Breaking News: WHITE FRAGILITY ALLOWED FRAUD

Professor: Dr. James Robinson-Introducing Black Studies

To Be a Guest on This Podcast call 773-809-8594 Lesson Plan: Black Studies & Voice — Featuring Dr. James A. Robinson Learning Objective (1) For the Worksheet That Goes with This Lesson Plan email: radiotalklr@gmail.com [radiotalklr@gmail.com] Students will analyze how Black Studies is defined, practiced, and shared by examining Dr. Robinson’s scholarship and the Metro State Black Student Achievers Podcast as parallel forms of knowledge production. Example: A student explains how Robinson’s research on Black railroad labor and the podcast’s student stories both recover voices often excluded from mainstream narratives. Learning Outcome (1) Students will identify one way Black Studies empowers communities and provide evidence from either Robinson’s work or a podcast episode. Example: “The podcast shows how Black students narrate their own academic journeys, which aligns with Robinson’s learner‑centered approach.” 5E Learning Model Engage Play a 30–45 second clip from the Metro State Black Student Achievers Podcast. Ask: Whose voices are centered here? Why does that matter? Explore Students read short excerpts from Dr. Robinson’s biography. In groups, they connect his work to the podcast’s mission: defining Black Studies, elevating community knowledge, and documenting lived experience. Explain Students answer: What is Black Studies? Where is it learned? They use evidence from Robinson’s research AND the podcast’s storytelling. Elaborate Students map the eight guiding questions onto the podcast: e.g., What do students learn in Black Studies? How does the podcast model that learning? Evaluate (Formative Assessment) Exit Ticket: “Using Dr. Robinson’s work or a podcast episode, explain why Black Studies is important for students and communities.”

Ms. Edget: Africa and Black USA Unity

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 Analyze how the song uses historical references to promote unity.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.

Bump The Past Bullshit

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? Comments: radiotalklr@gmail.com [radiotalklr@gmail.com] Order My Book: radiotalklr@gmail.com [radiotalklr@gmail.com]

Tia and Yolonda-Top 2 Bottom Fashions

For A Copy of My Book: www.weusoursluckybooks.com Top To Bottom Fashions - 763-951-2857 Visit the Location 3310 Brookdale Dr. N. Brooklyn Park MN 55433 763-951-2857 To be a guest on the podcast and share what you are doing call: 773-809-8594

507-593-9775 Call and Listen Now

Tell Another Positive Person About This Message Line Black History Is American History — No Permission Required Black People do not need consent to learn the truth about their own history. Learning about Black Patriots, Black brilliance, and Black resistance is not optional — it is essential to understanding America itself. Asking for “permission” to teach Black history sends the wrong message. It suggests that truth needs approval. It suggests that identity must be softened. It suggests that pride must be negotiated. We reject that. Stand tall. Stand informed. Stand honorable. Black USA, your history is not a side note — it is a foundation of this nation. Say it with your chest: “I’m Black and I’m proud.” And mean it every day. Tell Another Black American About This Podcast and Message Line. Comments: radiotalklr@gmail.com [radiotalklr@gmail.com]