Questions for Your Teachers/Professors to Answer

"State Approved" PERMIT TO CARRY GUN CLASSES

Men/Women - Call for My Next Class 773-809-8594 Student Discounts - Class and/or Asynchronous Instruction What You Will Learn in My Minnesota Permit to Carry Course In this course, you will learn far more than the minimum requirements set by the Minnesota Bureau of Criminal Apprehension. My goal is to ensure that every student leaves with the knowledge, confidence, and judgment necessary to carry a firearm responsibly in real‑world situations. Minnesota law requires instruction in safe handgun use, legal responsibilities, and live‑fire proficiency, but in my course, you will learn how these elements work together in the moments that matter most. You will not simply memorize statutes—you will understand how to apply them under stress, in public, and in situations where your decisions carry legal and moral weight. You will begin by learning the fundamentals of safe handgun operation. This includes proper handling, loading and unloading, storage, and the mechanics of firing a handgun. Safety is not a slogan in this class; it is a practiced discipline. You will learn how to manage a firearm with confidence, how to avoid negligent handling, and how to maintain control of your weapon in any environment. These skills prepare you for the live‑fire portion of the course, where you will demonstrate your ability to safely and effectively operate a handgun under instructor supervision. A major part of what you will learn involves the legal responsibilities that come with carrying a firearm in Minnesota. You will study the laws governing use of force and deadly force, including when force is justified, when it is not, and how quickly a lawful decision can become unlawful if you misunderstand the situation. You will learn the specific statutes that regulate who may carry, where you may carry, and what your obligations are when interacting with law enforcement. More importantly, you will learn how these laws apply in real‑life scenarios—situations involving fear, confusion, adrenaline, and split‑second judgment. Understanding the law is essential but understanding how to think within the law is what keeps you safe. You will also learn conflict avoidance and situational awareness, two of the most important skills any responsible gun carrier can develop. A firearm is not a tool for intimidation or escalation; it is a last resort. In this course, you will learn how to recognize danger early, how to avoid unnecessary confrontations, and how to use de‑escalation strategies that keep you out of legal and physical danger. You will learn how to read environments, how to position yourself safely, and how to make decisions that prevent violence before it begins. Throughout the course, you will be taught by Mr. Lucky, certified under Minnesota’s BCA‑approved instructor. You will receive clear, direct instruction, practical demonstrations, and opportunities to ask questions that matter to your daily life. At the end of the course, you will receive a certificate of completion valid for one year, which you may submit with your permit application or renewal. By the time you finish this course, you will not only meet Minnesota’s legal requirements—you will understand what it truly means to carry a firearm with responsibility, discipline, and maturity. You will know how to operate your weapon safely, how to navigate the law confidently, and how to avoid situations that put you or others at risk. My goal is simple: to ensure that every student leaves prepared, informed, and capable of making sound decisions in the moments when judgment matters most. Call Now: 773-809-8594 DO NOT text this number. If no answer, leave a voice message.

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

Ms. Edget: The Resilience of Africa and Black Americans

For A Copy of My Book: www.weusoursluckybooks.com [http://www.weusoursluckybooks.com] To Be a Guest on The Podcast call: 773-809-8594 Lesson Plan — “Tikar Sew” (Teddy Afro) Theme: Unity, justice, and national healing in Ethiopian society. Learning Objectives (with examples) 1. Analyze how the song uses historical references to promote unity. Example: Students identify a lyric that references past conflict and explain how it calls for reconciliation. * 2. Interpret the cultural symbolism in the song’s imagery. Example: Students explain how references to “the people” or “the land” symbolize shared identity. Learning Outcomes (with examples) 1. Students will explain the song’s message about collective responsibility. Example: A student states how the chorus encourages citizens to care for one another. 2. Students will connect the song’s themes to modern social issues. Example: A student compares the song’s call for unity to current community tensions or divisions. 5E Learning Model Engage: Play the opening section; ask students what emotions or images they immediately feel. Explore: Students discuss Ethiopia’s historical struggles and how artists use music to address national healing. Explain: Break down key lyrics and visuals from the music video, focusing on unity, justice, and shared humanity. Elaborate: Students create a short reflection, poem, or sketch showing how “Tikar Sew” applies to their own community’s challenges. Evaluate: Students share their work and explain how their piece reflects the song’s message of unity and responsibility. Formative Assessment One‑minute written response: “What message from ‘Tikar Sew’ is most important for society today, and why?” Evaluate for clarity, connection to the song, and evidence of critical thinking.

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