It is truly outrageous how the schools in the United States, and also in other countries, indoctrinate children with misrepresented arguments about slavery and racism. To top it all off, children's minds are filled with a sense of guilt and shame, while some others, depending on race, are flooded with an overwhelming resentment. As they grow-up, children and teenagers face new arguments at the level of higher education and, above all, at the university level, that undermine the truth about these scourges that humanity has suffered and still suffers.
What we are experiencing in the United States, in particular, is a teaching method whereby teachers and scholars do not teach history with the objectivity that this subject requires, but transforming it as a message to induce contempt for America. Therefore, students are “taught” the lies contained on The New York Times’ “1619 Project” where they argue that the United States was founded to preserve and protect slavery, and stuffing them with such works as Robin DiAngelo’s “White Fragility.” DiAngelo is an education professor and —most prominently today— a diversity consultant who argues that whites in America must face the racist bias implanted in them by an extremely racist society. Their resistance to acknowledging this, she maintains, constitutes a “white fragility” that they must overcome.
Of course, the history student must know and delve into the events that marked the tragedies of slavery and racism throughout several centuries. And they must also analyze the influence that these events still have on human relationships nowadays. But the perspective of these tragic facts should encompass this and many other countries and regions of the World that were equally responsible for abuse, discrimination and cruel submission. In other words, if truth and moral clarity are to matter to teachers and academics, students must also learn that slavery was universal. They must learn that many slaves were sold to slave traders by Muslim-Arab groups in Africa and even by some black African tribes holding slaves from other tribes. In fact, slavery was a real and widespread fact as well among Native American Indians and Native South Americans who held captives from other tribes to do their dirtiest and heaviest works.
A proper balance in the teaching of these topics is essential to allow a serious analysis of what slavery and racism meant along the whole history of the world, as well as how these scourges are still present in many places. Students at all levels must learn that, unlike the slaves under Arab-Muslim rule, most black slaves in America were allowed to have children and form families, while the tens of millions of Africans who suffered slavery under Islamic-Arab rule were not allowed to form families and most males were castrated. They should read Herbert Gutman’s “The Black Family in Slavery and Freedom, 1750–1925,” about which the NY Times wrote (at a time when this newspaper was more factual based) when the book was published in 1976: “Gutman has performed an immense service in burying the idea that slavery destroyed the black family.” For the record, Gutman was a professor leaning to the left of the political spectrum and a member of the American Academy of 
Arts and Sciences.
Furthermore, it is very important for students to know that it was the West, beginning with England and America, that abolished slavery. And they would learn that the abolitionists were overwhelmingly religious Christians, animated by the Bible and Judeo-Christian values.
However, covert forms of slavery prevail even today in North Korea, China, some Islamic countries, and elsewhere. But in the United States all races have equal rights and opportunities under the law. Resentment and rivalry among races is no longer rational in countries where law and order prevail.