Student Owned = Student Discounts

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]

Shirley Temple: Men Tap‑Danced with Her to Prison

Ask For My FREE PowerPoint "MinneFrauda." Stop being nice and admit you’ve been thinking exactly what I stated in this episode. The Feeding Our Future scandal stands as one of Minnesota’s most embarrassing and revealing failures. It was not just fraud; it was a collapse of oversight, courage, and common sense. Minnesotans watched a system built on trust get exploited in plain sight. Aimee Bock’s 41‑year sentence became the symbol of that collapse. Her mugshot and downfall captured the scale of betrayal. People across the state are discussing it openly and bluntly, with frustration cutting across every community. A truth now being acknowledged is that white fragility played a major role in how the scandal expanded. Agencies and political leaders hesitated to enforce boundaries because they feared being labeled racist. Oversight staff avoided challenging suspicious activity, softened their tone, and backed away from confrontation. Fear dictated policy, creating the perfect environment for fraud to grow. At the same time, long‑standing Black Minnesotans—those who built youth programs, fed families, and sustained neighborhoods—were overlooked. They were never trusted with millions, never given blank‑check funding, and never granted the benefit of the doubt. They watched as operations with limited track records received massive sums with almost no verification. The state’s blind trust was not extended to those who had earned it. That dynamic fueled anger not only at the fraud but at the racial patterns that enabled it. The arrests and convictions intensified the conversation. Dozens were charged. Many received long sentences. Minnesotans saw fake meal counts in the millions, shell companies, luxury purchases, and overseas transfers. A program meant to feed children became a pipeline for enrichment. “MinnesFrauda” emerged because the state that prides itself on competence looked naïve. The scandal forced Minnesota to confront uncomfortable truths about race, trust, and accountability. It exposed how fear of being called racist can paralyze institutions and how quickly fraud grows when oversight collapses. Minnesotans want verification, not fear. They want leaders who understand that protecting public resources is non‑negotiable. Lesson Plan Summary (5E Model) Objective: Students analyze how white fragility influenced oversight in the Feeding Our Future case. Outcome: Students explain how fear of appearing racist contributed to oversight failure and the scale of the fraud. Engage: Overview of the case; ask how fear affects enforcement. Explore: Students read excerpts showing ignored warnings and hesitation. Explain: Teacher defines white fragility and connects it to oversight collapse. Elaborate: Students propose stronger, fear‑free accountability structures. Evaluate: Exit ticket explaining one example of white fragility influencing oversight and contributing to arrests and sentences. Ask for My Free PowerPoint About This Episode. Email: radiotalklr@gmail.com [radiotalklr@gmail.com] Order my book at www.weusoursluckybooks.com [http://www.weusoursluckybooks.com]

Breaking News: 11 Ways Black Professors Act Inferior

11 Ways Black College Professors Act “Inferior” SEND THIS EPISODE TO OTHERS. Keep It Moving. https://rss.com/podcasts/bsu-podcast-metropolitan-state-university/2936975/ 1. Avoiding Other Black Faculty Limiting visible association to avoid being labeled a “clique” or “activists.” This is managing white perception. 2. Staying Close to White Colleagues Proximity offers safety: fewer accusations of bias, more legitimacy, and access to information. 3. Over‑correcting Tone and Emotion Suppressing frustration, softening feedback, over‑smiling, and speaking formally to avoid “angry” or “intimidating” stereotypes. This is emotional self‑management under white fragility. 4. Downplaying Black Identity Avoiding AAVE, cultural hairstyles, Black references, or racial justice topics to avoid being labeled “too political.” This is code‑switching for survival. 5. Over‑performing Rigor (“Twice as Good”) Being hyper‑prepared and hyper‑credentialed because competence is questioned more. This is a response to systemic bias. 6. Avoiding Conflict Challenging colleagues or policy carries harsher consequences, so silence becomes protection. Chicken Shit Professors. 7. Minimizing Cultural Expression Hiding music, food, politics, or community ties because Black culture is treated as “unacademic.” 8. Grading Black Students More Harshly Fear of being accused of favoritism leads to stricter grading and over‑documentation. This is fear of White retaliation, 9. Policing Other Black Faculty/Students Correcting tone, discouraging advocacy, or distancing from outspoken colleagues to avoid collective punishment. 10. Over‑identifying With Institutional Norms Enforcing rules rigidly, appearing hyper‑neutral, or suppressing cultural empathy to avoid scrutiny. 11. Avoiding Outspoken Black Students Distancing from students who challenge inequity to protect tenure and signal “I’m not like him.” This is the 'Chicken Shit" Am I Ok Massa - inferior mindset. Noticing Black Professors Acting “Inferior” This dynamic is rooted in assimilation as survival, shaped by racial battle fatigue and white normativity. In HWIs, whiteness defines professionalism and authority; any deviation becomes a risk. Notice Professors Lacking the Courage to Be Black. Classroom Behavior Fear of being labeled “angry” or “unprofessional” leads to self‑moderation—softened feedback, over‑validation, and reduced authority. This weakens rigor and suppresses authentic, passionate teaching. Impact on Evaluations Student evaluations mirror racialized expectations. Attempts to appear “safe” are read as weakness, reinforcing the very bias professors are trying to avoid. Conclusion Students must refuse to imitate this inferior mindset. Enter the workforce with courage—speak truth, challenge inequity, and lead with authenticity. Survival is not liberation. Reject fear‑based conformity and embody the confidence and cultural integrity that dismantle the systems demanding silence. “Telling the truth is not winning a popularity contest. That’s cool beans with me. Period.” — Mr. Lucky Student Contribution: Observe Professors and Submit Observation Reports To: radiotalklr@gmail.com [radiotalklr@gmail.com]

Provost, President, Professors: Listen and Answer — Will They

Questions for Provost, President and Professors- Please 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?” My questions forces educators 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?” The New Generation of College Achievers 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?” The next 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?” Today's 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 Daring to Teach Uncomfortable Truths in Ethnic Studies "Daring to teach uncomfortable issues in Ethnic Studies is not the problem — silence and fragility are. A new generation of students are asking real questions about race, power, history, and identity. They are not divided by truth; they are divided when institutions avoid it. Courage in teaching builds clarity. Avoidance builds confusion. If we claim to prepare students for a diverse society, then we must stop protecting comfort and start protecting honesty. Silence and fragility are divisive — not the willingness to confront what students are ready, eager, and demanding to learn." Mr. Lucky Students email and Get the PowerPoint for This Episode radiotalklr@gmail.com [radiotalklr@gmail.com] Mr. Lucky, M.A., Master of Advocacy and Political Leadership (MAPL) M.S., Graduate Student, School of Urban Education Host, Black College Achievers Podcast @ Metro State University. 773-809-8594