students reside in. Naturally, students’ educations tend to focus on events that occurred more locally, or most deeply affected their area; German students learn more about the Holocaust and Japanese students learn more about the atomic bombings of Hiroshima and Nagasaki. Even if a country wanted to teach a completely inclusive account of World War II, the length and complexity of the war would make that impossible within the constraints of traditional education.…show more content…
Thus, governments on the federal and state levels create learning standards mandating which topics should be covered in classrooms in their jurisdictions. In addition, companies that produce textbooks decide which events to emphasize, and thus, which events to gloss over, in their materials. Everyone given the opportunity makes the choice to include the events they do because he or she feels that education about these events will positively impact students’ understanding of their country’s roots and contemporary situation. Nevertheless, students in different countries have vastly different roots to understand and political climates to analyze, causing decisions coming from the same well-meaning intentions to have vastly different results. When it comes to paring down what to teach students, World War II exists as an almost extreme example. Not only would the large quantity of events be an overwhelming undertaking to teach in their entirety, but the experiences of countries around the globe varied so vastly that students from different countries seeking to understand the roots of their respective country’s experiences are seeking very different knowledge. For example, the leadership of each involved country’s government and military could be applicable to students anywhere in the world. Yet, only British students spend a unit learning about the rise of Winston Churchill’s leadership (The National). Even though students globally could benefit from the
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