Bump The Past Bullshit

Ethnic/Religious Studies: God Used to Justify Hate

FAMILY, CAMPUS AND CHURCH LESSON PLAN Learning Objectives Participants examine how Scripture and Christian institutions were used to justify slavery, racial violence, and segregation, and how Black communities reclaimed the Bible, gospel music, and faith traditions as tools of liberation. Opening Activity Read aloud: “They said their hatred was holy.” Participants write one sentence explaining what this reveals about the misuse of religion. Mini‑Lesson Highlight key moments from the chapter: * Misuse of Scripture: Curse of Ham, Ephesians 6:5, plantation theology. * Religious complicity in lynchings, segregation, and silence during racial terror. * Black reclamation of Scripture through hush‑arbors, spirituals, gospel music, and Civil Rights theology. * White allies beaten or murdered confronting racial violence (Goodman, Schwerner, Reeb, Liuzzo). * Billy Graham removing segregated seating ropes and facing backlash for desegregating his crusades. Discussion Prompts * How did enslavers twist Scripture to make cruelty sound like obedience? * What does “the silence was its own theology” mean? * How did gospel songs function as spiritual guidance and escape direction? * Why did white allies become targets of racial hatred? * How does Billy Graham’s removal of segregated seating challenge the theology of hate? * What does reclaiming the Bible for liberation reveal about Black resilience? * How does the line “My God have mercy on those using the Bible and God’s words for evil reigns” speak to accountability today? Independent Activity Write a short reflection: “How did Black communities transform the Bible from a weapon of oppression into a source of liberation?” Exit Ticket Identify one example of biblical misuse and one example of biblical reclamation, then write one sentence contrasting the two. Comments to: radiotalklr@gmail.com [radiotalklr@gmail.com]

In Treatment: The Spirit or the Sprits

11 Ways to Choose God Instead of Relapse When You’re Alone 1. Remember God’s Love in the Moment of Temptation (John 3:16) When the urge hits, pause and remind yourself: God still loves me right now. Temptation grows strongest when a person forgets they are loved. Recalling God’s love interrupts the separation that leads to relapse. 2. Tell the Truth About the Struggle Instead of Hiding It (Romans 3:23) “All have sinned…” means you don’t have to pretend. Admitting the struggle out loud — even if only to God — breaks the secrecy that fuels relapse. Honesty is the doorway back to connection. 3. Use the Authority God Already Gave You (John 1:12) You have the right to choose differently. Speak it: I have authority to walk away from this. Authority unused becomes relapse; authority exercised becomes recovery. 4. Replace the Escape with a Scripture You Can Say Out Loud When the group show is gone, your voice becomes your weapon. Speak one line: * “God so loved the world…” * “All have sinned…” * “By His wounds I am healed…” * “He gave the right…” Speaking Scripture disrupts the mental pattern that leads to relapse. 5. Change Your Physical Position Immediately Relapse often begins with stillness. Stand up. Walk. Step outside. Move your body. Movement breaks the chain between thought and action. 6. Call One Person Who Knows the Real You Not the group version. Not the testimony version. The real you. Connection kills isolation, and isolation is where relapse grows. 7. Pray a Short, Honest Prayer Instead of a Long Religious One God doesn’t need performance. Say: God, I’m struggling. I need You right now. Honesty reconnects you faster than religious language. 8. Identify the Lie Behind the Temptation Every relapse begins with a lie: “I need this.” “I can handle this.” “No one will know.” Name the lie. Naming it breaks its power. 9. Choose a Healing Action That Matches 1 Peter 2:24 “By His wounds you were healed.” Healing requires action: * Drink water * Take a shower * Read one verse * Step outside * Write one sentence Small healing actions reinforce the larger spiritual healing Christ already provided. 10. Remove the Object of Temptation From Your Immediate Reach Relapse is often proximity-based. If it’s near you, it owns you. Distance creates clarity. Clarity creates strength. Strength creates obedience. 11. Ask Yourself the Question That Defines Your Essay “The group show is gone. What are you going to do?” This question forces the person to confront the truth: Recovery is not what they say in the group. Recovery is what they choose when they are alone. Summary * John 3:16 — Remember God’s love * Romans 3:23 — Tell the truth about the struggle * 1 Peter 2:24 — Walk in healing * John 1:12 — Use your authority Share Your Opinions: radiotalklr@gmail.com [radiotalklr@gmail.com]

STUDENTS: Correct Your Instructor During Class-SAY SOMETHING

Lesson Plan: Real Black History Started Before Slavery Order My Book: www.weusoursluckybooks.com [http://www.weusoursluckybooks.com] Grade/Group: High school–adult learners Duration: 30–45 minutes Objective: Learners will understand that Black history includes powerful civilizations and leaders long before the transatlantic slave trade and recognize how post‑Civil War record‑keepers omitted major parts of Black history. Thesis for Learners Black history was distorted after the Civil War because former slaveholders and their political allies controlled historical records, leaving out major Black achievements before and after slavery. Materials Image of the historical figures (Mansa Musa, Tutankhamun, Nefertiti, Nzinga, Taharqa, Shaka Zulu). Engage (5 min) Ask: “What do you know about Black history before slavery?” Show the shirt image and let learners identify any familiar names. Explore (10 min) Briefly introduce each figure: * Mansa Musa: Wealth, scholarship, Mali Empire. * Tutankhamun & Nefertiti: Egyptian leadership, art, religion. * Nzinga: Anti‑colonial resistance, diplomacy. * Taharqa: Nubian pharaoh ruling Egypt. * Shaka Zulu: Military innovation, nation‑building. Explain (10 min) Discuss how post‑Civil War Southern historians—many former slaveholders—controlled textbooks and historical narratives, omitting Black excellence to preserve their political power. Elaborate (10 min) Small‑group prompt: “How does knowing this history change your understanding of Black identity and America’s historical record?” Evaluate (5 min) Exit reflection: “Name one untold truth you will carry forward.” Mr. Lucky, Master of Advocacy and Political Leadership (M.A., MAPL) Graduate Student, M.S., School of Urban Education Host, Campus Podcast @ Metro State University Social Sciences Educator-Licensed Comments: radiotalklr@gmail.com [radiotalklr@gmail.com]

Student Owned = Student Discounts

WIN $200 Question: Other students have their own businesses. Why would some staff or faculty at Metro State have issues with my legal business of over 20 years being on this podcast? Answer this question in 50 words or less and you may be a winner. Email answers to: radiotalklr@gmail.com [radiotalklr@gmail.com] Mr. Lucky, Master of Advocacy and Political Leadership (M.A., MAPL) Graduate Student, M.S., School of Urban Education Host, Campus Podcast @ Metro State University

Attention: Social Work, Counseling, and Human Services Students

Lesson Plan: Reality Period — Consequences of Confinement Students will examine the real conditions of confinement and connect them to decision‑making. Using Reality Period, learners confront the truth of incarceration through structured reflection and guided discussion. Learning Objectives (with examples) 1. Students will identify the daily restrictions of confinement. Example: Students list how eating, showering, and phone use are controlled by staff. 2. Students will explain how loss of autonomy impacts long‑term behavior. Example: Students describe how being locked in a cell for 12 hours affects mental health and decision‑making. Learning Outcomes (with examples) 1. Students will articulate the difference between perceived toughness and actual confinement. Example: Students compare four hours of viewing a cell image to five years of incarceration. 2. Students will evaluate how personal choices can prevent future confinement. Example: Students write one decision they can change today to avoid criminal‑justice involvement. 5E Learning Model Engage: Show the detention cell image. Ask: “What would four hours in this space feel like?” Explore: Students list everything controlled in custody: meals, showers, sleep, phone access, movement. Explain: Instructor clarifies Reality Period: confronting truth without excuses or fantasy. Elaborate: Students connect confinement conditions to real‑life choices (school, peers, behavior, conflict). Evaluate: Students summarize how confinement removes freedom and how choices prevent entering the system. Formative Assessment Exit Prompt: “Name two freedoms lost in confinement and one choice you can make today to avoid it.” Summative Assessment Short Reflection (5–7 sentences): Students explain how Reality Period changed their understanding of incarceration and identify one long‑term behavior they will adjust. Contact: radiotalklr@gmail.com [radiotalklr@gmail.com]