Following up on previous notable.

The Changing Face of War in Textbooks: Depictions of World War II and Vietnam, 1970-2009

Lachmann, Richard; Mitchell, Lacy

Sociology of Education, v87 n3 p188-203 Jul 2014

How have U.S. high school textbook depictions of World War II and Vietnam changed since the 1970s? We examined 102 textbooks published from 1970 to 2009 to see how they treated U.S. involvement in World War II and Vietnam. Our content analysis of high school history textbooks finds that U.S. textbooks increasingly focus on the personal experiences of soldiers, rather than presenting impersonal accounts of battles, and are increasingly likely to focus on soldiers' suffering rather than glorify combat. This shift is greater for Vietnam than for World War II. We also find increasing attention in textbooks to the fact, but not the substance, of protests against the Vietnam War. These changes provide more support for theories that view textbooks as sites of contestation or expressions of a world culture of individualism rather than purveyors of a hidden curriculum of nationalistic militarism.

I posted about this before, but now have tastier sauce. I think the shift in textbooks is a change to minimize nationalism, and to to view the earth as one world, not a collection of countries. It is no longer important how individual nations entered or fought a war, only how the war had an effect on the individual's place in the world culture. Apparently, this focus was driven by the creation of the UN.

Creating the "International Mind": The League of Nations Attempts to Reform History Teaching, 1920-1939

Osborne, Ken

History of Education Quarterly, v56 n2 p213-240 May 2016

After the First World War, the League of Nations, through its International Committee on Intellectual Cooperation, attempted to reshape the teaching of history in its member states. The League's supporters realized that its long-term success depended in part on supportive public opinion and that this, in turn, had implications for education. Aware of the strength of national loyalties, the League sought not to abolish the teaching of national history but to suffuse it with the spirit of the "international mind." To this end, the League promoted revision of history textbooks and curricula, retraining of teachers, and rethinking of teaching methods. National governments responded by including some study of the League in history curricula but ignored the League's broader plans. Nonetheless, the League's attempt to internationalize the teaching of history opened up a debate that continues today as schools seek to strike a balance between claims of national and global history.