Questions for Your Teachers/Professors to Answer

MSU Religious Studies: COMING SOON

This Episode: COMING SOON A child’s question shakes history: “Why did they use the Bible to hate us?” You won’t hear this in Religious Studies Classes on This Campus? Black College Achievers and Allies: Confront the truths fragility keeps out of the classroom. Silence protects no one. Truth frees everyone. This Episode COMING SOON-KEEP WATCHING

July 4th = White Lies and Hidden Truths

DON'T GET MAD AT ME FOR THE TRUTH COLLEGE STAFF See My Lesson Plan Below Black Americans: Nothing But the Truth All parents, teachers, and fellow Americans must listen to this episode. Share it with someone—then ask them to share it with someone else. Keep it moving. Keep the truth alive. "We were never told the full story about Black Americans and the American Revolution. Pull up images of the Battle of Bunker Hill and Washington’s crossing of the Delaware. Look closely. Find the Black patriots. Learn the truth." Mr. Positive. 🧭Lesson Plan to Be Used with This Podcast: Reclaiming Black Patriots of the American Revolution Presented by the Positive People USA Podcast 🎯 Learning Objectives (with Examples) Students will: * Identify and explain the contributions of Black patriots in the Revolutionary War, such as: * Wentworth Cheswell, the first Black elected official in U.S. history, who rode north in 1774 to warn of British troop movements. * James Armistead Lafayette, a double agent whose intelligence helped secure victory at Yorktown in 1781. * Analyze how post-Civil War political forces erased Black contributions from historical narratives, using: * David Barton’s claim that Southern Democrats rewrote textbooks between 1870–1890 to support segregation and suppress Black patriotism. "Verbal Presentation." * Evaluate primary sources to restore historical truth, including: * William Cooper Nell’s 1855 book, The Colored Patriots of the American Revolution, which documents figures like Crispus Attucks and Salem Poor. 📈 Learning Outcomes By the end of the lesson, students will be able to: * Name and describe at least five Black patriots, including: * Peter Salem, who killed British Major Pitcairn at Bunker Hill (June 17, 1775). * Phillis Wheatley, who corresponded with George Washington in 1775–76, praising his leadership through poetry. * Explain the mechanisms of historical erasure, such as: * The removal of Black figures from post-Reconstruction textbooks to justify Jim Crow policies and white supremacy. * Create a civic restoration message that reclaims a forgotten legacy, such as: * A podcast script honoring Lemuel Haynes, the first Black ordained Protestant minister, who preached liberty and pastored churches in Massachusetts and New York. 🧪 Assessment Formative: * Quick write: “Why was Wentworth Cheswell’s election in 1768 historically significant?” * Group discussion: Analyze Prince Whipple’s symbolic presence in Washington Crossing the Delaware and its implications for visual legacy. * Draw a picture and explain the significance of any part of the podcast that strikes you as important. Summative: * Civic Restoration Project: Students will produce a mini-podcast script, PSA, or infographic that reclaims one Black patriot’s legacy and critiques the mechanisms of historical erasure. * Rubric will assess: * Historical accuracy (dates, locations, roles) Comments to: radiotalklr@gmail.com [radiotalklr@gmail.com]

My Bad- I am Sorry

Comments: radiotalklr@gmail.com [radiotalklr@gmail.com] Voicemail: 773-809-8594 Get a free copy (eBook) my book “Relationships the Power of Illusion” by using the website and redeeming code. Beat others to one of the codes. Only use one code. Mr. Lucky www.iuniverse.com/en/redeem [http://www.iuniverse.com/en/redeem] 10600000441447 10600000441448 10600000441450 10600000441451 10600000441452 10600000441453 10600000441454 10600000441455 10600000441456 10600000441457

Bump The Past Bullshit

Order My Book: www.weusoursluckybooks.com [http://www.weusoursluckybooks.com] PERSONAL CHANGE WORKSHEET 1. What Part of My Past Keeps Pulling Me Back? Describe the habit, mindset, or behavior you keep returning to. 2. What Does “My Mud” Look Like? Identify the specific behavior that keeps you stuck. Example: snapping in anger, shutting down, avoiding responsibility. 3. What Is “My Vomit”? What harmful action or pattern do you keep returning to even though it hurts you? 4. What Trigger Pulls Me Back Into It? List the situations, people, or emotions that send you into the old cycle. 5. What New Behavior Will Replace the Old One? Be specific and realistic. Reality Therapy (WDEP) Self‑Assessment W – WANT: What do I truly want to change in my life? D – DOING: What am I doing right now that keeps me stuck? E – EVALUATE: Is what I’m doing helping me get what I want? □ Yes □ No Explain: P – PLAN: What is my next clean step forward TODAY? Contact: 773-809-8594 or radiotalklr@gmail.com [radiotalklr@gmail.com]

Their Flag vs. Your Cross at Work

Min. Lucky's Observation Plan Lesson Plan: Observing Inclusion and Institutional Behavior on Campus Learning Objectives 1. Students will identify visible signs of inclusion and exclusion on campus by analyzing symbols, policies, and classroom behaviors. Example: noticing Pride flags in common areas compared to the absence of crosses or Bibles on desks. 2. Students will evaluate how institutional practices shape classroom dialogue and influence which viewpoints feel safe to express. Example: observing when instructors avoid topics involving religion, race, or political disagreement. Learning Outcomes 1. Students will document at least three examples of selective inclusion based on campus observations. Example: tampons in men’s restrooms vs. restrictions on religious symbols. 2. Students will explain how institutional norms affect student learning using evidence from class discussions or campus spaces. Example: describing how instructors redirect conversations that challenge dominant narratives. 5E Learning Model Engage: Students view images of campus spaces (desks, restrooms, offices) and discuss what symbols or messages appear most often. Explore: Students walk through designated campus areas to observe visible inclusion practices and note what is present vs. absent. Explain: Students share findings and connect them to concepts of inclusion, conformity, and institutional culture. Elaborate: Small groups analyze how selective inclusion influences classroom dialogue, student comfort, and intellectual diversity. Evaluate: Students reflect on whether campus inclusion practices support or limit diverse viewpoints. Formative Assessment Exit Ticket: Students write one observed example of selective inclusion and one question they still have about how institutions shape which viewpoints are welcomed or avoided. Comments: radiotalklr@gmail.com [radiotalklr@gmail.com]