Curriculum design often sparks heated debate, and one of the most pressing questions today is whether history classes should include mandatory units on colonialism and slavery. These two subjects profoundly shaped global politics, economies, and societies, yet their coverage in schools varies widely by country and region. Some systems highlight them as central chapters in national and world history, while others touch on them only briefly or avoid them altogether due to political sensitivities. Key terms in this debate include systemic oppression, transatlantic slave trade, decolonization, and historical memory. Colonialism refers to the control and exploitation of territories by foreign powers, often resulting in cultural erasure, economic dependency, and long-term inequality. Slavery, particularly in the context of the Atlantic world, involved the forced labor and displacement of millions of Africans, leaving legacies still visible in modern racial and social structures. Historically, education about these topics has shifted with political climates. In the 19th and early 20th centuries, colonialism was often presented as a civilizing mission, while slavery was minimized or framed through the lens of abolitionist heroes. More recently, social movements and scholarship have pushed for fuller acknowledgment of the violence, exploitation, and resistance that defined these systems.