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Democrats Withheld Black History — Claimed Black Innovations

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Send Your Answers To: radiotalklr@gmail.com [radiotalklr@gmail.com] And/or call: 773-809=8594 Lesson Plan: Omitted Histories in College Courses Learning Objectives 1. Students will identify two major historical events (e.g., human zoos, Black massacres) commonly excluded from college curricula. Example: Students name the 1906 Bronx “human zoo” and the 1921 Tulsa Massacre. 2. Students will explain why higher‑education institutions avoid these topics. Example: Students cite institutional discomfort or political pressure. Learning Outcomes 1. Students will summarize one omitted event and its significance. Example: A student explains how human zoos shaped global racial hierarchies. 2. Students will analyze one barrier to teaching these events in college. Example: A student argues that universities fear donor or political backlash. 5E Learning Model Engage: Show the podcast image of human zoos and ask: “Why isn’t this in most college textbooks?” Explore: Students skim short summaries of human zoos and Black massacres (scroll to that episode for context). Small groups list what they notice and what’s missing from their prior education. Explain: Class discussion connects omissions to academic gatekeeping, curriculum politics, and institutional image management. Elaborate: Students compare how different universities handle race‑related content and propose what should be included in a complete curriculum. Evaluate (Formative Assessment): Exit Ticket: “Name one omitted event and one reason colleges avoid teaching it.”

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Tell Another Student About This Podcast and Message Line Black History Is American History — No Permission Required Black students do not need consent to learn the truth about their own history. Learning about Black Patriots, Black brilliance, and Black resistance is not optional — it is essential to understanding America itself. Asking for “permission” to teach Black history sends the wrong message. It suggests that truth needs approval. It suggests that identity must be softened. It suggests that pride must be negotiated. We reject that. Stand tall. Stand informed. Stand honorable. Black students, your history is not a side note — it is a foundation of this nation. Say it with your chest: “I’m Black and I’m proud.” And mean it every day. Tell Another Student About This Podcast and Message Line. Comments: radiotalklr@gmail.com [radiotalklr@gmail.com]

Questions for Your Teachers/Professors to Answer

1. “Why weren’t we taught that thousands of Black soldiers fought in the American Revolution?” Students want to know why figures like Crispus Attucks, Peter Salem, and James Armistead Lafayette are missing from most textbooks. 2. “If Black soldiers fought for freedom in 1776, why did slavery continue for almost 100 more years?” This question forces teachers to address the contradiction between American ideals and American reality. 3. “Why did the 54th Massachusetts have to fight for equal pay even while risking their lives in the Civil War?” Students recognize injustice and want to understand how racism operated inside the Union Army. 4. “How could the Harlem Hellfighters be heroes in WWI but face lynching and segregation when they came home?” This question highlights the brutal gap between military honor and civilian racism. 5. “Why were Black WWII veterans denied GI Bill benefits and blocked from buying homes because of racial covenants?” Students want to understand how federal policy helped create the racial wealth gap. 6. “Why were so many Black soldiers sent to frontline combat in Vietnam, and why did they return to the same racism they left behind?” This question connects military service to civil rights struggles of the 1960s and 70s. 7. “If Black Americans served in every war up to Iraq and Afghanistan, why are their contributions still left out of class discussions?” For the lesson plan for this episode email: radiotalklr@gmail.com [radiotalklr@gmail.com] Contact; 773-809-8594 or radiotalklr@gmail.com [radiotalklr@gmail.com]