Metro State BLACK Student Achievers Podcast

Order My Book: www.weusoursluckybooks.comPERSONAL CHANGE WORKSHEET1. 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‑AssessmentW – 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 [email protected]

Min. Lucky's Observation PlanLesson Plan: Observing Inclusion and Institutional Behavior on CampusLearning ObjectivesStudents will identify visible signs of inclusion and exclusion on campus by analyzing symbols, policies, and classroom behaviors. Example: noticing Pride flags in common areas compared to the absence of crosses or Bibles on desks.Students will evaluate how institutional practices shape classroom dialogue and influence which viewpoints feel safe to express. Example: observing when instructors avoid topics involving religion, race, or political disagreement.Learning OutcomesStudents will document at least three examples of selective inclusion based on campus observations. Example: tampons in men’s restrooms vs. restrictions on religious symbols.Students will explain how institutional norms affect student learning using evidence from class discussions or campus spaces. Example: describing how instructors redirect conversations that challenge dominant narratives.5E Learning ModelEngage: Students view images of campus spaces (desks, restrooms, offices) and discuss what symbols or messages appear most often.Explore: Students walk through designated campus areas to observe visible inclusion practices and note what is present vs. absent.Explain: Students share findings and connect them to concepts of inclusion, conformity, and institutional culture.Elaborate: Small groups analyze how selective inclusion influences classroom dialogue, student comfort, and intellectual diversity.Evaluate: Students reflect on whether campus inclusion practices support or limit diverse viewpoints.Formative AssessmentExit Ticket: Students write one observed example of selective inclusion and one question they still have about how institutions shape which viewpoints are welcomed or avoided.Comments: [email protected]

Students Attending Classes as Critical ObserversSEND THIS EPISODE TO ANOTHER STUDENT- Keep it Moving.Is Louis Farrakhan Racist/Anti‑Jewish?THE CONVERSATION MANY COURSES AVOIDA critical examination of race, religion, power, and public narrative.Students from all backgrounds attending classes as critical observers, watching how instructors handle racial discomfort, avoid certain truths, and reveal how power and fragility shape what gets taught. Students often show more courage than the institution itself, noticing what faculty fear discussing in courses labeled “Race,” “Ethnicity,” or “People of Color” history. You all know the classes. LOLFIVE WAYS STUDENTS CAN OBSERVE, TAKE NOTES, AND NOTICE FEAR IN STAFF/INSTRUCTORS1. Track Topic Avoidance Students note when instructors skip, rush, or redirect discussions about controversial leaders, racial violence, or institutional bias. These moments expose patterns of avoidance and institutional fear.2. Analyze Language, Tone, and Body Cues Students listen for hedging phrases (“that’s complicated,” “we don’t have time”), nervous laughter, sudden tone shifts, or physical discomfort. These signals reveal fear of addressing real racial issues.3. Observe Student Reactions Students document who leans in, who withdraws, who challenges, and who looks disappointed. These reactions highlight how student courage often exceeds faculty courage.4. Compare Course Materials to What’s Missing Students review syllabi, readings, and lectures to see what is emphasized versus what is excluded—controversial Black leaders, antisemitism, systemic bias, or state violence. Absences reveal institutional fragility.5. Reflect on Patterns Over Time Students summarize recurring behaviors: avoidance, redirection, discomfort, or openness. These patterns show how fear shapes the classroom climate and how real learning requires discomfort.FACULTY UNDER OBSERVATIONInstitutional Responsibility & Harmful Rhetoric Some instructors argue universities must confront statements that may perpetuate prejudice, raising concerns about student impact and community relations. They emphasize caution, context, and historical sensitivity.Selective Outrage & Racialized Standards Others argue controversial Black leaders are scrutinized differently and that institutions avoid difficult racial topics. They challenge inconsistencies in how “harm” is defined and enforced.WHY THIS EPISODE MATTERS“Many instructors (including Black) fear this podcast because it tackles the subjects their courses avoid. Students want real conversations. Some faculty avoid the discomfort real learning demands. The Black College Achievers Podcast creates the space they won’t.”Metro State Black College Achievers Podcast Where students confront the conversations institutions tiptoe around. I don't ask the college to validate and/or support this podcast. We don't need consent to be Black and achieve. “Can I get an Amen.”Comments to: [email protected]

Submit Your Answers To; [email protected] Lesson PlanThesis: Institutions claim to judge applicants “fairly,” yet background checks and racial bias shape who is seen as a risk, who is forgiven, and who is hired.Learning ObjectivesObjective 1: Students will explain how HR interprets a DUI vs. a layoff during hiring. Example: A student states that a DUI is labeled a “behavioral risk,” while a layoff is viewed as “economic hardship,” even if both applicants are homeless.Objective 2: Students will analyze how race historically influenced hiring outcomes beyond qualifications. Example: A student explains that white applicants often received more callbacks than Black applicants with equal or stronger records.Learning OutcomesOutcome 1: Students can identify how “risk” is socially constructed in hiring. Example: A student notes that HR flags a DUI for liability but does not flag a layoff, even though both applicants need stable income.Outcome 2: Students can connect the scenario to historical racial hiring patterns. Example: A student cites research showing Black applicants with clean records were rejected at higher rates than white applicants with criminal records.5E Learning ModelEngage: Present the scenario: John (DUI + eviction) and Bill (layoff + eviction) applying for the same custodial job. Ask: “Who gets hired—and why?”Explore: Students compare HR interpretations of “risk,” then examine résumé‑callback studies showing racial disparities.Explain: Class discusses how background checks appear neutral but are interpreted through racialized assumptions about reliability and danger.Elaborate: Students rewrite the hiring decision as if both applicants were Black, then as if both were white, analyzing how race shifts institutional judgment.Evaluate: Students produce a three‑sentence explanation of how background checks and race interact to shape hiring outcomes.Assessment (1 item)Exit Ticket: “Explain which applicant is more likely to be hired and how race historically influenced similar hiring decisions.”

Order My Book: weusoursluckybooks.comThesis StatementDemocratic institutions after Reconstruction suppressed Black historical achievements while later claiming credit for Black innovations, distorting public memory and civic education.Learning ObjectivesIdentify historical erasure: Students will analyze how Democratic‑controlled school boards and archives omitted Black inventors and soldiers. Example: Examine textbook excerpts excluding Lewis Latimer or Granville T. Woods.Evaluate narrative reclamation: Students will assess modern efforts to restore Black contributions to innovation. Example: Compare Carter G. Woodson’s documentation with current museum exhibits.Learning OutcomesCritical awareness: Students can explain how political power shaped historical narratives. Example: Write a short reflection connecting Reconstruction politics to textbook bias.Restorative engagement: Students propose one method to re‑center Black innovators in curricula. Example: Design a classroom poster honoring Garrett Morgan’s invention.5E Learning ModelEngage: Display the yellow‑black poster; discuss first impressions.Explore: Analyze primary sources showing omission.Explain: Connect findings to political motives.Elaborate: Create mini‑projects restoring erased figures.Evaluate: Conduct a formative reflection on how reclaiming history change's civic identity.BonusClick into the webpage and use one of the codes to redeem my book Relationships: The Power of Illusion. Hurry and claim a code before someone else does. Please do not use more than one code.www.iuniverse.com/en/redeem1060000044144610600000441447106000004414481060000044144910600000441450106000004414511060000044145210600000441453

Send Your Answers To: [email protected] And/or call: 773-809=8594 Lesson Plan: Omitted Histories in College CoursesLearning ObjectivesStudents will identify two major historical events (e.g., human zoos, Black massacres) commonly excluded from college curricula. Example: Students name the 1906 Bronx “human zoo” and the 1921 Tulsa Massacre.Students will explain why higher‑education institutions avoid these topics. Example: Students cite institutional discomfort or political pressure.Learning OutcomesStudents will summarize one omitted event and its significance. Example: A student explains how human zoos shaped global racial hierarchies.Students will analyze one barrier to teaching these events in college. Example: A student argues that universities fear donor or political backlash.5E Learning ModelEngage: Show the podcast image of human zoos and ask: “Why isn’t this in most college textbooks?”Explore: Students skim short summaries of human zoos and Black massacres (scroll to that episode for context). Small groups list what they notice and what’s missing from their prior education.Explain: Class discussion connects omissions to academic gatekeeping, curriculum politics, and institutional image management.Elaborate: Students compare how different universities handle race‑related content and propose what should be included in a complete curriculum.Evaluate (Formative Assessment): Exit Ticket: “Name one omitted event and one reason colleges avoid teaching it.”

Click into the webpage and use one of the codes to redeem my book Relationships: The Power of Illusion. Hurry and claim a code before someone else does. Please do not use more than one code.www.iuniverse.com/en/redeem1060000044144610600000441447106000004414481060000044144910600000441450106000004414511060000044145210600000441453

Tell Another Student About This Podcast and Message LineBlack History Is American History — No Permission RequiredBlack students 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 students, 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 Student About This Podcast and Message Line.Comments: [email protected]

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?”This question forces teachers 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?”Students 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?”This 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?”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: [email protected]; 773-809-8594 or [email protected]

Celebrating 250 Years of Black Patriots in American HistoryBlacks Fought for A Nation That Did Not Always Fight for ThemLesson Plan: 250 Years of Black Military ServiceObjective 1: Students will explain how Black Americans have served in every U.S. war from the Revolution to today. Example: A student identifies the 54th Massachusetts, the Harlem Hellfighters, and the 6888th Battalion and states how each advanced American democracy.Objective 2: Students will evaluate how racism shaped Black veterans’ experiences during and after service. Example: A student explains how Vietnam veterans returned to racial covenants, GI Bill discrimination, and unequal access to housing and education.Learning OutcomesOutcome 1: Students will produce a short written or verbal explanation of how Black service members showed patriotism despite barriers. Example: A student describes how the 54th fought for a nation that denied them equal pay.Outcome 2: Students will connect past discrimination to modern debates about equity and national memory. Example: A student explains how GI Bill exclusion contributed to the racial wealth gap still visible today.Student Challenge (Instructor Must Complete)Students challenge the instructor to identify one overlooked Black military figure or unit not covered in class and explain their contribution in under 60 seconds. If the instructor cannot answer, students choose the next figure or topic for class exploration.5E Learning ModelEngage: Students examine images of Black soldiers from the Revolution, Civil War, WWI, WWII, Vietnam, and modern conflicts. Prompt: “What patterns do you see across time?”Explore: Students rotate through stations on the 54th Massachusetts, Harlem Hellfighters, Tuskegee Airmen, the 6888th, and Vietnam veterans facing discrimination.Explain: Students share findings. Instructor clarifies themes: service in every war, racism in the ranks, denied benefits, and the contradiction between service and citizenship.Elaborate: Students respond to: “How does recognizing 250 years of Black service change our understanding of American democracy?” They must use two historical examples.Evaluate (Formative Assessment): Exit Ticket:Name one Black military unit or figure and explain their contribution.Describe one form of discrimination Black veterans faced and its impact.Order My Book: www.weusoursluckybooks.comContact; 773-809-8594 or [email protected]

Order My Book: weusoursluckybooks.comTo Be A Guest On This Podcast Call; 773-809-8594

Order My Book: www.weusoursluckybooks.comMr. Lucky,Master of Advocacy and Political Leadership (M.A., MAPL)Graduate Student, M.S., School of Urban EducationHost, Metro State Black College Achievers PodcastGuests Wanted: Students are welcomed to share on this podcast. Call 773-809-8594

Comments to: [email protected] intelligence is no longer just a tool—it’s a force reshaping the very structure of employment. From streamlining operations to replacing entire departments, AI is driving layoffs and workforce reductions across major industries. In this episode, I try to provide how employees can respond strategically.Guests Wanted: Students are welcomed to share on this podcast. Call 773-809-859Mr. Lucky, Master of Advocacy and Political Leadership (M.A., MAPL)Graduate Student, M.S., School of Urban EducationHost, Metro State Black College Achievers Podcast

Lesson Plan: Black Studies & Voice — Featuring Dr. James A. RobinsonLearning Objective (1)For the Worksheet That Goes with This Lesson Plan email: [email protected] 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 ModelEngagePlay a 30–45 second clip from the Metro State Black Student Achievers Podcast. Ask: Whose voices are centered here? Why does that matter?ExploreStudents 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.ExplainStudents answer: What is Black Studies? Where is it learned? They use evidence from Robinson’s research AND the podcast’s storytelling.ElaborateStudents 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.”

Order My Book: weusoursluckybooks.comLOGIC MODEL: Using Opposition to SucceedProgram Goal: Equip students, graduates, and emerging leaders to convert opposition—negative people, “isms,” doubt, and resistance—into motivation, strategy, and personal advancement.InputsPersonal experiences with oppositionSupportive peers and mentorsLeadership frameworks (task, transformational, servant, adaptive)Historical examples (Tubman, Hamer, Malcolm X, Dr. King)Self‑reflection and disciplineAwareness of haters, prejudices, and systemic barriersActivitiesIdentify sources of opposition and categorize them (ignore vs. use)Reframe negative messages into action questions (“What CAN I do?”)Practice leadership strategies that anticipate resistanceStudy historical leaders who turned pressure into purposeConvert critics’ words, jealousy, and actions into strategic fuelTeach students to transform discouragement into momentumOutputsExamples showing how opposition becomes usableStudent‑created strategies for responding to haters and “isms”Leadership plans built around resistanceReflection statements on how opposition reveals potentialTools for turning negativity into progressShort‑Term OutcomesStudents recognize opposition as material, not a barrierIncreased confidence when facing discouragementAbility to ignore unproductive criticsAbility to convert negative messages into strategic actionLong‑Term OutcomesStronger leadership identityGreater resilience in college, career, and entrepreneurshipAbility to build more from opposition than from agreementStrategic use of resistance to amplify goals and messageTransformation of opposers into unintentional contributors to successImpactLearners adopt the mindset that opposition is not the enemy—it is the material. Motivation is the builder. Strategy is the result. They grow from supporters but rise by converting resistance into power.AssumptionThis model assumes that students and leaders are willing to reflect honestly, confront discomfort, and apply disciplined action. It also assumes that opposition—whether rooted in jealousy, prejudice, or fear—can be reframed and repurposed into constructive energy when guided by intentional leadership.Contact: 773-809-8594 0r [email protected]

See My Book: www.weusoursluckybooks.comContact Dr. Greason; [email protected] Graphic History of Hip Hophttps://www.graphichistorycompany.com/graphichistoryofhiphopLesson Plan: Reimagining Communities through Afrofuturism and Economic Justice(Based on themes from WalterDGreason.com)OverviewDr. Walter D. Greason’s work blends history, economics, Afrofuturism, and digital innovation to show how communities can rebuild themselves through cultural preservation and creative problem‑solving. His projects demonstrate how understanding the past helps us design a more just future.Learning ObjectivesStudents will analyze how Afrofuturism and historic preservation can transform vulnerable communities. Example: Students review Greason’s Eatonville preservation work and explain how protecting cultural history strengthens community identity.Students will evaluate how digital innovation can promote racial and economic equity. Example: Students explore The Graphic History of Hip Hop and identify how technology communicates social justice messages.Learning OutcomesStudents will demonstrate understanding of interdisciplinary approaches to community uplift. Example: Students create a short presentation connecting Afrofuturism to a local urban renewal effort.Students will apply Greason’s model of cultural preservation to propose solutions for modern issues. Example: Students design a mini‑plan to revitalize a local landmark using digital storytelling.5E Learning Model (Student‑Friendly Version)Engage — Get CuriousStudents watch a short clip or explore images from Greason’s Eatonville project. They discuss: “Why does preserving history matter for our future?”Explore — Investigate the IdeasStudents work in small groups to explore one of Greason’s projects (Eatonville, Gallier House, Graphic History of Hip Hop). They take notes on how history, art, and economics connect.Explain — Make MeaningThe teacher breaks down how Afrofuturism, economics, and cultural design work together. Students share what they discovered and connect it to real‑world community issues.Elaborate — Apply What You LearnedStudents create a digital poster, short essay, or mini‑proposal showing how they would preserve or redesign a local space using Greason’s principles.Evaluate — Show What You UnderstandStudents reflect on how creative history can inspire social change. They share their ideas with peers and give feedback.Formative AssessmentReflection Journal Prompt:How does Afrofuturism help us imagine better communities?What lessons from Dr. Greason’s work could help improve your city or school?To Be a Guest on This Podcast Email: [email protected]

Request A Song at 773-809-8594Student: Lisa's RequestLesson Plan: “Better Days — Hope Beyond Present Pain”Learning ObjectiveYou and your family will understand how faith provides hope during adversity, using Romans 8:18 and the song Better Days as real‑life examples.Example: After listening to the song, you and your family point out lyrics that show perseverance, hope, or trust in God’s future promises.Learning OutcomeYou and your family will be able to explain how spiritual endurance transforms suffering into strength, connecting Romans 8:18 to your own life experiences.Example: A family member might say, “Romans 8:18 reminds me that what we’re going through now is temporary — God has something better ahead.”Mini‑Lesson Flow (5E Model)EngagePlay Better Days by Le’Andria Johnson. Ask: “What part of this song speaks to you the most?”ExploreRead Romans 8:18 together. Discuss: “What does this verse say about our struggles?”ExplainConnect the verse to the song: Both teach that present pain cannot cancel future glory.ElaborateYou and your family share examples of times you pushed through hardship and later saw God’s purpose or blessing.Evaluate (Formative Assessment)Each person writes or says a short reflection answering:“How does Romans 8:18 help you understand the message of Better Days?”You check for:Clear explanationConnection to scripturePersonal insightOrder My Book: www.weusoursluckybooks.com

Order My Book: www.weusoursluckybooks.comMetro State Black College Achievers PodcastPositioning Black Scholarship Within the National Black Studies Podcast LandscapeThe Metro State Black College Achievers Podcast strengthens and expands the presence of Black Studies in the Twin Cities and nationwide by centering Black student voice, Black scholarship, and Black community life. Rooted in the intellectual traditions of Black Studies and aligned with Metro State University’s commitments to diversity, equity, inclusion, and anti‑racism, it bridges academic knowledge and community empowerment.Within the national landscape, the podcast complements scholarly platforms such as the Black Studies Podcast featuring Dr. André Carrington and Dr. Imani Perry. While national shows document the history and theory of the discipline, Metro State’s podcast cultivates the next generation of Black scholars, leaders, and critical thinkers. Together, they form a complete ecosystem—one preserving the tradition, the other developing those who will carry it forward.Our mission is to create a community‑centered, learner‑centered, and empowerment‑centered space where Black students, educators, and community leaders share stories, research, and lived experiences. We believe Black students are producers of knowledge whose voices are essential to the future of Black Studies. Through interviews, historical modules, culturally responsive lesson plans, and conversations grounded in truth‑telling and liberation, the podcast activates Black Studies as both academic discipline and community practice.Commitments: • Amplify Black student voices as essential contributors to the discipline. • Highlight Black scholarship across generations—from emerging thinkers to established experts. • Provide educational tools for teachers, parents, and community organizations. • Strengthen community connections through culturally grounded storytelling. • Expand access to higher education by showcasing Black academic excellence. • Build a future pipeline of Black scholars, educators, and leaders.This podcast is more than a platform—it is a living archive, a teaching tool, and a community resource. It is where Black Studies lives, breathes, and grows.Across the country, national Black Studies podcasts preserve the intellectual foundations of the field. The Metro State Black College Achievers Podcast stands in direct conversation with that tradition but does something distinct and urgently needed. It reaches Black youth in churches, barbershops, recreation centers, charter schools, and community spaces—connecting scholarship to everyday life. It teaches, lives, and activates Black Studies through community engagement.Grounded in the belief that Black Studies is not just an academic field but a practice of liberation and truth‑telling, this podcast carries forward a discipline born from struggle and sustained by community. Each episode invites listeners into a national movement—hearing voices that will shape the next chapter of Black Studies and witnessing the creation of a new archive rooted in lived experience, scholarship, and possibility.This is the Metro State Black College Achievers Podcast. Where Black Studies lives, breathes, and grows. Where the next generation of Black scholars begins.Mr. Lucky, M.A., MAPL | M.S. Urban Education Student Host, Metro State Black College Achievers Podcast.To be a guest on the podcast email: [email protected]

[email protected] Easy Way to Challenge Job‑Related Bias and Low ExpectationsPurposeTo help participants recognize and challenge workplace bias, microaggressions, and low expectations through humor, transparency, and confidence—without confrontation or loss of professionalism.Learning ObjectivesBy the end of this session, participants will be able to:Identify subtle forms of workplace bias and low expectations that appear as “compliments,” jokes, or DEI‑related comments. Example: Recognizing phrases like “You’re lucky to be here” or “We needed diversity” as coded bias.Apply humor and transparency as tools to disarm bias and expose projection. Example: Suggesting the “Transcript Transparency Challenge” as a playful way to level the field.Demonstrate professional confidence rooted in earned experience and qualifications. Example: Responding to bias with calm facts—“I’ve been doing this work for 15 years across schools and juvenile justice systems.”Lesson Flow1. Opening (5 minutes)Display the sign: “Easy Way to Challenge Job‑Related Bias and Low Expectations.” Ask participants: “What does this phrase mean to you? Where have you seen low expectations show up at work?”Encourage quick responses—keep tone light but real.2. Mini‑Lesson (10 minutes)Explain that bias often hides behind humor or “casual” comments. Discuss how transparency and humor can flip the power dynamic.Example Discussion Points:“You’re only here because of DEI” → reveals insecurity, not truth.“We lowered the bar for you” → projection of someone else’s fear of comparison.“You’re so articulate” → coded surprise at competence.Show how humor can expose bias without hostility:“Let’s all post our transcripts in the break room—celebrate everyone’s academic journey!”The laughter opens space for reflection.3. Activity (10 minutes)Role‑Play: Participants act out short workplace scenarios involving bias or low expectations. Each group practices responding with humor and professionalism.Example: A colleague says, “You’re lucky DEI opened doors.” Response:“Maybe! But I’ve been opening doors for myself since before DEI had a budget.”Encourage creativity and laughter while reinforcing dignity.4. Reflection (5 minutes)Ask: “What happens when we respond with humor instead of anger?” “How does transparency shift power?” “How can we protect our peace while still challenging bias?”Participants share insights.Expected OutcomesParticipants recognize bias and projection in workplace interactions.Participants gain confidence using humor and transparency to respond.Participants leave with a clear sense of earned worth and professional legitimacy.Cool Closing Strategy: “You Earned Your Way”End with a group affirmation:“I earned my way here. My work speaks louder than anyone’s assumptions.”Invite participants to say it aloud together. Then challenge them to post their own credentials proudly—not to prove worth, but to remind others that excellence is not accidental.Participants write one short reflection:Describe a time they faced bias or low expectations.Explain how they could use humor or transparency to respond next time.

Order my book: www.weusoursluckybooks.comShort Lesson Plan: Nonprofit Majors Beware — Understanding Fraud PreventionThesis (Context for Instructor Use)Ethical vigilance is essential in nonprofit and public‑service careers; students must learn to recognize fraud risks and practice integrity in all organizational settings.Learning Objectives Objective 1: Students will identify common indicators of fraud within nonprofits or public agencies. Example: Students list red flags such as vague invoices, single‑person financial control, or unexplained budget changes.Objective 2: Students will explain strategies employees can use to avoid participating in fraud. Example: Students describe actions like documenting decisions, refusing to sign unclear forms, or reporting irregularities.Learning OutcomesOutcome 1: Students will analyze a scenario and correctly point out at least three fraud risks. Example: Given a case study, students highlight issues like falsified attendance sheets or unverified service delivery.Outcome 2: Students will propose two ethical responses to a workplace situation involving pressure to falsify data. Example: Students suggest declining the request and reporting the issue to compliance staff.5E Learning ModelEngage: Show students a headline about recent Minnesota nonprofit fraud cases. Ask: “Why do you think fraud happens even in mission‑driven organizations?”Explore: Students review a short scenario describing questionable financial practices. In pairs, they identify potential red flags.Explain: Instructor clarifies common fraud patterns (double billing, fake invoices, misuse of grant funds) and introduces prevention strategies.Elaborate: Students apply the 10 fraud‑prevention practices (from previous section) to redesign the scenario into an ethical, compliant workflow.Evaluate: Students share their redesigned workflow and explain how their changes prevent fraud.Formative AssessmentExit Ticket: Students answer:“What is one red flag that signals possible fraud?”“What is one action you can take to avoid being part of fraud in any workplace?”Contact: [email protected]

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My Shameless Plug-Order My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930My Ms. Arthur Leadership Lesson PlanLeadership Lesson Plan: The Leadership of Virginia “Ginny” Arthur, JDLearning ObjectivesStudents will identify two core leadership principles demonstrated by President Virginia “Ginny” Arthur.Students will analyze how her leadership advances equity, social mobility, and student-centered decision-making.Learning OutcomesStudents will explain how Arthur’s leadership philosophy aligns with servant, task, and transformational leadership.Students will apply one of her leadership strategies to a real-world educational or community scenario.5E Learning Model1. ENGAGEShow a brief profile of President Virginia “Ginny” Arthur.Ask: “What qualities must a university president possess to lead a diverse, first‑generation student population?”Students share quick impressions.2. EXPLOREStudents examine short excerpts or summaries of Arthur’s leadership work:Social mobility achievementsDiversity and inclusion initiativesHer philosophy: “Ask students what problem they want to solve.”Small groups identify patterns in her leadership style.3. EXPLAINInstructor connects Arthur’s actions to three leadership frameworks:Servant Leadership: Centering students, equity, and community needsTask Leadership: Operational excellence, academic innovation, measurable outcomesTransformational Leadership: Vision-driven change, inspiring faculty and studentsStudents explain which framework best fits her leadership and why.4. ELABORATEStudents apply Arthur’s leadership approach to a scenario: “Metro State wants to increase first‑generation student retention by 15%. Using Arthur’s leadership style, what steps would you take?”Groups create a short action plan using her principles.5. EVALUATEStudents complete a quick reflection:“Which of Arthur’s leadership traits do you want to strengthen in your own practice?”Instructor uses a 3‑question exit ticket to assess understanding.To be a guest on the podcast call 773-809-8594 Mr. Lucky (MAPL).

DO NOT ALLOW COLLEGE INSTRUCTORS TO DO THE SAME See My Lesson Plan BelowComments call: 773-809-8594Black 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 RevolutionPresented 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 OutcomesBy 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.🧪 AssessmentFormative: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)

"“Avoiding Black massacres fuels campus fragility, deepens division, and blocks the honest dialogue required for real unity and justice, making a mockery of the college mission, vision, and anti‑racism page in courses dealing with race, psychology, education, social work, and other social studies.” Mr. LuckyAsk For My PowerPoint: [email protected] avoidance of Black massacres reflects a broader pattern of fragility that prioritizes emotional comfort over historical truth, ultimately undermining students’ right to an honest and complete American history.Short Lesson Plan: Truth, Fragility, and Historical AccountabilityLesson Focus:How “colorblindness,” fragility, and historical denial prevent unity — using Black Massacres = Today’s Unity as the anchor text.Learning Objective 1Students will analyze how claims of “colorblindness” function as a form of fragility rather than unity. Example: A student explains how ignoring race on campus erases lived Black experiences and protects the comfort of those who avoid discussing racism.Learning Objective 2Students will evaluate why confronting historical events such as Black massacres is essential for genuine unity. Example: A student connects a specific massacre (e.g., Tulsa 1921) to modern conversations about racial justice and community healing.Learning Outcome 1Students will be able to explain why “truth is not divisive” using evidence from historical events. Example: A student states, “Discussing the Colfax Massacre doesn’t divide us — it exposes the roots of inequality so we can address it together.”Learning Outcome 2Students will compare the ‘stop talking about racism’ mindset to the cancer analogy and articulate why silence is harmful. Example: A student writes, “Ignoring racism is like ignoring cancer — silence allows it to spread.”Discussion‑Based AssessmentPrompt: In small groups, discuss the following: “How does acknowledging painful historical truths create more unity than pretending we are colorblind?” Students must reference:one massacre from the map,the fragility/colorblindness concept, andthe cancer analogy.The assessment is complete when each student contributes a spoken or written response demonstrating understanding of the lesson’s objectives and outcomes.To be a guest on this podcast email: [email protected]. Lucky — Social Studies Teacher, currently completing my second master’s degree in Urban Education

To be a guest on the podcast email: [email protected]

To be a guest on the podcast email: [email protected]

To be a guest on the podcast email: [email protected]

To be a guest on the podcast email: [email protected]

To be a guest on the podcast email [email protected]

To be a guest on the podcast email [email protected]

To be a guest on the podcast email [email protected]

Click into the webpage and use one of the codes to redeem my book Relationships: The Power of Illusion. Hurry and claim a code before someone else does. Please do not use more than one code.www.iuniverse.com/en/redeem1060000044144610600000441447106000004414481060000044144910600000441450106000004414511060000044145210600000441453Thesis Statement: Black social workers from 2000–2026 reshaped child welfare, mental health, and justice systems through culturally grounded, equity‑centered practice.Learning Objectives (with examples)Objective 1: Students will explain how Black social workers influenced child welfare reform. Example: A student describes how Joyce James’ disproportionality model changed CPS decision‑making.Objective 2: Students will identify major areas where Black social workers expanded mental health equity. Example: A student explains how Black clinicians increased access to culturally competent therapy during COVID‑19.Learning Outcomes (with examples)Outcome 1: Students will summarize one policy or practice change led by Black social workers between 2000–2026. Example: A student writes a short paragraph on the rise of kinship care advocacy.Outcome 2: Students will connect a modern social issue to a contribution made by Black social workers. Example: A student links school‑based trauma programs to post‑2016 racial justice work.5E Learning ModelEngageShow a brief scenario: “A Black family is involved with CPS. What factors should a culturally competent social worker consider?” Students share quick reactions.ExploreStudents review short profiles of leaders (e.g., Joyce James, Mit Joyner, NABSW). Small groups identify patterns in their work: equity, cultural grounding, policy reform.ExplainTeacher clarifies key contributions from 2000–2026:Child welfare disproportionality workMental health equity expansionReentry and justice reformCOVID‑19 community response Students connect these to their earlier observations.ElaborateStudents choose one contribution and apply it to a modern issue (school trauma, policing, mental health access, foster care). They explain how the contribution improves outcomes for Black families.EvaluateStudents complete a short written reflection: “What is one lasting impact Black social workers made between 2000–2026, and why does it matter today?”Formative AssessmentQuick Check (Exit Ticket): Students answer two prompts:1. Name one Black social worker or organization and describe their contribution.2. Explain how that contribution influences a current social issue.This verifies understanding of objectives, outcomes, and application.Comments and/or to be a guest call 773-809-8594

The first 5 people to email will get a copy of my book [email protected] Biologists: Excellence Against Every BarrierLesson Plan: Black Biologists Who Shaped American ScienceLesson TitleBlack Biologists: Pioneers of Discovery, Excellence, and Scientific LeadershipThesis StatementBlack biologists have shaped the foundations of American science—from cell biology to ecology—despite exclusion from laboratories, universities, and scientific institutions. Their achievements prove that Black excellence is not an exception but a tradition.Learning Objectives1. Students will identify major contributions of Black biologists across different scientific fields (cell biology, botany, zoology, ecology, neuroscience).o Example: Students explain Ernest Everett Just’s breakthroughs in cell fertilization.2. Students will analyze how systemic barriers shaped the careers of early Black scientists and how they still achieved excellence.o Example: Students compare Roger Arliner Young’s challenges in graduate school with modern STEM barriers.Learning Outcomes1. Students will create a chronological timeline showing at least five Black biologists and their scientific contributions.o Example: Students place Just (1910s), Turner (1920s), Young (1930s), and modern scientists like Angeline Dukes (2020s).2. Students will write a short reflection on how one biologist’s journey inspires their own academic or career goals.o Example: A student connects Dr. Warren Washington’s climate modeling to their interest in environmental justice.5E Learning ModelEngageShow students photos of early 1900s labs and ask: “Who was allowed to do science in these rooms—and who wasn’t?”ExploreStudents rotate through stations with short bios of Black biologists and identify each scientist’s field and discovery.ExplainFacilitate a discussion on how these scientists advanced biology despite segregation, underfunding, and exclusion.ElaborateStudents connect each biologist’s work to a modern scientific issue (climate change, genetics, neuroscience, ecology).EvaluateStudents complete a formative assessment (below).Assessment Tool (Formative)Exit Ticket: Students answer in 3–4 sentences:“Which Black biologist stood out to you and why? How does their work connect to science today?”Mr. Lucky — Social Studies Teacher, currently completing my second master’s degree in Urban Education

"“Avoiding Black massacres fuels campus fragility, deepens division, and blocks the honest dialogue required for real unity and justice, making a mockery of the college mission, vision, and anti‑racism page in courses dealing with race, psychology, education, social work, and other social studies.” Mr. Lucky Ask For My PowerPoint: [email protected] Lesson Plan: Truth, Fragility, and Historical AccountabilityLesson Focus:How “colorblindness,” fragility, and historical denial prevent unity — using Black Massacres = Today’s Unity as the anchor text.Learning Objective 1Students will analyze how claims of “colorblindness” function as a form of fragility rather than unity. Example: A student explains how ignoring race on campus erases lived Black experiences and protects the comfort of those who avoid discussing racism.Learning Objective 2Students will evaluate why confronting historical events such as Black massacres is essential for genuine unity. Example: A student connects a specific massacre (e.g., Tulsa 1921) to modern conversations about racial justice and community healing.Learning Outcome 1Students will be able to explain why “truth is not divisive” using evidence from historical events. Example: A student states, “Discussing the Colfax Massacre doesn’t divide us — it exposes the roots of inequality so we can address it together.”Learning Outcome 2Students will compare the ‘stop talking about racism’ mindset to the cancer analogy and articulate why silence is harmful. Example: A student writes, “Ignoring racism is like ignoring cancer — silence allows it to spread.”Discussion‑Based AssessmentPrompt: In small groups, discuss the following: “How does acknowledging painful historical truths create more unity than pretending we are colorblind?” Students must reference:one massacre from the map,the fragility/colorblindness concept, andthe cancer analogy.The assessment is complete when each student contributes a spoken or written response demonstrating understanding of the lesson’s objectives and outcomes.To be a guest on this podcast email: [email protected]. Lucky — Social Studies Teacher, currently completing my second master’s degree in Urban Education

Click into the webpage and use one of the codes to redeem my book Relationships: The Power of Illusion. Hurry and claim a code before someone else does. Please do not use more than one code.www.iuniverse.com/en/redeem1060000044144610600000441447106000004414481060000044144910600000441450106000004414511060000044145210600000441453

Order My Book: www.weusoursluckybooks.com Lesson Plan: Practicing Black Scholarly ExcellenceMr. Lucky-Social Studies TeacherThesis Statement: Black Scholarly Excellence is practiced through disciplined habits that strengthen identity, agency, and academic power.Learning Objectives (with examples)Students will identify key habits of Black Scholarly Excellence by analyzing the Seven Directives. Example: A student explains how arriving 20 minutes early helps them build rapport with instructors and reduces anxiety before class begins.Students will demonstrate how disciplined behaviors build agency by connecting directives to real situations. Example: A student describes how attending office hours weekly helped them clarify confusing assignments and improve grades.Learning Outcomes (with examples)Students will articulate how preparation shapes academic identity, shown through written or verbal responses. Example: A student writes, “Reading before class allows me to lead discussions instead of reacting to them.”Students will apply at least two directives to their own routines, demonstrated through a personal plan. Example: A student commits to rewriting notes within 24 hours and submitting assignments 48 hours early.How Students Hold Instructors AccountableUse office hours strategically: Bring specific questions, request clarification, and document responses. Example: “Professor, last week you said the rubric would be updated. Can you confirm when it will be posted?”Request transparency: Ask for clear grading criteria, timelines, and expectations. Example: “Can you show an example of what an ‘excellent’ response looks like for this assignment?”Follow up in writing: Email instructors after conversations to create a record. Example: “Thank you for meeting today. I’m confirming that my revised due date is April 22.”5E Learning ModelEngageStudents view the Seven Directives poster and respond to: “Which directive would change your academic life the fastest?”For the poster email: [email protected] analyze short scenarios (e.g., a student who never rewrites notes) and match each scenario with the directive that would improve the outcome.ExplainStudents discuss how each directive represents Black Scholarly Excellence—discipline, preparation, and cultural agency. Teacher clarifies how these habits shift academic identity.ElaborateStudents create a two‑directive action plan explaining how each habit will strengthen their academic presence and how they will hold instructors accountable.Evaluate (Formative Assessment)Students write a one‑paragraph reflection answering: “How will practicing Black Scholarly Excellence change the way I show up and advocate for myself in academic spaces?” Teacher checks for understanding, clarity, and application.Comments: [email protected] or 773-809-8594

“As of the date of this episode, we have over four thousand downloads.”Order My Book: www.weusoursluckybooks.comLesson Plan: From Classrooms to Community — What I Can DoGrade Level: 7–12Length: 20–30 minutesTheme: Agency, resilience, and self‑determinationCore Quote: “During struggles, always ask what I can do—never what I can’t do.” — Lucky1. Learning ObjectivesStudents will be able to:Identify how focusing on “what I can do” builds momentum, confidence, and problem‑solving skills.Apply the “can‑do” mindset to real academic, social, or personal challenges they face.2. Learning OutcomesBy the end of the lesson, students will:Outcome 1: Describe a struggle they’ve experienced and name at least one action they can take to move forward.Example: “I’m behind in math, but I can ask for help after school.”Outcome 2: Demonstrate the ability to reframe negative thinking by turning a “can’t” statement into a “can” statement.Example: “I can’t afford college” becomes “I can explore scholarships, grants, and community programs.”3. Mini‑Lesson (Teacher Script – 3 minutes)“Struggle is not a sign of weakness. It’s a sign that you’re growing. When challenges hit, most people ask, ‘What can’t I do?’ That question builds walls.But when you ask, ‘What can I do?’ you open doors. You activate your power, your creativity, and your next step. This mindset is how students become achievers — in high schools, recreation centers, churches, and every community space that believes in you.”4. Activity: “Flip the Script” (10 minutes)1. Give students a list of common struggle statements:“I can’t pass this class.”“I can’t focus.”“I can’t see myself in college.”“I can’t change my situation.”2. Students rewrite each one into a can‑do action:“I can ask for tutoring.”“I can put my phone away during work time.”“I can explore majors that fit me.”“I can take one step today.”3. Invite 2–3 volunteers to share.5. Community Connection (3 minutes)Teacher says:“High schools, recreation centers, and churches are not just buildings — they are launchpads. They are places where adults invest in you, believe in you, and help you see what you can do. This is why the Metro State Black Student Achievers Podcast exists: to show you real students who chose action over limitation.”6. Formative Assessment (Quick Check – 2 minutes)Students complete one prompt:“One struggle I’m facing is ____. One thing I can do about it is ____.”Teacher collects or has students share aloud.7. Closing Affirmation (Teacher Reads Aloud)“Struggles don’t define you. Your next step does. Ask what you can do — and watch your life move.”Contact: 773-809-8594 DO NOT TEXT

Order my Book: www.weusoursluckybooks.com“Race‑based trauma can distort self‑perception, teaching people to internalize harmful hierarchies. Chronic exposure to racism can make ‘Black as low’ and ‘white as high’ feel normal. The Clark doll experiment showed how children absorbed these false racial value messages early.”Watch This Black Doll, White Doll Experiment https://youtu.be/PZryE2bqwdk?si=xwp9pAGVc6SSDzwEThesis StatementRace is a social construct designed to assign superiority to whiteness and inferiority to Black and Brown people; by understanding how these roles are created, taught, and enforced, students can step outside assigned identities and reclaim personal power.Learning Objectives (with Examples)Students will explain how the race construct and linguistic racism shape beliefs about superiority and inferiority. Example: A student explains how calling Black English “improper” and white speech “professional” reinforces racial hierarchy.Students will identify examples of internalized racial roles and describe what it means to step outside those roles. Example: A student identifies doubting their intelligence in white spaces as internalized inferiority and describes speaking confidently as stepping outside that role.Learning Outcomes (with Examples)Students articulate at least two ways society teaches Black/Brown inferiority and white superiority. Example: A student writes: “People assume white leadership is more legitimate” and “Black students are labeled ‘aggressive’ for the same behavior white students show.”Students describe one personal or observed example of stepping outside an assigned racial role. Example: A student shares how they challenged a teacher’s low expectation by advocating for placement in an advanced class.5E Learning ModelEngageStudents respond to a scenario: a Black student choosing a white dentist because “they’re probably better.” Students journal where this belief comes from.ExploreGroups examine examples of internalized inferiority, superiority, and linguistic racism (e.g., assuming white programs are “more legitimate,” calling Black communication “unprofessional”).ExplainTeacher defines the race construct, linguistic racism, and assigned roles. Students connect definitions to the examples they explored.ElaborateStudents discuss what happens when people step outside assigned roles—Black/Brown students reclaiming voice, white students releasing superiority, classrooms shifting toward shared power.EvaluateStudents write a short reflection naming one assigned racial role they’ve seen and one way stepping outside that role creates personal or collective power.Mr. Lucky-Social Studies Teacher Comments: 773-809-8594

Oder my book www.weusoursluckybooks.comLesson Plan: The No‑Handout asking to Validate Black Mindset Thesis Statement Excellence requires self‑sufficiency, discipline, and personal responsibility; students who reject dependency and embrace independent effort strengthen their voice, their credibility, and their long‑term success.Learning ObjectivesStudents will explain the concept of a no‑handout mindset Example: A student can describe how self‑funding a project increases ownership and credibility.Students will identify how freedom of speech protects independent student work Example: A student can point to campus policies that allow student‑run podcasts or organizations to operate without institutional funding.Learning OutcomesStudents articulate why independence strengthens academic identity. Example: A student explains how relying on personal discipline rather than external validation builds long‑term confidence.Students connect historical struggles for free expression to modern student voice. Example: A student references how movements from the American Revolution to the Civil Rights Movement shaped today’s expressive rights.Formative Assessment (Research‑Based)Quick Reflection Card Students write a 3–4 sentence response to: “How can adopting a no‑handout mindset improve your academic excellence and personal leadership?” Instructor checks for clarity, connection to lesson themes, and evidence of critical thinking.To be a guest on the podcast email [email protected] or call773-809-8594

Give the best time to call [email protected] my book at www.weusoursluckybooks.com

Get a copy of my book www.weusoursluckybooks.com To be a guest on the podcast to share your positivity call 773-809-8594.Lesson Plan — Black Excellence in Every MajorThesis StatementBlack excellence is not confined to one field; it is the disciplined pursuit of purpose, leadership, and impact in any major — business, STEM, arts, law, education, or trades. Every student can achieve greatness through commitment and vision.Learning Objectives (with examples)Students identify examples of Black excellence across multiple majors. Example: A business major names Ursula Burns; a science major names George Washington Carver; an arts major names Alvin Ailey.Students explain how discipline and purpose drive achievement. Example: Students discuss how consistent study habits or internships build long‑term success.Students reflect on how their own major can become a pathway to leadership. Example: A nursing major explains how they can advocate for patient equity.Learning Outcomes (with examples)Students name three fields where Black achievers have made national impact. Example: “Business, engineering, and performing arts.”Students describe one personal strength that supports excellence in their major. Example: “I am detail‑oriented, which helps me in accounting.”Students identify one concrete next step toward academic or career success. Example: “I will meet with an advisor to plan my internship.”5E Learning ModelEngage with a Vision Statement Open with the message that Black excellence exists in every major and invite students to name someone they admire in any field.Explore Real Examples Students examine short profiles of Black achievers across majors to see how diverse excellence looks.Explain Personal Pathways Students connect their major to future leadership by identifying strengths, goals, and opportunities.Elaborate Through Application Students write or discuss one concrete action they can take this semester to move toward excellence.Evaluate Growth and Commitment Students share reflections or exit tickets showing how they will embody excellence in their chosen field.Mr. Lucky-Social Studies Teacher

Queen YasminA student with until 2029 to graduate with a business degree carries a journey of endurance and purpose; like Harriet Tubman on the Underground Railroad, she keeps moving forward, refuses to turn back, and will one day lead others toward their own freedom, opportunity, and success.See my book at www.weusoursluckybooks.comTo be a guest on the podcast and/or to help with my audience research, call and let me know what area you are listening from.773-809-8594

Thesis StatementDr. King’s street sweeper message teaches that dignity is not assigned by status but revealed through excellence, purpose, and self‑respect; when students honor their work, they honor themselves, their community, and the legacy of those who labored before them.Short Lesson Plan — “Excellence as Identity: Dr. King’s Street Sweeper Message”Learning Objectives (with Examples)Students will explain Dr. King’s message that excellence is a form of dignity and resistance. Example: A student explains that sweeping streets “like Michelangelo painted” means every role has worth and deserves honor.Students will analyze how society assigns value to people based on status and how King challenges that hierarchy. Example: A student analyzes how “low‑status” jobs are treated as less important and how King rejects that idea.Learning Outcomes (with Examples)Students articulate how excellence can be an act of self‑respect and community uplift. Example: A student writes that doing their work with pride “pushes back against stereotypes about who is capable or valuable.”Students identify one way they can practice excellence in their own lives regardless of role or circumstance. Example: A student shares that they will approach class assignments with the same seriousness as a job, honoring their future self.Assessment — Centering Human Dignity and Instructor Self‑ReflectionPrompt for Students: Write a short reflection explaining how Dr. King’s street sweeper message challenges society’s assumptions about “important” and “unimportant” people. Connect the message to your own life or community.Instructor Reflection Challenge (Non‑negotiable): Before scoring student work, the instructor must write a brief self‑assessment answering:Where might I unconsciously assign more value to students based on their ascribed status (race, class, language, disability, gender, neighborhood, or perceived ability)?How might those assumptions shape my tone, expectations, or grading?What will I do today to ensure I do not dehumanize any student or treat their effort as less worthy of excellence?This ensures the lesson does not reproduce the very hierarchy Dr. King warned against.Comments: [email protected] or 773-809-8594

Contact Kanisha at: [email protected] mother of three young boys, rising through college to study Alcohol and Drug Counseling, stands as proof that healing begins with courage. Her education is not just a degree—it is a generational breakthrough, showing her sons that strength, service, and purpose can rewrite any story.To be a guest on the podcast call 773-809-8594Mr. Lucky

See The Link/Code Below to Redeem Your Free Book.Click into the webpage and use one of the codes to redeem my book Relationships: The Power of Illusion. Hurry and claim a code before someone else does. Please do not use more than one code.www.iuniverse.com/en/redeem1060000044144610600000441447106000004414481060000044144910600000441450106000004414511060000044145210600000441453

Order My Book: www.weusoursluckybooks.com-Psychology students stand on the shoulders of pioneers who proved that brilliance and perseverance can break every barrier. The stories of Francis Cecil Sumner, Inez Beverly Prosser, and Solomon Carter Fuller remind us that knowledge is not confined by race or circumstance—it is expanded by courage. Their legacy calls today’s students to study with purpose, lead with integrity, and use psychology to heal, uplift, and transform communities.The history of Black psychology in America begins with extraordinary determination against systemic barriers. Dr. Francis Cecil Sumner, known as the Father of Black Psychology, became the first African American to earn a Ph.D. in psychology in 1920 from Clark University. Largely self‑taught due to segregated schooling, Sumner passed special entrance exams, graduated valedictorian from Lincoln University, and later founded the psychology department at Howard University. His work on race, bias, and educational inequality shaped the discipline and mentored scholars like Dr. Kenneth Clark, whose research influenced Brown v. Board of Education.Dr. Inez Beverly Prosser, the first Black woman psychologist, earned her Ph.D. in 1933 from the University of Cincinnati. Her research examined the emotional well‑being of Black children in segregated and integrated schools. Prosser found that Black students often experienced stronger self‑esteem and academic support in all‑Black schools with Black teachers. Her findings informed early civil rights debates about education and remain foundational in educational psychology.Dr. Solomon Carter Fuller, the first Black psychiatrist in the United States, worked directly with Alois Alzheimer in Germany. Fuller’s research advanced understanding of neurodegenerative disease and challenged racist pseudoscience with empirical evidence. Together, these pioneers built the intellectual foundation for Black psychology, opened pathways for future scholars, and reshaped national conversations about race, education, and mental health.Lesson Plan: Trailblazers in Black PsychologyLearning Objectives Students explain who Sumner, Prosser, and Fuller were, using examples of their contributions. Students analyze how their work challenged racial barriers and advanced psychology.Learning Outcomes Students summarize each pioneer’s achievements clearly and accurately. Students connect each figure’s work to civil rights and educational reform.Assessment Students write a short reflection explaining how one pioneer’s work influences modern psychology or education. Responses demonstrate comprehension, historical reasoning, and application.5E Learning ModelEngage Begin with a discussion: “What barriers might early Black scholars have faced in higher education?” Show portraits of Sumner, Prosser, and Fuller to spark curiosity.Explore Students read short biographical excerpts and identify common themes of resilience and innovation.Explain Facilitate a class conversation linking each pioneer’s work to broader social change and civil rights history.Elaborate Students create a mini‑poster or digital slide highlighting one pioneer’s legacy and its relevance today.Evaluate Use the written reflection and group discussion to assess understanding and connection to modern psychology.Help with my audience research. Call and let me know where you are listening from: 773-809-8594

Let me know what you think about this episode. Call 773-809-8594When Black men lift their voices in prayer for their families, their communities, and the struggles facing our people, the atmosphere shifts. Prayer becomes direction, protection, and inner steadiness. It moves obstacles because it strengthens a man’s focus, resolve, and emotional balance. A praying Black man brings brightness into places once marked by fear, confusion, or generational weight. His presence becomes firmer, his choices become wiser, and his leadership draws from a source deeper than circumstance.In moments of celebration and in seasons of hardship, the prayers of Black men weaken forces designed to limit or discourage us. They interrupt despair, break harmful cycles, and create room for healing and hope. This spiritual strength is the same force that carried our ancestors through bondage, segregation, migration, and movement-building. A praying Black man is not passive — he is grounded, steady, and a threat to hopelessness. His prayer lifts families, strengthens neighborhoods, and pushes darkness back where it belongs.Mr. Lucky

See my book at www.weusoursluckybooks.comThesis: End Slavery in Minnesota is a statewide movement working to remove the slavery clause from Minnesota’s Constitution and transform prison labor into a system grounded in dignity, fair wages, and real rehabilitation.Minnesota’s Constitution still permits slavery “as punishment for a crime,” mirroring the 13th Amendment’s exception clause. Because of this language, incarcerated Minnesotans can be forced to work for pennies—often twenty‑five to fifty cents an hour—without the rights or protections granted to every other worker. The End Slavery in Minnesota coalition argues that this is not rehabilitation, but a continuation of a historical system designed to extract labor from people who cannot refuse.Contact: [email protected] movement brings together formerly incarcerated leaders, labor unions, educators, faith communities, and justice‑reform advocates. Their goals are twofold: remove the slavery exception from the state constitution and pass legislation that reclassifies incarcerated people as workers with fair wages, safety protections, and meaningful job training. Supporters argue that ending prison slavery is both a moral obligation and a public‑safety strategy. When people leave prison with no savings, no skills, and no economic stability, the cycle of poverty and re‑incarceration continues. Fair wages and real work opportunities reduce recidivism and strengthen communities.End Slavery in Minnesota positions its work within a broader struggle for human rights and constitutional integrity. By removing the slavery exception and transforming prison labor, the movement seeks to align Minnesota’s laws with its values—affirming that dignity and freedom must apply to every person without exception.Lesson PlanLearning Objectives (with examples)Students will explain the constitutional slavery exception using a concrete exampleExample: Students describe how the phrase “otherwise than as punishment for a crime” allows Minnesota prisons to pay workers $0.25/hour.Students will analyze how forced labor affects re‑entry outcomes using a real scenarioExample: Students examine a case where a person leaves prison with $50 in savings and discuss how that limits housing and employment options.Learning Outcomes (with examples)Students articulate how the exception clause enables forced laborExample: A student writes a short paragraph connecting the constitutional text to current prison work assignments.Students evaluate whether fair wages could reduce recidivismExample: Students cite evidence from the movement to argue how higher wages could support stable re‑entry.5E Learning ModelEngageStudents read the constitutional clause and react to the phrase “except as punishment for a crime.”ExploreStudents examine wage data (e.g., $0.25–$0.50/hour) and compare it to basic living costs.ExplainStudents discuss how the exception clause shapes prison labor practices.ElaborateStudents evaluate proposed reforms and debate whether fair wages improve public safety.EvaluateStudents complete a short-written reflection explaining whether Minnesota should remove the slavery clause and why.Ti be a guest on this podcast call 773-809-8594

Lesson Plan: African Gospel Music & the Power of HopeThesis StatementAfrican gospel music is a spiritual, cultural, and historical force that blends faith, resistance, and community strength; by studying its roots and messages, students discover how music becomes a source of hope, identity, and personal empowerment.Learning Objectives (Student‑Friendly)Students will explain how African gospel music emerged from struggle, faith, and community traditions.Example: A student explains how gospel music carried messages of hope during apartheid or colonial oppression.Students will identify how African gospel music encourages resilience, unity, and personal confidence.Example: A student identifies lyrics or rhythms that uplift, motivate, or build collective strength.Learning Outcomes (With Examples)Students describe at least two historical influences that shaped African gospel music.Example: A student writes that African rhythms, call‑and‑response, and church traditions shaped the sound.Students reflect on how gospel music can inspire courage or emotional healing in their own lives.Example: A student explains how a Soweto Gospel Choir performance makes them feel stronger or more hopeful.5E Learning ModelEngagePlay a short clip of the Soweto Gospel Choir. Students write one sentence describing how the music makes them feel — energized, peaceful, hopeful, or powerful.ExploreStudents rotate through short stations:History of African gospelInstruments and rhythmsApartheid and liberation musicModern gospel groups (e.g., Soweto Gospel Choir) Students jot down patterns they notice.ExplainTeacher connects student observations to key concepts:African musical traditionsGospel as resistanceMusic as emotional and spiritual survival Students discuss why gospel music remains powerful today.ElaborateStudents choose one African gospel song and analyze:What message it sendsHow the harmonies or rhythms create emotionHow the song encourages strength or unity Students share insights in small groups.EvaluateStudents complete a short reflection: “How can African gospel music help people feel empowered, connected, or hopeful today?”See my book at https://www..barnesandnoble.com/w/relationships-the-power-of-illusion-mr-lucky/1149325667?ean=9781663277930Comments and/or to be a guest on this podcast call (do not text) 773-809-8594.

Challengng Teacher's Low ExpectationsShort Lesson Plan — Undoing Racism to Personal PowerThesis StatementRace is a social construct designed to assign superiority to whiteness and inferiority to Black and Brown people; by understanding how these roles are created, taught, and enforced, students can step outside assigned identities and reclaim personal power.Learning Objectives (with Examples)Students will explain how the race construct and linguistic racism shape beliefs about superiority and inferiority. Example: A student explains how calling Black English “improper” and white speech “professional” reinforces racial hierarchy.Students will identify examples of internalized racial roles and describe what it means to step outside those roles. Example: A student identifies doubting their intelligence in white spaces as internalized inferiority and describes speaking confidently as stepping outside that role.Learning Outcomes (with Examples)Students articulate at least two ways society teaches Black/Brown inferiority and white superiority. Example: A student writes: “People assume white leadership is more legitimate” and “Black students are labeled ‘aggressive’ for the same behavior white students show.”Students describe one personal or observed example of stepping outside an assigned racial role. Example: A student shares how they challenged a teacher’s low expectation by advocating for placement in an advanced class.5E Learning ModelEngageStudents respond to a scenario: a Black student choosing a white dentist because “they’re probably better.” Students journal where this belief comes from.ExploreGroups examine examples of internalized inferiority, superiority, and linguistic racism (e.g., assuming white programs are “more legitimate,” calling Black communication “unprofessional”).ExplainTeacher defines the race construct, linguistic racism, and assigned roles. Students connect definitions to the examples they explored.ElaborateStudents discuss what happens when people step outside assigned roles—Black/Brown students reclaiming voice, white students releasing superiority, classrooms shifting toward shared power.EvaluateStudents write a short reflection naming one assigned racial role they’ve seen and one way stepping outside that role creates personal or collective power.Comments: 773-809-8594