Christians Used God to Justify Hate

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Mr. Lucky: I Admit Being Stupid — Please Help Me

Group Mini‑Lesson: “We Don’t Quit Here” Learning Objective Group members will identify one shared “quit message” and replace it with a collective resilience statement. Example: Quit message: “We always struggle with this.” Resilience statement: “We grow stronger together every time we try.” Learning Outcome Participants will demonstrate the ability to support one another by reframing negative group self‑talk into positive, action‑based language. Example: Negative: “We’re not good at finishing things.” Reframed: “We finish more when we help each other stay accountable.” 5E Learning Model (Group Version) Engage (2 minutes) Place the phrase in the center: “I Am Stupid — Can’t Learn — Please Help.” Ask the group: How does this statement feel when someone in the group says it? This opens empathy and connection. Explore (3 minutes) Each person shares one “quit message” they’ve heard in the group. Examples: * “We’re not smart enough.” * “We always mess things up.” * “We never get things right.” This builds honesty and trust. Explain (4 minutes) Facilitator teaches: * Groups often pass down quit habits without noticing. * Failure is information, not identity. * Groups grow stronger when they reframe together. Elaborate (5 minutes) As a group, pick one quit message and rewrite it into a group resilience statement. Example: Quit: “We give up too fast.” Resilience: “We stay in the fight because we don’t struggle alone.” Have each person say the new statement aloud. Evaluate (3 minutes) Group members share one way they will help someone else not quit this week. This shifts the lesson from individual to collective responsibility. Formative Assessment Group Reflection Card: Each person completes the sentence: “Today I learned our group becomes stronger when we…” Collected responses show: * Understanding of resilience * Ability to reframe * Commitment to supporting one another Contact: 773-809-8594

Slave Theology- Win $200

Blacks Were Taught This Theology During Slavery. Win $200 sending your essay response to: radiotalklr@gmail.com [radiotalklr@gmail.com]

SOMALIS Part 2

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SOMALIS - Part 1

For Part 2 Email radiotalklr@gmail.com [radiotalklr@gmail.com] or Call 773-809-8594 The opportunities available to immigrants, including Minnesota’s Somali community, exist because generations of Black Americans — alongside white allies — fought, organized, and sacrificed to expand civil rights and dismantle discriminatory systems. When Somali families began arriving in larger numbers in the late 1980s and early 1990s, they entered a Minnesota already reshaped by the victories of the Civil Rights Movement. School desegregation, fair housing protections, voting rights, and workplace anti‑discrimination laws were secured through struggle, not granted freely. These protections made it possible for Somali Minnesotans to build businesses, worship freely, run for office, attend universities, and participate fully in civic life. Acknowledging this legacy does not diminish Somali resilience; it highlights how American progress is interconnected. One community’s sacrifice becomes another community’s opportunity, creating a shared responsibility to protect hard‑won rights for every generation. SHORT LESSON PLAN Civil Rights Foundations & Minnesota Somali History Learning Objectives 1. Students explain how civil rights struggles created opportunities for immigrant communities. Example: Identify laws (Civil Rights Act, Fair Housing Act) shaping Minnesota before Somali migration. 2. Students describe how Somali Minnesotans benefit from and contribute to this legacy. Example: Connect civil rights protections to Somali civic participation. Learning Outcomes 1. Students articulate links between Black civil rights victories and immigrant access to rights. Example: Explain how workplace anti‑discrimination laws protect Somali workers. 2. Students analyze Somali Minnesota history as part of a shared struggle for equality. Example: Describe Somali leadership in government, education, and business. 5E Model Engage: Show an image of Somali civic leadership. Ask: “What conditions made this possible.” Explore: Students read a short passage on civil rights victories, Minnesota Black activism, and Somali migration. Explain: Teacher clarifies that civil rights laws created the framework immigrants' step into and progress is collective. Elaborate: Students create a two‑column chart: civil rights protections → Somali opportunities (e.g., fair housing → neighborhood building). Evaluate: Exit question: “How are Somali opportunities in Minnesota connected to earlier civil rights struggles.” Teacher checks for accuracy, clear connections, and recognition of shared responsibility. Mr. Lucky-Licensed Educator