Pretty much the same around here, we just get the facts. And also about the "Graf Spee" that needed to conduct repairs here but was ultimately self destroyed, possibly in order to protect the telemeter it carried which was the most advanced piece of equipment around that time.

Very little to be honest. There wasn't much at all about that part of the war in our history classes. As other's have mentioned, I think I probably learnt more from various games...

At my school we actually covered it in science instead... and art oddly enough - but then I didnt take History as a GCSE, so only did the first two years. Think it was manditory for those that took the history GCSE though.

As it was I already knew plenty about it due to my dad (WWII / military history fiend).

Did they tought human biology in geography class and physics in gym class by any chance?

No, but we did get taught some biology, physics and an amount of politics in phys.ed actually (all relevant stuff too).

The reason we covered it in science was due to the atomic physics angle. on finding out most of us in the class hadnt taken history as a choice, the teacher decided we should learn about that point in history as a part of the broader curriculum on physics (and a few other things we later referenced back to it with as well). one of the history teachers even took their own time in free periods to assist in those lessons and they continued doing this with new classes.

I say good on em.

Edit: of course we also covered the manhattan project, various points of atomic testing and cold war preparations as well - such as the governments "protect and survive" - and also watched a bunch of films on Chernobyl etc.

I'm surprised the teacher had time to deviate from the curriculum like that. Around here the teachers have so many things they have to cover that even the must cover things don't get covered correctly.

But, good on him to realize how important knowing a bit about that is, even if he probably wasn't equipped to do it completely correctly.

Oh we had to do some serious crunch lessons on other stuff (weeks of nothing but "knee deep in shit" type swotting) - though I think a lot of it was at the lesser end of the curriculum at ed.the time, and as I said, one of the hostory teachers made use of their free periods to assist / cover the more historical end of things.

My school was awful for bullying and hard cases, but the majority of the teachers were really very good and dedicated.

Hell, even the incapable teachers must have been good - my entire German class passed their GCSE exams by ignoring the paper and instead writing a letter in german about how useless we found that part of our education to be.

Even the guy who did a rimmer got a low grade pass.

I don't think it was even treated in-depth during my history lessons at school. Anyway, everything that can be said about the pros and cons of the atomic bombings was said a long time ago...I don't understand the people who still get worked up about it after all those years.
I do wonder about one thing though: Why did they call it "fat man"? There weren't that many obese people in the US back then.

Not sure, but it might be because of its shape, which is rounder compared to Little Boy (and Fat Man had the bigger blasting power).

That explanation makes a lot of sense...yes, the Nagasaki bomb was apparently the more powerful one...didn't hit the city centre as intended though so the effect was somewhat less devastating than in Hiroshima,

Ohh, I get it now. That´s indeed very nice of them to go beyond their duties. That kind of thing always makes it more interesting.
Here we had pilot classes like Astronomy class that were just an experiment on teaching a broader array of subjects, so I thought it was something like that.
Teacher: Sir, I don´t know what to do with these brats, they.........they are going to drive me mad.
Director: Don´t worry, just..........get rid of them.
Teacher: But............Sir, that is...............what about human rights?
Director: >_>! What?!...............I mean..............make them PASS.
Teacher> Ohh..ohh! Yes, yes.

your reply makes as much sense as a DeMignon flavoured lollipop!

You must have tasted a banana at some point to say something tastes like a banana...

...so if I use a truth table I can conclude from your affirmation that..........I have lost my appetite :P

possiprobably!

A or B?

O_O!