WIN $200 for July 4th

SOMALIS - Undoing False Teachings

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

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]