The goal is to encourage students to think  History is not about learning all history, it is not about learning particular bits of history, it is not even necessarily about learning a nations’ story, rather it is about encouraging students to think critically. It has been regularly shown that stuffing children with facts turns them off a subject instead there should be interaction, discussion, analysing texts from the time and analysing bias. [1]  The space in the textbook devoted to the issues is very limited and therefore what they mention does not matter particularly much. What matters therefore is how the teachers teach the issues as they will have to supplement the textbooks with other works and there is a wide range to choose from. [2] What matters then is how the teachers expand on the issues within the textbook rather than the textbook itself – the textbook could even be useful at studying the subject by providing a source to study bias on WWII.  [1] Savich, Carl, ‘Improving Critical Thinking in History’, Networks, Vol.11, Issue 2, Fall 2009, p.2,   [2] Inkerd, Wes, ‘The Japanese History Textbook issue’, Education in Japan community blog,  accessed 20 August 2012