The "Primer" gives information that spans the millennia and the world to illuminate and supply the reader a thought provoking and comprehensive record of the life of the homo sapiens Africanus, i.e., the Black and African people on the earth. This is the only exhaustive history of classical African civilizations published anywhere in the world. The "Primer's" prose is readable and definitions and pronunciations for many terms are found in the text and index. The "Primer" provides a chronological survey of African Civilizations . It is organized into separate chapters that offer an depth treatment of the ancient Black cultures of Africa. The "Primer" has been designed primarily for use by the private student. This is due to the fact that there are very few centers of higher learning where students can pursue Africalogical studies. It can also be used as an introductory text of Africana history.

Tamil speaking Dravidians formerly settled and developed numerous civilizations in ancient Central Asia. First, Tamil miners and explorers and later colonists used the southern Zagros region of Iran as its dispersal point into Central Asia from Middle Africa. The diffusion of Tamil culture elements and place names in Central Asia resulted from their migration from one region to another in search of trade items and habitable areas for farming and cattle domestication. Tamil speakers as they dispersed across Central Asia named the separate water bodies and types of landforms where they settled is discussed this book. Tamil speaking Dravidians formerly settled and developed numerous civilizations in ancient Central Asia. First, Tamil miners and explorers and later colonists used the southern Zagros region of Iran as its dispersal point into Central Asia from Middle Africa. The diffusion of Tamil culture elements and place names in Central Asia resulted from their migration from one region to another in search of trade items and habitable areas for farming and cattle domestication. Tamil speakers as they dispersed across Central Asia named the separate water bodies and types of landforms where they settled is discussed this book.

Teaching Kushite History Using Common Core State Standards is divided into three sections. Chapters 1-2 explains how teachers can use this book to teach the history of the Kushites using CCSS. Chapter 3, is a short history of the Kushites in West and South Asia.Chapters 4-5 include the Kushite History Curriculum Map and the Documents teachers can use to teach each unit. Chapter 6 provides the history of Kushites in Africa through a series of slides.

A Short World History of Black People in Ancient Times, provides a history of the numerous Black and African civilizations that existed between 60,000BC and 1492AD in the Americas and Eurasia. In this book you will learn about the phylogeography of African people and the four Out of Africa events beginning 6okya. It explains how the migration of the Kushites out of the Proto-Sahara led to the raise of the River Valley civilizations of Egypt, India and Mesopotamia and the Black civilizations of the Americas and Southeast Asia. The "A short World History of Black People" provides a chronological survey of Black and African Civilizations in all parts of the world up to the rise of Indo-Aryan world supremacy. It is organized into separate chapters that offer an depth treatment of the ancient Black cultures of Africa, Asia, Europe, the Pacific Islanders and the Americas. "A Short World History of Black People " has been designed primarily for use by the private student. This is due to the fact that there are very few centers of higher learning where students can pursue Africalogical studies. It can also be used as an introductory text of Africana world history.

In this book we present ideas that teachers can use to increase the rigor of social science instruction by combining the Commmon Core State Standards (CCSS) in concert with technology. Its aim is to encourage educators to look at social science instruction as a series of activities that are authentic to student real-world experiences. Within these pages you will learn how to use CCSS to implement and demand that students rigorously apply what they know and what they experience to social science learning activities that engage all students in producing their own personal knowledge. Students producing their own educational products demonstrates their grasp of advance social science content and skills based upon their prior knowledge and understanding of social science foundational elements aligned with social science CCSS.