What should we teach young students about slavery and its place in North Carolina history? Should we follow the example of Florida, where new standards for teaching junior high students suggest that slavery’s so-called “benefits” be included? For instance, a discussion of the jobs enslaved people performed in agricultural work, painting, or blacksmithing should show how “slaves developed skills which, in some instances, could be applied for their personal benefit.” I wonder how the Florida teachers would deal with the story of Omar ibn Said, a scholar of Islam, who was captured and taken from his African home in what is now Senegal. He was brought to the slave market in Charleston, S.C. in 1
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