WIN $200 for July 4th

Pick Which Faculy Hides Unfairness Behind a Smile

See My Book www.weusoursluckybooks.com [http://www.weusoursluckybooks.com] Contact: radiotalklr@gmail.com [radiotalklr@gmail.com] Lesson Plan — The Inclusion Illusion: Smiling Faces Don’t Mean Equity Students examine how “smiling faces” in university marketing and campus culture can create an illusion of inclusion while masking inequitable structures. This lesson challenges learners to look beyond friendliness and analyze how institutions maintain or resist equity. Learning Objectives (with examples) 1. Objective 1: Students will identify how institutional imagery can hide inequitable practices. Example: A student explains how diverse brochure photos do not reflect unequal advising access or workload distribution. 2. Objective 2: Students will evaluate whether inclusion efforts at a university are symbolic or structural. Example: A student compares a diversity event to actual hiring, promotion, or retention data to determine if change is real or performative. Learning Outcomes (with examples) 1. Outcome 1: Students will analyze campus materials and detect signs of token inclusion. Example: A student critiques a promotional video and identifies missing groups, selective opportunity, or silenced dissent. 2. Outcome 2: Students will propose one structural change that improves equity for faculty or students. Example: A student recommends transparent criteria for committee appointments or advising access. 5E Learning Model * Engage: Show two contrasting campus images—one cheerful and diverse, one showing data on inequitable outcomes. Ask: “What’s behind the smiles?” * Explore: Students examine real or simulated campus materials (brochures, webpages, event flyers) and list what is shown vs. what is hidden. * Explain: Students connect their observations to concepts: token inclusion, performative diversity, selective opportunity, unequal access, silenced dissent. * Elaborate: In groups, students redesign one campus practice (advising, hiring, internships, committee selection) to make it structurally equitable. * Evaluate: Students share their redesign and explain how it addresses inequity beyond imagery or friendliness. Assessments Formative Assessment: Exit Ticket — “Identify one smile-based illusion of inclusion and one structural change needed to correct it.” Summative Assessment: Short Reflection (1–2 paragraphs) analyzing a campus practice and determining whether it represents genuine equity or performative diversity, supported by examples. Mr. Lucky 773-809-8594

Campus Safety Alert: Sexual Assault-State Approved Classes

Call And Listen to The Message at 612-661-0923 Student Owned and Operated. BCA State Approved Online Classes Safety Alert — Protect Yourself Against the No‑Good Culprit Clear instruction. Real empowerment. Responsible training. Basic Gun Lessons and Permit to Carry Classes-Online. Mr. Lucky-Instructor

Christians Used God to Justify Hate

Open Challenge to Any Faculty Member to Prove Me wrong. For Your Next Religious/Ethnicity Classroom Conversations. “Christian systems, churches, and leaders weaponized Scripture to justify racial oppression.” Mr. Lucky FAMILY, CAMPUS AND CHURCH LESSON PLAN Learning Objectives Participants examine how Scripture and Christian institutions were used to justify slavery, racial violence, and segregation, and how Black communities reclaimed the Bible, gospel music, and faith traditions as tools of liberation. Opening Activity Read aloud: “They said their hatred was holy.” Participants write one sentence explaining what this reveals about the misuse of religion. Mini‑Lesson Highlight key moments from the chapter: * Misuse of Scripture: Curse of Ham, Ephesians 6:5, plantation theology. * Religious complicity in lynchings, segregation, and silence during racial terror. * Black reclamation of Scripture through hush‑arbors, spirituals, gospel music, and Civil Rights theology. * White allies beaten or murdered confronting racial violence (Goodman, Schwerner, Reeb, Liuzzo). * Billy Graham removing segregated seating ropes and facing backlash for desegregating his crusades. Discussion Prompts * How did enslavers twist Scripture to make cruelty sound like obedience? * What does “the silence was its own theology” mean? * How did gospel songs function as spiritual guidance and escape direction? * Why did white allies become targets of racial hatred? * How does Billy Graham’s removal of segregated seating challenge the theology of hate? * What does reclaiming the Bible for liberation reveal about Black resilience? * How does the line “My God have mercy on those using the Bible and God’s words for evil reigns” speak to accountability today? Independent Activity Write a short reflection: “How did Black communities transform the Bible from a weapon of oppression into a source of liberation?” Exit Ticket Identify one example of biblical misuse and one example of biblical reclamation, then write one sentence contrasting the two. Comments to: radiotalklr@gmail.com [radiotalklr@gmail.com]

For Students Only-No Faculty Should Listen

WIN $200-Student comments are appreciated. Respond with comments to: radiotalklr@gmail.com [radiotalklr@gmail.com] and you could be a winner. For Your Next Religious/Ethnicity Classroom Conversations. “Christian systems, churches, and leaders weaponized Scripture to justify racial oppression.” Mr. Lucky FAMILY, CAMPUS AND CHURCH LESSON PLAN Learning Objectives Participants examine how Scripture and Christian institutions were used to justify slavery, racial violence, and segregation, and how Black communities reclaimed the Bible, gospel music, and faith traditions as tools of liberation. Opening Activity Read aloud: “They said their hatred was holy.” Participants write one sentence explaining what this reveals about the misuse of religion. Mini‑Lesson Highlight key moments from the chapter: * Misuse of Scripture: Curse of Ham, Ephesians 6:5, plantation theology. * Religious complicity in lynchings, segregation, and silence during racial terror. * Black reclamation of Scripture through hush‑arbors, spirituals, gospel music, and Civil Rights theology. * White allies beaten or murdered confronting racial violence (Goodman, Schwerner, Reeb, Liuzzo). * Billy Graham removing segregated seating ropes and facing backlash for desegregating his crusades. Discussion Prompts * How did enslavers twist Scripture to make cruelty sound like obedience? * What does “the silence was its own theology” mean? * How did gospel songs function as spiritual guidance and escape direction? * Why did white allies become targets of racial hatred? * How does Billy Graham’s removal of segregated seating challenge the theology of hate? * What does reclaiming the Bible for liberation reveal about Black resilience? * How does the line “My God have mercy on those using the Bible and God’s words for evil reigns” speak to accountability today? Independent Activity Write a short reflection: “How did Black communities transform the Bible from a weapon of oppression into a source of liberation?” Exit Ticket Identify one example of biblical misuse and one example of biblical reclamation, then write one sentence contrasting the two. Comments to: radiotalklr@gmail.com [radiotalklr@gmail.com]

In Treatment: Alone - The Bible or the Bottle

11 Ways to Choose God Instead of Relapse When You’re Alone 1. Remember God’s Love in the Moment of Temptation (John 3:16) When the urge hits, pause and remind yourself: God still loves me right now. Temptation grows strongest when a person forgets they are loved. Recalling God’s love interrupts the separation that leads to relapse. 2. Tell the Truth About the Struggle Instead of Hiding It (Romans 3:23) “All have sinned…” means you don’t have to pretend. Admitting the struggle out loud — even if only to God — breaks the secrecy that fuels relapse. Honesty is the doorway back to connection. 3. Use the Authority God Already Gave You (John 1:12) You have the right to choose differently. Speak it: I have authority to walk away from this. Authority unused becomes relapse; authority exercised becomes recovery. 4. Replace the Escape with a Scripture You Can Say Out Loud When the group show is gone, your voice becomes your weapon. Speak one line: * “God so loved the world…” * “All have sinned…” * “By His wounds I am healed…” * “He gave the right…” Speaking Scripture disrupts the mental pattern that leads to relapse. 5. Change Your Physical Position Immediately Relapse often begins with stillness. Stand up. Walk. Step outside. Move your body. Movement breaks the chain between thought and action. 6. Call One Person Who Knows the Real You Not the group version. Not the testimony version. The real you. Connection kills isolation, and isolation is where relapse grows. 7. Pray a Short, Honest Prayer Instead of a Long Religious One God doesn’t need performance. Say: God, I’m struggling. I need You right now. Honesty reconnects you faster than religious language. 8. Identify the Lie Behind the Temptation Every relapse begins with a lie: “I need this.” “I can handle this.” “No one will know.” Name the lie. Naming it breaks its power. 9. Choose a Healing Action That Matches 1 Peter 2:24 “By His wounds you were healed.” Healing requires action: * Drink water * Take a shower * Read one verse * Step outside * Write one sentence Small healing actions reinforce the larger spiritual healing Christ already provided. 10. Remove the Object of Temptation From Your Immediate Reach Relapse is often proximity-based. If it’s near you, it owns you. Distance creates clarity. Clarity creates strength. Strength creates obedience. 11. Ask Yourself the Question That Defines Your Essay “The group show is gone. What are you going to do?” This question forces the person to confront the truth: Recovery is not what they say in the group. Recovery is what they choose when they are alone. Summary * John 3:16 — Remember God’s love * Romans 3:23 — Tell the truth about the struggle * 1 Peter 2:24 — Walk in healing * John 1:12 — Use your authority Share Your Opinions: radiotalklr@gmail.com [radiotalklr@gmail.com]