You're right a bit on A, but not for the reasons you state. US education has trouble teaching about the environments/state-of-affairs/'climate' that lead to a

You're right a bit on A, but not for the reasons you state. US education has trouble teaching about the environments/state-of-affairs/'climate' that lead to a historical event; they tend to focus on the event itself almost primarily. So, while I might easily give you 5 'Manhattan-project' associated scientist names from my US education -- many people could -- I do have trouble recounting the specific discoveries/test/discussions/meetings/collaborations/etc that lead up to each small accomplishment that was then later poured into the Manhattan Project -- and I think that that's understandable; a public education is incomplete -- too much stuff needs to be done, and the student has a small expectation to further their own studies and complete the picture. It's also a matter of regional public education and the biases present. Japanese education tends to minimize the scientific achievement of the Manhattan Project; American text-books tend to minimize our loss in Vietnam -- it would be entirely unsurprising to me if your local regional education system focused on the collaboration and contribution to the (very-early) not-Manhattan Project if it represents a facet of local culture that provides pride in the accomplishment. American culture is pretty obviously proud of the Manhattan Project results, so we hear more about our personal contributions than we hear about other groups roles; it seems perfectly obvious to me -- and it seems like exactly the same scenario abroad; pride in the local accomplishments that contributed to The Bomb.