One of the many misconceptions regarding the study of history is the idea that history is perfectly knowable. In reality, the histories we know and tell cannot be separated from our bias. This includes the bias of the historian but also the student. At Benton Community, 9th grade history students are asked to interpret and critically analyze a variety of historical perspectives.
Recently, this included examining the American motive to drop the atomic bomb. Some historians argue that the Americans dropped the bomb for official reasons: to end the war sooner and save American lives. Others have suggested that the Americans were more concerned about intimidating their new global rival, the USSR, and could have ended the war without the use of nuclear weapons. In the end, students analyze documents including the personal diary of Harry S Truman, memoirs of Admiral William Leahy, statements from J.R. Oppenheimer, and perspectives from high ranking Soviet Officials. It is the work of professional historians to sort through these sources and arrive at a conclusion, and the Benton Community freshmen practiced this method as well.
In their practical life, students may not find themselves debating the nuances of American foreign policy decisions in 1945. Instead, this exercise is intended to generate an understanding of the relationship the United States has had with the world at large since WWII. This understanding helps them navigate the modern world, America’s role in it, and the important decisions current State department leaders must navigate as Russian belligerency once again rears its head.