Their Flag vs. Your Cross at Work

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 Analyze how the song uses historical references to promote unity.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

July 4th: White Lies - Blacks American Revolution

DON'T GET MAD AT ME FOR THE TRUTH COLLEGE STAFF See My Lesson Plan Below Black Americans: Nothing But the Truth All parents, teachers, and fellow Americans must listen to this episode. Share it with someone—then ask them to share it with someone else. Keep it moving. Keep the truth alive. "We were never told the full story about Black Americans and the American Revolution. Pull up images of the Battle of Bunker Hill and Washington’s crossing of the Delaware. Look closely. Find the Black patriots. Learn the truth." Mr. Positive. 🧭Lesson Plan to Be Used with This Podcast: Reclaiming Black Patriots of the American Revolution Presented by the Positive People USA Podcast 🎯 Learning Objectives (with Examples) Students will: * Identify and explain the contributions of Black patriots in the Revolutionary War, such as: * Wentworth Cheswell, the first Black elected official in U.S. history, who rode north in 1774 to warn of British troop movements. * James Armistead Lafayette, a double agent whose intelligence helped secure victory at Yorktown in 1781. * Analyze how post-Civil War political forces erased Black contributions from historical narratives, using: * David Barton’s claim that Southern Democrats rewrote textbooks between 1870–1890 to support segregation and suppress Black patriotism. "Verbal Presentation." * Evaluate primary sources to restore historical truth, including: * William Cooper Nell’s 1855 book, The Colored Patriots of the American Revolution, which documents figures like Crispus Attucks and Salem Poor. 📈 Learning Outcomes By the end of the lesson, students will be able to: * Name and describe at least five Black patriots, including: * Peter Salem, who killed British Major Pitcairn at Bunker Hill (June 17, 1775). * Phillis Wheatley, who corresponded with George Washington in 1775–76, praising his leadership through poetry. * Explain the mechanisms of historical erasure, such as: * The removal of Black figures from post-Reconstruction textbooks to justify Jim Crow policies and white supremacy. * Create a civic restoration message that reclaims a forgotten legacy, such as: * A podcast script honoring Lemuel Haynes, the first Black ordained Protestant minister, who preached liberty and pastored churches in Massachusetts and New York. 🧪 Assessment Formative: * Quick write: “Why was Wentworth Cheswell’s election in 1768 historically significant?” * Group discussion: Analyze Prince Whipple’s symbolic presence in Washington Crossing the Delaware and its implications for visual legacy. * Draw a picture and explain the significance of any part of the podcast that strikes you as important. Summative: * Civic Restoration Project: Students will produce a mini-podcast script, PSA, or infographic that reclaims one Black patriot’s legacy and critiques the mechanisms of historical erasure. * Rubric will assess: * Historical accuracy (dates, locations, roles) Comments to: radiotalklr@gmail.com [radiotalklr@gmail.com]

My Bad- I am Sorry

Comments: radiotalklr@gmail.com [radiotalklr@gmail.com] Voicemail: 773-809-8594 Get a free copy (eBook) my book “Relationships the Power of Illusion” by using the website and redeeming code. Beat others to one of the codes. Only use one code. Mr. Lucky www.iuniverse.com/en/redeem [http://www.iuniverse.com/en/redeem] 10600000441447 10600000441448 10600000441450 10600000441451 10600000441452 10600000441453 10600000441454 10600000441455 10600000441456 10600000441457

Bump The Past Bullshit

Order My Book: www.weusoursluckybooks.com [http://www.weusoursluckybooks.com] PERSONAL CHANGE WORKSHEET 1. What Part of My Past Keeps Pulling Me Back? Describe the habit, mindset, or behavior you keep returning to. 2. What Does “My Mud” Look Like? Identify the specific behavior that keeps you stuck. Example: snapping in anger, shutting down, avoiding responsibility. 3. What Is “My Vomit”? What harmful action or pattern do you keep returning to even though it hurts you? 4. What Trigger Pulls Me Back Into It? List the situations, people, or emotions that send you into the old cycle. 5. What New Behavior Will Replace the Old One? Be specific and realistic. Reality Therapy (WDEP) Self‑Assessment W – WANT: What do I truly want to change in my life? D – DOING: What am I doing right now that keeps me stuck? E – EVALUATE: Is what I’m doing helping me get what I want? □ Yes □ No Explain: P – PLAN: What is my next clean step forward TODAY? Contact: 773-809-8594 or radiotalklr@gmail.com [radiotalklr@gmail.com]