If you can answer some of these questions -- in brief, but with facts, references or quotes from experts -- you can earn autographed books -- and other gifts.
1) Who started the official Black History Month observance? Why was February selected as the month to celebrate Black History?
2) Name 2 facts about the African continent prior to the Trans-Atlantic Slave Trade.
3) Did the original Egyptians have help from 'aliens" to build huge pyramids ?
4) What is Kwanzaa -- and how (why) did it get started?
5) Who was Willie Lynch -- and what did he do that effected history?
6) Give a brief description of the first (original) Egyptians.
7) Name 2 of the important contributions of Dr. Carter Woodson?
8) Name 3 African-American (Black) inventors and describe their creations.
9) Name a self-made Black American female millionaire...and explain how she earned her money ?
10) Name 2 famous Civil Rights Leaders -- and briefly explain how they helped the community.
11) Describe the first people who landed in what is now the U.S.A.
12) Give a prophecy or prediction from books, writings, teachings or scriptures of ancient times (Egypt, Asia, India, Israel, Olmecs, Washitaws, Mayans, Native Americans, Holy Bible, etc.) that applies to modern times. Write a short explanation about its relevance and/or accuracy.
TO GET A FREE GIFT BY simply answering any of the above
questions...write out your answers and submit them with
a book of first-class postage stamps.
EXTRA BONUS:.Tell us – what type of information would most interest you? Is OBESITY a big problem or threat for our society? What types of diseases or health ailments have caused you the most difficulty? What do you consider would be "the best HEALTH CARE REFORM"? Explain what would most interest you.
TO GET BIGGER GIFTS AND PRIZES--
You can submit an essay-style BOOK REPORT(no more than one typed page)
...summarizing (critiquing) any book written by author Melvia Miller.
It should explain anything that you learned – e.g.: valuable information,
parts that you especially liked, and why the book is important.
IF YOU DO THIS ESSAY...WE WILL ALSO SEND A FREE BOOK TO
ANOTHER PERSON OF YOUR CHOICE WHO DOES PUBLIC SERVICE
such as -- a NON-PROFIT agency director, FREE CLINIC doctor or nurse,
or someone serving in the military, or a teacher who works in an
inner city school.
Give the BOOK’S TITLE – and your full NAME & ADDRESS (City, State & Zip) -- plus the full name
and address (and employer) of the other party who will get a book.
Minority students will likely outnumber white students in the next decade or two, but the failure of the national teacher demographic to keep up with that trend is hurting minority students who tend to benefit from teachers with similar backgrounds.
Using data from the 2008 Schools and Staffing Survey, the most recent data available, researchers found that more than 20 states have gaps of 25 percentage points or more between the diversity of their teachers and students.
California yielded the largest discrepancy of 43 percentage points, with 72 percent minority students compared with 29 percent minority teachers. Nevada and Illinois had the second and third largest gaps, of 41 and 35 percentage points, respectively.
It is believed that there was a Nubian presence in Mexico and that the West African civilizations were related to that of the Nubians, despite the distance between the two centers of Black civilization in Africa. There is no doubt that in ancient times there were commercial ties between West Africa and Egypt. In fact, about 600 B.C., Nikau, a Pharaoh of Egypt sent ships to circumnavigate Africa and later on about 450 B.C., Phoenicians did the same, landing in West Africa in the nation now called Cameroon. There they witnessed what may have been the celebration of a Kwanza-like harvest festival, where "cymbals, horns," and other instruments as well as smoke and fire from buring fields could be seen from their ships.
At that period in history, the West African cultures and civilizations, which were offshoots of much earlier southern Saharan cultures, were very old compared to civilizations such as Greece or Babylon. In fact, iron was being used by the ancient West Africans as early as 2600 years B.C. and was so common that there was no "bronze age" in West Africa, although bronze was used for ornaments and instruments or tools.
A combination of Nubians and West Africans engaged in mutual trade and commerce along the coasts of West Africa could have planned many trips to and from the Americas and could have conducted a crossing about 1500 B.C. and afterwards. Massive sculptures of the heads of typical Negritic Africans were carved in the region of South Mexico where the Olmec civilization flourished. Some of these massive heads of basalt contain the cornrow hairstyle common among West African Blacks, as well as the kinky coiled hair common among at least 70 percent of all Negritic people, (the other proportion being the Dravidian Black race of India and the Black Australoids of Australia and South Asia).
Collossol Afro-Olmec head of basalt wearing Nubian type war helmet, circa 1100 B.C.
Although the modern map is mathematically incorrect,
the land entitled "Egypt" is the same land properly called Kemet.
Much controversy has been generated over the “racial” characteristics of the ancient Egyptians.
Kemet was the ancient name for Egypt and the word means "black."
Caucasians (white people) historians, archeologists, explorers, ministers, etc.have tried to re-tell and distortthe true story of -- ‘THE CRADLE OF CIVILIZATION’ by painting the people white --making them look like Caucasians.
There have been several incidents where White (European) explorers committed fraud and falsely claimed to find statues, busts, and other artifacts of white people in the Egyptian tombs. It was later discovered that some of the European archeologists and scholars purposefully created fake artifacts in order to show that the Egyptians were "not black."
However, pictures do speak a thousand words…and from reviewingauthentic drawings, statutes, paintings, and art done in those timesfrom ancient Kemet (Egypt) depict the people as--“black and brown.”…
Free Report: BLACK HISTORY PRIOR TO 1492---
Contrary to popular belief, Africa was a highly developed continent at one time. People in Africa worked at making tools, art, music, leatherworks, and iron. Some of them specialized in running businesses that sold and exchanged salt, books, jewels, clothing, gold, cattle, medicines, and cotton.
Three great African Empires arose in West Africa between 500 and 1600 AD---they were: Ghana, Mali, and Songhai.
There were at least 15 major kingdoms on the African continent prior to the 1500's. Some of these great kingdoms included:
* Ashanti Kingdom --(1695-1901) * Kingdom of Mali--(1200-1500) * Songhai Empire --(1464-1591 * Kingdom of Cush--(1000 BC - 350 AD)
Timbuktu rose to its highest level of development during the Songhai Empire between 1493 and 1529, under Askia Muhammad. During this time, the University of Timbuktu produced more than forty books---on subjects such as: THEOLOGY, MATHEMATICS, LOGIC, etc.
The Ghana Empire was founded along the Niger River between the 3rd and 5th Centuries. These people had developed an economy that comprised manufacturing, agriculture, and trade. It has been written by historians that Ghana's gold was so abundant that the king's dogs wore gold collars.
One common pattern with these claims about a coming cruel NEW WORLD ORDER is that they come primarily from conservative right-wing people who seem to want to blame and condemn all problems on liberals, Jewish bankers, NON-Christian groups, Black people and illegal Mexican immigrants.
For example: Congressman RON PAUL has recently distinguished himself -- among many disgruntled voters --as a man who wants to fix our government, and who will return us all to the proper view of the CONSTITUTION. He and Pat Robertson openly complain about a NEW WORLD ORDER. However, Paul’s checkered past reveals that he had strong attachments to groups connected with the old Southern CONFEDERACY.
Ron Paul was in the business of publishing newsletters since at least 1978. Those publications were filled with racist comments, anti-gay insults, and unfounded attacks upon Civil Rights leaders -- like Dr. M. L. King -- and against liberals.
A NEW WORLD ORDER???
...These problems of police brutality and unfair Gov't policies are not news to BLACK PEOPLE.
The curtailing of civil liberties that white progressives are all wired up about...whining and crying over now is no new story to the Black Panthers, the American Indian Movement, the Young Lords and all the other victims of the FBI’s COINTELPRO programs thirty to forty years ago. Or consider all the other recent police abuses against Black people and other minority groups...such as: Abner Luima, Sean Bell, and Oscar Grant.
POLICE HARASSMENT AND OPPRESSION OF BLACKS HAS BEEN WELL DOCUMENTED.
ANOTHER LESSON: History teaches us that....
SICK RACIST JOKES... are rooted in Slavery -- Not Rap Music!
When it comes to Don Imus...MANY NEWS
COMMENTATORS, PUNDENTS, (and others concerned)
CONTINUE TO POINT TO FOUL RAP MUSIC LYRICS...but they
somehow evade the issue of all the historical RACIST HUMOR....
which has ridiculed Black people for hundreds of years.
WANT TO SEE WHAT IS REALLY FUNNY... ?
Anyone who looks like this --should NOT
degrade black women or refer to females as "ho's"
Lest we forget-- think about:
* Little Black Sambo
* Coons, mammies, & pickanninnies
* Al Joelson
.....and many other symbols of racist humor.
Note: Popularity of these types of cartoons, & humor has risen in recently years.
VISIT THIS LINK TO LEARN MORE about racist humor ---
Chess is more than a game of skill --- it is a history & sociology lesson in miniature.
Have you ever played chess? Did you know that chess is the oldest skill game in the world? But chess is more than just a game of skill. The next time you set up your chessboard and get ready to play a friendly game or two--- think of chess as a history and sociology lesson.
If you look at the way a chess board is set up, then study the pieces and how they are used, you will realize that chess is a history of society in miniature. The six different chess pieces on the board represent a cross section of life with its many ceremonies, grandeur, and wars.
Chess was played many centuries ago in China, Africa, India, and Persia. No one really knows for sure in which country it originated….but many historians think that the game of mental skill dates back to ancient Africa. Then, in the eighth century, armies of Arabs known as Moors invaded Persia. The Moors learned chess from the Persians. When the Moors later invaded Spain, the soldiers brought the game of chess with them. Soon the Spanish were playing chess, too. From Spain, chess quickly spread throughout all of Europe.
THE PLAYING PIECES:
The pawns on the chess board represent serfs, or laborers--- people on the lower rungs of society--with little or no power. There are more of them than any other piece on the board, and often they are sacrificed to save the more valuable pieces.
The castle piece on a chess board is the home, or the refuge, just as it was a home in medieval times. In chess, each side has two castles, or rooks, as they are sometimes called.
The knight on a chess board represents the professional fighter or soldier of medieval times whose job it was to protect persons of rank, and there are two of them per each side in a game of chess. Knights in a game of chess are more important than pawns, but less important than bishops, kings, or queens. Their purpose in the game of chess is to protect the more important pieces, and they can be sacrificed to save those pieces just as pawns can.
There is a bishop in the game of chess, who represents religion or the church. Religion is a rich and mighty force in society, and religion played a large part in every person’s life. It is no wonder that a figure that represented the concept of religion found its way into the game.
The queen is the only piece on the board during a chess game that represents a woman, and she is the most powerful piece of the game. In the game of chess, there is only one queen for each side. Many people do not realize that queens in medieval times often held a powerful, yet precarious, position. The king was often guided by her advice, and in many cases the queen played games of intrigue at court….. and often she held more power than the king did.
The king is the tallest piece on the board, and is as well defended on the chessboard as in most ancient societies. In ancient times, the surrender of the king would mean the loss of the kingdom to invading armies and that could mean change for the worse. It was to everyone’s advantage, from the lowest serf to the highest-ranking official, to keep the king safe from harm. The king is the most important, but not the most powerful piece in chess. If you do not protect your king, you lose the game.
The pieces on the board represent a way of life, and some historical real life dramas.
~by Melvia Miller
You can get BIG DISCOUNTS off imprinted gifts--- cards, bags, t-shirts, books --
ON THE 50th ANNIVERSARY OF the historic Supreme Court case -- ''Brown vs. Board of Education''--which resulted in racial desegregation of public schools--...studies find that our schools are just as racially SEGREGATED NOW as they were then---with only a few exceptions. ...studies show that there is a big GAP between ACHIEVEMENT LEVELS of Black and White students.
"America''s biggest public education challenge today may be the persistent and dramatic achievement gap between Black students and white students. If we could close that gap and truly equalize educational achievement between the races, most of our other socioeconomic debates would just go away."
So says Clarence Page, Pulitzer Prize-winning columnist for the Chicago Tribune, and essayist of the 60-minute documentary, "Closing the Achievement Gap."
NEED FOR MORE MULTI-CULTURAL EDUCATION:
There is a serious need for African American students to see role models of other Black people in books, videos, posters, and aides used in the classroom.
The Educational Scholars who designed curriculum for our schools many years ago, were very shrewd in that they made sure to include numerous White (Caucasian) achievers (scientists, leaders, politicians, writers, etc.)
Typically, books and other classroom aides are filled with pictures and stories of leaders, inventors, heroes, and scholars of the Caucasian persuasion. Everyone who attended Public School in the USA learned about people like--- Christopher Columbus, George Washington, Thomas Jefferson, Napoleon, Betsy Ross, Amelia Earhart, and many other Caucasian heroes.
Why did they include this type of info? Because it directly effects and influences one's self-esteem. Particularly during one's youth, there is considerable "identification with role models" that happens on a mental, emotional and intellectual level. Interesting, most of our school textbooks, visual aides, films, etc. have left out Black people---or they are portrayed in a 'negative light.'
Seldom, if at all, do Black students have such influences upon their schooling as to give them a good sense of high self-esteem and "race esteem."
The schools need to present more stories that inspire, encourage and show Blacks (and other minorities) in a positive and successful light. We need classes in African-American History, more emphasis upon Multi-Cultural Studies, which includes presentations of diverse racial and ethnic groups.
You can get BIG DISCOUNTS off imprinted gifts--- cards, bags, t-shirts, books --
These statistics appear in the book,-- The American Directory of Certified Uncle Toms (Chicago: Lushena, 2002).
*POVERTY While constituting roughly 13% of the total population, Black America represents nearly 30% of America's poor. That compares with 11%, or 16 million, whites, who live in poverty; and 27%, or 8 million, Latinos. White Americans possess 12 times the average net worth of Blacks. Blacks are twice as likely as whites to be among the working poor-those who are employed at wages below the poverty level. 70% of elderly Blacks have no financial assets.
* DRUGS & CRIME The Justice Department estimates that one out of every 21 Black men can expect to be murdered, a death rate double that of U. S. soldiers in World War II. A young Black male in America is more likely to die from gun fire than was any soldier in Vietnam.
Blacks are incarcerated at a rate that is more than 6 times that of whites. The U.S. Attorney recommended the death penalty in 183 of them-of those cases 26% involved white defendants, 74% "minority." Blacks make up 40% of the death row population. Between 1989 and 1994, there was a 78% increase in the number of Black women under correctional supervision, the highest for all demographic groups within those years. Approximately 65% have children. The rate of imprisonment for Black women is more than 8 times that of white women.
Whites with HIV are far more likely to receive advanced drug therapy-a trend that slowed the white death rate from AIDS by 28% from 1995 to 1996, but by only 10% for Blacks. Blacks account for 57% of new infections of HIV and by the year 2005, African Americans will account for 60% of AIDS cases.
*HEALTH The state of Black health scores below every other race in the U.S. Every year 250,000 Blacks-a number of people equal to the population of Birmingham, Alabama----DIE--- by the 10 biggest killers of Blacks of all ages: heart disease, cancer, stroke, AIDS, accidents, homicide, diabetes, pneumonia and influenza, chronic pulmonary diseases such as asthma and bronchitis, and infant mortality.
For African Americans, high blood pressure is epidemic. It's the severe high blood pressure that leads to greater rates of stroke, heart attack, and kidney failure. Further, for African Americans, the darker the skin, the higher the blood pressure.
* HOUSING 55% of Blacks live in the cities, while 70% of whites live in the suburbs or rural areas. Los Angeles and New York are ranked 2nd and 3rd behind Sao Paulo, Brazil, in their homeless population, and 80% of America's homeless are Black. 60% of the total Black population in the U.S. lives in communities with one or more uncontrolled toxic waste sites. 43% of Blacks and 68% of whites own their homes. Blacks were 210% more likely than whites of comparable credit to be rejected for mortgage.
Blacks hold only 10.1% of U.S. jobs and are dramatically underrepresented in many professions. They are only 3.2% of lawyers, 3% of doctors, and less than 1% of architects. Black adult unemployment has remained twice as high as white unemployment for more than 30 years; 3 times as high among young people. Black women make 89% of what white women make; Black men make 67% of what white men make. 53% of Black men aged 25-34 are either unemployed or earn too little to lift a family of 4 from poverty. 21% of Black high-school graduates are unemployed, 10% of whites. 34.4% of Black high-school drop-outs are unemployed-18% of whites.
* EDUCATION 69% of Black children cannot read in the 4th grade, compared with 29% among white children. Only 12% of Black high-school seniors are "proficient" readers, while 54% have "below basic" reading skills. It is estimated that 40-44% of Blacks are functionally illiterate. Black children are almost 3 times more likely than white children to be labeled mentally retarded.
FOR MORE EDUCATION ON THIS MAJOR ISSUE, GET YOUR COPY OF THE BOOK:
Middletown Roots ...by Melvia Miller
Visit this website to find out how to order this book from your local bookstore:
By Summer Mumford Iowa State Daily (Iowa State U.) September 19, 2003
(U-WIRE) AMES, Iowa — Recent studies suggest minority students do better in school if they have complex and positive beliefs about their ethnic identities.
Lead author of the studies, Daphna Oyserman, associate professor of psychology at the University of Michigan at Ann Arbor, examined the racial self-schemas of minority students in the American Midwest and of Arab students in Israel.
The studies, which were presented at this year's annual meeting of the American Psychological Society, found that groups with positive feelings about their ethnicity performed the best academically.
"Individuals very confident in their ethnic background have more educated minds," said Grif Kolberg, program assistant for Minority Student Affairs at Iowa State. "They also have more curiosity about other ethnic backgrounds."
Kolberg said he believes a person's ethnic identity is based on his or her personal characteristics.
"If you are not comfortable with your racial identity, you may not accept other ethnicities," he said.
"Conversations with peers, committees and non-minority friends will lead to being more comfortable."
You can get BIG DISCOUNTS off imprinted gifts--- cards, bags, t-shirts, books --
Rael requests that countries that have benefited from slavery pay damages to the victim's descendants.
September 04th, 2001
In full support of the requests made by the lecturers in Durban on racism, RAEL, leader of the Raelian Movement which counts a large number of members in African countries, has declared to adamantly champion payments of large financial compensations by countries that have benefited from slavery to the victim's descendants.
He said: "Crimes against humanity are known to be very difficult to prescribe. In this case, the crimes of those who have killed hundreds of thousands of Africans and doomed to slavery millions of others, and which rank as crimes against humanity, must find the States guilty of these crimes, judged and condemned to consequently pay damages to the victim's descendants.
It is aberrant for Germany to continue to pay damages to the descendants of the Jews victims of Nazism and for Africans not to have the same rights. The countries that have made their fortunes upon this despicable act, known as slavery, have a moral obligation to pay damages to the victim's descendants.
The huge fortunes that have been amassed upon this abominable trafficking should be returned in full to the victim's descendants plus a sizeable compensation not only from individuals but also from the States that have benefited from it. The families that have built their empires on cotton, coffee, sugar, etc.., during the slavery era should have their goods seized in their entirety and redistributed to African Americans, the descendants of slaves, in addition to the total amounts of money that governments have cashed in, thanks to the enormous taxes on profits made from slavery, as well as interests.
African Americans should, in fact, have at least half of the U.S. goods redistributed to them - if real justice existed - because they have contributed to building this country more than anyone else instead of representing of jail population of 70% (which is over 6.5 millions) because they live in poverty..."
For an interview with Raël, please contact his press agent:
NOTE: Rael is the leader of the Raelian Religion. For more details, visit this website:
THE GUARDIAN , STUTTGART, GERMANY Wednesday, Aug 03, 2005,Page 6
In Japan people think it rude to say "you" -- but in India there are six different ways to address a person. And if you need to find out which countries take tea, and which prefer a cup of cha, the world's first atlas about the composition of languages should be able to help.
In a world where globalization leads to the death of one language every two weeks, it is hoped that the World Atlas of Language Structures will help to revive a wilting interest in linguistics.
German linguists spent five years compiling the book, working with 40 language experts specializing in languages ranging from Chinese to those spoken by only 100 adults.
Roland Kriessling, a linguist specializing in African languages, said: "In Namibia, there are many languages which sound completely bizarre to the Western ear.
"!Xoop, for example, has different clicking sounds, including the tut, the horse's hoof sound and the kiss. The phonetic complexity of !Xoop could put it into the Guinness Book of Records," he said.
The atlas contains details of about 2,600 languages, where they prevail and how they are used. With grammar a hot linguistic topic, it includes a map of sentence structures around the world. Readers can also discover which languages are rich in vocabulary, and which use restricted terminology. In American-Indian, for example, there is no distinction between the arm and the hand.
"If you ask the average man how many languages are in the world, he will probably say a couple of hundred. In fact there are 7,000," said Michael Cysouw, one of the atlas' authors. Despite highlighting the range of languages spoken throughout the world, the atlas does not explain why language evolved in different ways.
"The atlas draws together information about languages, but its purpose is not to draw conclusions," Cysouw said. "It invites people to investigate what lies behind the linguistics."
"Intellectuals ought to study the past--not for the pleasure they find in so doing---but to derive lessons from it." ~Quote by Cheikh Anta Diop (historian)