Metro State BLACK Student Achievers Podcast

"“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] 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

Like Chief Salim Omaris-Set Your Standards High See My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930Community Lesson Plan: Chief Salim Omari’s Appointment🎯 Learning ObjectiveParticipants will understand the significance of Chief Salim Omari’s appointment in Eagan, identify seven key takeaways from his career and vision, and connect these lessons to community values of trust, equity, and honorable policing.📌 Learning OutcomesBy the end of the session, participants will be able to:Recognize Chief Omari’s professional journey and leadership record.Example: Describe his transition from Bloomington PD to St. Paul PD and now Eagan.Explain how his appointment reflects Eagan’s commitment to diversity, inclusion, and public trust.Example: Connect his emphasis on collaboration to Eagan’s broader equity goals.Discuss the role of community-focused policing in building collaboration and safety.Example: Identify how trust-building with residents and businesses can reduce conflict.Identify Omari’s contributions to state and national recognition in law enforcement.Example: Cite his IACP 40 Under 40 honor or service on the Sentencing Guidelines Commission.Connect his academic and leadership training to effective civic service.Example: Relate his master’s in police leadership to operational excellence in Eagan.Reflect on the importance of honorable policing as a community legacy.Example: Share how his St. Paul service modeled dignity and accountability.Apply lessons from Omari’s leadership to local civic engagement and community building.Example: Suggest a neighborhood initiative inspired by his bridge‑building approach.📝 Assessment:Reflection Prompt: Write a short response (3–4 sentences) on what “honorable policing” means to you, inspired by Omari’s career.Group Activity: In small groups, design one practical community initiative (e.g., listening sessions, mentorship programs, equity forums) that embodies Omari’s bridge‑building approach.Salim Omari was sworn in as Eagan’s Police Chief on December 2, bringing more than 21 years of experience from Bloomington and St. Paul police departments. He has led units ranging from Internal Affairs and Major Crimes to SWAT, earning recognition such as IACP’s 40 Under 40 and appointments to the Minnesota Sentencing Guidelines Commission. With advanced degrees in criminal justice and police leadership, Omari is praised for his focus on collaboration, equity, and building trust across the community.To share what you are doing that is positive on Positive People USA Podcast. Call 773-809-8594Mr. Positive773-809-8594

For My PowerPoint Black Nurses in American Wars email: [email protected] For My Book: www.weusoursluckybooks.comLesson Plan: Black Nurses in American WarsThesis StatementBlack nurses have served with courage and skill in every major American war, shaping military medicine and advancing civil rights through their unrecognized labor, leadership, and legacy.Learning Objectives1. Identify key contributions of Black nurses across American wars Example: Students will name three wars where Black nurses served and describe their roles in each.2. Analyze the impact of military service on civil rights progress Example: Students will explain how WWII nursing assignments influenced desegregation in the U.S. military.Learning Outcomes1. Students will create a timeline of Black nurse service from the Civil War to Iraq/Afghanistan Example: Timeline includes Harriet Tubman, WWII assignments, and modern leadership roles.2. Students will write a reflection on how one nurse’s legacy inspires their own leadership or academic goals Example: A student reflects on Susie King Taylor’s courage and connects it to their nursing aspirations.5E Learning ModelEngage: Show image of Black nurses in uniform across eras; ask “What do you see?”Explore: Students research one war and report how Black nurses servedExplain: Instructor presents key figures and turning points (e.g., WWII quotas, Vietnam trauma care)Elaborate: Students connect nursing service to civil rights and leadershipEvaluate: Students complete a formative assessment (below)Formative AssessmentStudents will submit a short-written response: “How did Black nurses in one war change the course of military medicine or civil rights?” Responses must cite one historical figure or event.To be a guest on the podcast sharing what you are doing and/or to help with my audience research call and leave your name, where you are listening from at 773-809-8594

Share this with another nursing student. Keep this episode moving.Order my book: www.weusoursluckybooks.comLesson Plan: Marie Van Brittan Brown — A Nurse Who Reimagined SafetyThesis StatementMarie Van Brittan Brown’s invention of the first home security system demonstrates that nurses are not only caregivers but also innovators whose lived experiences, critical thinking, and commitment to community safety can transform entire industries.This lesson introduces nursing students to Marie Van Brittan Brown, a Black nurse from Queens, New York, who revolutionized home safety in 1966 by inventing the first closed‑circuit home security system. Working late shifts and returning home alone to a neighborhood with rising crime, she recognized a gap in community safety and used her clinical problem‑solving skills to design a system that allowed residents to see, hear, and communicate with visitors without opening the door. Her invention—featuring cameras, monitors, two‑way communication, and remote‑controlled locks—became the blueprint for modern home security and smart‑doorbell technology. This lesson encourages nursing students to see themselves as innovators capable of shaping public health, technology, and community well‑being.Learning ObjectivesStudents will examine how Marie Van Brittan Brown used nursing‑based reasoning to solve a community safety problem.Students will evaluate how nurses can influence innovation, technology, and public health beyond traditional clinical roles.Learning Outcomes Outcome 1:Students will describe how Brown’s invention emerged from her nursing experience and understanding of patient and personal safety.Example: A student may explain how her assessment skills—identifying risk, anticipating harm, and planning interventions—mirrored the nursing process.Outcome 2:Students will identify ways nurses today can innovate in technology, safety, and community health.Example: A student might propose a new app, workflow, or device that improves patient monitoring or enhances safety for vulnerable populations.5E Learning Model EngageAsk students: “What everyday technology exists because a nurse imagined something better?”ExploreStudents review a short biography of Brown and examine images of her original patent.ExplainInstructor connects Brown’s invention to nursing competencies: assessment, safety, advocacy, and systems thinking.ElaborateStudents brainstorm modern healthcare challenges that could benefit from nurse‑driven innovation.EvaluateStudents write a brief reflection: “What problem in healthcare would you redesign if you had the chance?”Encouragement for Nursing StudentsMarie Van Brittan Brown proves that nurses are architects of safety, designers of solutions, and protectors of community well‑being. Her legacy challenges every nursing student to look at the world with a problem‑solver’s eye and to trust that their ideas—born from compassion, observation, and lived experience—can change lives far beyond the bedside.PLEASE HELP with my audience research. Call 773-809-8594 and leave your name and the city and state that you are listening from.

Order my book at: www.weusoursluckybooks.comLesson Plan: Freedom House Ambulance Service — The Birthplace of Modern EMSThesis StatementThe Freedom House Ambulance Service revolutionized emergency medical care in the United States by proving that marginalized Black citizens—once labeled “unemployable”—could become the nation’s first professionally trained paramedics and set the national standard for modern EMS.Learning ObjectivesStudents will identify the historical significance of the Freedom House Ambulance Service and its role in shaping modern emergency medical systems.Students will analyze how racial inequality influenced both the rise and dismantling of Freedom House, and how its legacy continues to impact EMS today.Learning Outcomes (with Examples)Outcome 1:Students will be able to explain how Freedom House pioneered modern paramedic training and prehospital care.Example: A student might describe how Freedom House paramedics learned advanced airway management, CPR, and on‑scene medical decision‑making long before these skills were standard nationwide.Outcome 2:Students will be able to connect the story of Freedom House to present‑day EMS practices and equity issues.Example: A student might compare Freedom House’s community‑based model to today’s EMS systems and discuss how racial bias still affects healthcare access and emergency response.Short 5E Learning ModelEngageShow a photo of a modern ambulance and ask: “Who do you think invented the paramedic profession?” Most students will guess incorrectly—this opens the door.ExploreStudents read a short overview or watch a brief clip about Freedom House’s founding, training, and impact.ExplainTeacher clarifies how Freedom House paramedics—Black men from Pittsburgh’s Hill District—became the first highly trained EMS professionals in the nation.ElaborateStudents compare Freedom House protocols to today’s EMS procedures (e.g., cardiac care, trauma response, airway management).EvaluateStudents complete a short-written reflection or exit ticket: “How does knowing this history change the way you view paramedics today?”Challenge to ThinkEach time you see paramedics racing through the city—lights flashing, sirens cutting through traffic—remember that the very system they use was built by Black pioneers whose brilliance was nearly erased from history. Ask yourself: How do we honor their legacy today, and what inequities still need to be confronted in emergency care?Help with my audience research by calling 773-809-8594 leaving your name and where you are listening form. THANKS

Order Justin's book at: showupanyway.orgA child who spent twenty years growing up in the uncertainty of a refugee camp has transformed that long season of hardship into a foundation of strength, discipline, and purpose; now a college student pursuing a dual major in Business Administration and an MBA, they stand as living proof that resilience can outgrow circumstance, and they are on track to graduate in December 2026, carrying a story that inspires everyone who witnesses their rise.Comments to: [email protected]

Laila Edwards: Black USA Hockey PlayerLaila Edwards was born January 25, 2004, in Cleveland Heights, Ohio, into a busy, competitive, faith‑filled household. Her parents, Charone Gray‑Edwards and Robert Edwards, raised five children who turned their home into a training ground—rollerblades on the floors, sticks in the hallway, pucks off the walls. Laila, the youngest, was often thrown in goal, then grew into a towering 6'1" skater with reach, power, and vision that could not be ignored.She started on the ice as a figure skater around age three, then shifted to hockey a few years later. Very early, she stepped into a world where almost no one looked like her. Hockey was—and still is—overwhelmingly white. Laila played boys’ hockey with the Cleveland Jr. Lumberjacks and Cleveland Barons, then with the Pittsburgh Penguins Elite girls’ program. She learned to be the only Black girl on the ice, the one who stood out before she even touched the puck.At 13, she made a sacrifice that revealed her calling: she left home to attend Bishop Kearney High School in Rochester, New York, a national girls’ hockey powerhouse. Away from her family, she sharpened her game and her resolve. Over four seasons, she piled up goals and assists, becoming one of the most dominant prep players in the country. She even skipped her high school graduation to represent the United States at the IIHF U18 Women’s World Championship—choosing purpose over ceremony.Laila committed to the University of Wisconsin, one of the top women’s hockey programs in the nation. There, she became a national champion and a star, using her size and skill to control games at both ends of the ice. She could play forward or defense, score or shut down, whatever the team needed. Her game was powerful, but her demeanor was calm, humble, and steady.In 2023, she made history: Laila Edwards became the first Black woman to play for the U.S. Women’s National Team. On a roster that had never before included a Black woman, she stepped onto the ice carrying not just her own dreams, but the weight of representation. She later became the first Black woman to score for Team USA at a major international tournament, proving she was not there as a symbol—she was there as a force.At the 2026 Winter Olympics, she stepped fully into destiny. Wearing USA colors on the biggest stage in the world, she helped lead her team to gold, becoming the first Black woman to win an Olympic gold medal in hockey for the United States. For Black children watching—especially Black girls—her presence shattered the old picture of who belongs in hockey.Laila has spoken about how she once searched for a role model who looked like her and couldn’t find one. Now, she is that image for others. Her journey—from a little Black girl in Cleveland Heights to an Olympic champion and national‑team trailblazer—feels less like an accident and more like an assignment.That’s why you can look at her life and say: she is America's Black Hockey Player—called, prepared, and positioned to open doors that were never meant to stay closed.See my book at www.weusoursluckybooks.com

https://youtu.be/7NblTUVFl_U?si=QwHyZT2NdvSVZLgUViola LiuzzoViola Liuzzo marched from Selma to Montgomery with thousands demanding voting rights. She was a 39‑year‑old mother of five who believed that injustice anywhere was everyone’s responsibility.After the march, she volunteered to drive tired marchers back to Selma. Riding with her was Leroy Moton, a 19‑year‑old Black civil‑rights worker. As they drove along Highway 80, a car of Ku Klux Klan members spotted them — a white woman and a Black teenager together. The Klan chased them down the dark road, pulled beside her car, and opened fire. Viola was killed instantly. Leroy survived by playing dead.One of the Klansmen was an FBI informant. Instead of defending her, the FBI spread lies about her to protect itself. Viola Liuzzo was killed first by the Klan’s bullets, then by the government’s smear campaign. Her courage endures as an example of solidarity that cost everything.Lesson Plan: Viola Liuzzo and the Cost of SolidarityThesis: Viola Liuzzo’s murder after the Selma march shows the deadly risks of civil‑rights activism and the courage required for interracial solidarity.Learning Objectives:Students explain Liuzzo’s role in the Selma movement and the events leading to her death.Example: Describe why she transported marchers and why the KKK targeted her.Students analyze how her murder shaped national awareness of racial violence.Example: Explain how her death increased pressure for federal protection.Learning Outcomes:Students summarize the significance of Liuzzo’s sacrifice.Example: Note how her death exposed the danger faced by civil‑rights workers.Students evaluate the meaning of allyship in the civil‑rights era.Example: Explain how her actions showed that justice required cross‑racial courage.Formative Assessment: One‑paragraph inquiry answering:Who was Viola Liuzzo?What was she doing after the Selma march?What happened on Highway 80?How did her death influence public opinion or civil‑rights protections?Mr. Lucky-Social Studies Teacher.Contact: [email protected]

Lesson Plan: White Allies Killed During the Civil Rights MovementBrief Historical StatementSeveral white Americans were killed during the civil rights movement because they chose to stand publicly with Black communities in the struggle for justice. Rev. James Reeb, a white Unitarian minister from Boston, traveled to Selma after “Bloody Sunday” and was beaten by white segregationists; he died two days later. Viola Liuzzo, a white mother from Detroit, was murdered by the Ku Klux Klan while driving marchers between Selma and Montgomery. Andrew Goodman and Michael Schwerner, two young white activists from New York, were murdered alongside James Chaney, a Black activist, during Freedom Summer in Mississippi.Their deaths exposed the depth of racial hatred and showed that the fight for civil rights demanded courage across racial lines.Learning Objectives Objective 1:Students will identify key white allies who were killed during the civil rights movement and describe their roles.Example: A student explains why Rev. James Reeb went to Selma and how his death drew national attention.Example: A student describes Viola Liuzzo’s work transporting marchers and why she was targeted.Objective 2:Students will analyze why white allies were targeted and what their deaths revealed about resistance to civil rights.Example: A student explains how the murders of Goodman, Schwerner, and Chaney exposed violent opposition to Black voting rights.Example: A student connects these killings to pressure for federal civil rights legislation.Learning Outcomes Outcome 1:Students will summarize the contributions of white allies in the civil rights movement.Example: A student writes that Reeb’s death helped build momentum for the Voting Rights Act.Outcome 2:Students will evaluate the moral significance of interracial solidarity.Example: A student explains how these deaths showed that civil rights was a human struggle, not only a Black struggle.Formative Assessment: Research IdeaResearch Task (1 short paragraph): Students choose one person—Rev. James Reeb, Viola Liuzzo, Andrew Goodman, or Michael Schwerner—and answer:Who were they (background)?Why were they involved in the movement?What happened to them?How did their death influence public opinion or civil rights laws?Mr. Lucky-Social Studies Teacher Comments: [email protected] See my book at: www.weusoursluckybooks.com

Lesson Plan: The Black church was the spiritual, cultural, and strategic center of the Underground Railroad and later the civil rights movement. Through coded music, secret gatherings, and community networks, it sustained Black resistance—and its legacy raises the question of whether the Black church still holds that meaning today.Learning ObjectivesStudents will analyze how the Black church shaped the Underground Railroad as a liberation network.Example: A student explains how church gatherings provided cover for planning escape routes.Example: A student identifies how spirituals communicated coded instructions.Students will evaluate how the Black church’s traditions reappeared during the civil rights era.Example: A student connects spirituals like “Wade in the Water” to gospel songs used in 1960s marches.Example: A student explains why churches were bombed—they were centers of strength and strategy.Learning OutcomesStudents will explain how enslaved people used church networks, music, and community to escape.Example: A student describes how the North Star, coded songs, and church elders guided escape attempts.Students will connect the Underground Railroad to the civil rights movement and reflect on the church’s meaning today.Example: A student writes that the same churches targeted by slave patrols were later bombed in Birmingham because they were hubs of resistance.Core ContentThe Black church was the heartbeat of the Underground Railroad. It offered secrecy, spiritual courage, coded communication, and trusted leadership. Spirituals like “Steal Away” and “Wade in the Water” carried double meanings—worship on the surface, escape instructions underneath.These same traditions reappeared during the civil rights era. From the four little girls killed in the Birmingham church bombing, to segregated water fountains, to crosses burned in front of sanctuaries, the Black church remained a target because it remained a threat. It was where Dr. King, Medgar Evers, Jesse Jackson, and local organizers met to plan, regroup, and resist without developing a mindset of hate.Mr. Lucky's Question in 2026: Does the Black church still hold that meaning?Underground Railroad ActivityStudents work in groups to simulate planning an escape using:A coded spiritualA simple map with church‑based safe housesA risk card (patrols, weather, betrayal)Students must decide:When to leaveWhich church network to trustHow to avoid detectionGroups either reach freedom or face obstacles that force reflection.Formative AssessmentStudents write a brief reflection answering:How did the Black church shape your group’s escape strategy?How did music, faith, and community support resistance?Does the Black church still hold the same meaning today?Mr. Lucky, MAPLLicensed Social Studies TeacherContact; [email protected] my book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930

Vernon Johns Clip: https://youtu.be/VLrxjIk3JQ0?si=CTiMwLmRIVg2LmveJames Brown-Say It Loud: https://youtu.be/4hj1iWqoYEc?si=yKzC5ildXt5l0eeqShort Lesson Plan: Vernon Johns and the Rabbit SpeechThesis StatementVernon Johns’s fearless ministry, intellectual brilliance, and uncompromising moral clarity made him a foundational architect of the modern civil rights movement, and his “rabbit speech” challenged Black communities to confront injustice with courage, self‑respect, and collective responsibility.Learning ObjectivesStudents will identify Vernon Johns’s role as a precursor to the modern civil rights movement and explain how his leadership shaped later activism.Students will analyze the meaning of the “rabbit speech” as a metaphor for agency, responsibility, and resistance to injustice.Learning Outcomes (with examples)Students will summarize how Vernon Johns influenced the civil rights movement.Example: A student explains that Johns’s bold sermons at Dexter Avenue Baptist Church prepared the congregation for the activism later led by Dr. King.Students will interpret the central message of the rabbit speech and apply it to a modern context.Example: A student writes that the speech teaches communities not to accept injustice passively and connects it to a current issue where people must claim their own agency.Students will analyze a key scene from the film and connect it to Johns’s real‑life message.Example: A student identifies a moment where James Earl Jones portrays Johns confronting injustice and explains how the scene reflects the themes of courage and responsibility.Core Content (Short Version)Vernon Johns was a brilliant theologian, farmer‑scholar, and early civil rights leader.His “rabbit speech” used a simple story to expose complacency and challenge people to stop accepting mistreatment.The film The Vernon Johns Story (1994) dramatizes his ministry, his confrontations with segregation, and his role as the bridge between early resistance and the modern civil rights movement.The message: If you want justice, you must stop buying back what was taken from you — claim your dignity, your rights, and your power.Instructional ActivityStudents will watch selected scenes or the full film The Vernon Johns Story starring James Earl Jones to deepen understanding of:Johns’s leadership styleHis moral courageThe social climate of Montgomery before the bus boycottHow the rabbit speech reflects broader themes of agency and resistanceStudents will take brief notes on:A scene that shows Johns’s courageA moment that connects to the rabbit speechA moment that reveals community resistance or complacencyFormative Assessment ToolQuick Reflection Card (3–4 sentences): Students respond to two prompts:What is the main message of Vernon Johns’s rabbit speech?Note: This checks comprehension, interpretation, and application in under five minutes.

PowerPoint:For My PowerPoint Black Women Redefined Power email: [email protected] Mr. Lucky-Social Studies TeacherBlack women have shaped every era of history through courage, intellect, and unbreakable resilience. From Sojourner Truth to Maya Angelou, their leadership challenged systems built to silence them and created pathways for future generations. This lesson explores how thirteen extraordinary women—including Harriet Tubman, Sarah Rector, Fannie Lou Hamer, Angela Davis, Ruby Bridges, and the women of the Triple 8 Uprising—redefined power through action, advocacy, and vision.Sojourner Truth’s abolitionist voice confronted racism and sexism with unmatched clarity, while Harriet Tubman risked her life to lead enslaved people to freedom and later served as a Union spy. Sarah Rector disrupted economic stereotypes when she became one of the wealthiest Black girls in America at age eleven, and Madam C.J. Walker expanded economic independence by becoming the first, self‑made Black woman millionaire.Fannie Lou Hamer fought fearlessly for voting rights and co‑founded the Mississippi Freedom Democratic Party, reshaping national politics. Shirley Chisholm carried that torch into Congress and became the first Black woman to run for President. Claudette Colvin, at just fifteen, refused to surrender her bus seat months before Rosa Parks, sparking a legal challenge that helped end segregation.Ruby Bridges integrated an all‑white elementary school at age six, forcing the nation to confront the violence of racism. Mary McLeod Bethune built educational opportunity from the ground up, founding Bethune‑Cookman University and advising U.S. presidents. Katherine Johnson’s mathematical brilliance powered NASA’s earliest space missions, while Maya Angelou’s poetry elevated Black identity and global consciousness.Angela Davis challenged mass incarceration and state violence through scholarship and activism. The women of the Triple 8 Uprising in Burma extended this global thread, leading a pro‑democracy movement that inspired international solidarity and demonstrated how women worldwide fight for liberation.Together, these women form a lineage of resistance, creativity, and transformation. Their stories teach students that leadership is not defined by titles but by courage, conviction, and the willingness to challenge injustice.Learning ObjectivesIdentify how Black women used personal agency to challenge systemic oppression.Analyze how their leadership shaped public policy, education, and cultural identity.Learning OutcomesStudents will create a timeline mapping each woman’s contribution.Students will write a reflection on how one woman’s legacy inspires their own goals.5E Learning Model (Condensed)Engage: Play My Portion (Jekalyn Carr) and We Fall Down (Donnie McClurkin) to frame resilience. Explore: Students research one woman and present a 90‑second impact snapshot. Explain: Discuss how these women reshaped political, economic, and cultural systems. Elaborate: Build a “Legacy Wall” with quotes and achievements. Evaluate: Students complete a written or audio reflection on leadership and legacy.Note: Of course there are other women not mentioned. I hope this motivates your desire for further research.Comments: [email protected]

Contact Ms. Grahm at atouchofloveevents.net and/or email her at [email protected] be a guest on the podcast call 773-809-8594At just 13, she pushed through struggles, built positive connections, graduated from college, and now owns her own decorating business — a testament to her strength, vision, and unstoppable spirit.For a copy of my book visit: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-mr-lucky/1149325667?ean=9781663277930

Send this Podcast to Other Students-Keep this Podcast Moving.Thene: Title VI Title VI of the Civil Rights Act of 1964 protects students from discrimination based on race, color, or national origin in any school, college, or program that receives federal funding. It requires schools to provide a learning environment free from harassment, bias, and unequal treatment, and it prohibits retaliation when students speak up. SPEAK UP Lesson Plan: Somali Students — Knowing Your Rights on CampusLearning ObjectivesStudents will identify two key civil rights protections that apply to them on Minnesota college campuses.Example: A student explains how Title VI protects them from discrimination based on national origin.Students will recognize appropriate steps to take when experiencing harassment or bias.Example: A student lists who they can report to (equity office, advisor, civil rights advocate) and what documentation to collect.Learning OutcomesStudents can explain their rights using accurate language.Example: A student states, “I have the right to a learning environment free from harassment under the Minnesota Human Rights Act.”Students can apply their rights to a real scenario.Example: Given a case where a professor makes biased comments, the student identifies the correct reporting pathway and support options.Short 5E Learning ModelEngageShow a brief scenario where a Somali student faces unfair treatment on campus. Ask: “What rights do you think apply here?”ExploreStudents review a short list of protections (Title VI, Minnesota Human Rights Act, anti‑retaliation rules).ExplainInstructor clarifies each right and demonstrates how students can respond to discrimination or harassment.ElaborateStudents work in pairs to apply the rights to a new scenario involving faculty bias, peer harassment, or unequal treatment.EvaluateStudents summarize one right they learned and one action they can take if that right is violated.Formative AssessmentQuick Rights Check (3 minutes): Students complete a short exit slip answering:Name one civil right you have on campus.Describe one step you can take if that right is violated.For a copy of my book visit: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-mr-lucky/1149325667?ean=9781663277930Contact: [email protected]

For a copy of my book visit: https//www.barnesandnoble.com/w/relationships-the-power-of-illusion-mr-lucky/1149325667?ean=9781663277930Summary of the SongThe song is a heartfelt worship declaration that centers on God’s power, victory, and faithfulness. It lifts up God as the One who fights for His people, restores hope, and brings triumph out of struggle. The lyrics repeat themes of surrender, trust, and divine strength, creating a sound that feels both prayerful and triumphant. It is a song of encouragement for anyone walking through hardship, reminding them that God is the source of deliverance and the author of every victory.Requested by: Latonya

To be a guest on the podcast call 773-809-8594For a copy my book visit https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930Here are 7 strong, practical questions every student should ask before joining NSLS or any honor society, based on the most common concerns raised by students, advisors, and especially Reddit communities that frequently discuss legitimacy, value, and cost.⭐ 7 Questions Students Should Ask Before Joining1. Is this honor society accredited by the Association of College Honor Societies (ACHS)?This is the single most important legitimacy check. Students on Reddit often cite this as their #1 red flag.2. What do students at my own campus say about the chapter’s activity level?Chapter quality varies dramatically. Some are active; others barely function. Reddit threads repeatedly warn that your experience depends almost entirely on your local chapter.3. What am I actually getting for the membership fee, and is it worth $95 to me personally?Ask yourself whether you will use the leadership modules, events, networking, or scholarships — because many Reddit users say the value is low if you don’t actively participate.4. Are the leadership trainings interactive or mostly pre‑recorded videos?A major Reddit complaint is that the “leadership program” is mostly video‑based, not hands‑on. Decide whether that format works for your learning style.5. Will this membership meaningfully strengthen my résumé for my field?Some employers care; some don’t. Reddit users often say NSLS doesn’t add much unless you lack other leadership experiences.6. How competitive are the scholarships, and what are the odds of actually receiving one?NSLS advertises scholarships, but Reddit reports that they are highly competitive and not a guaranteed benefit.7. Are there any additional costs, upsells, or optional paid programs after joining?Many Reddit posts mention unexpected upsells for “advanced” leadership programs. Ask upfront so you’re not surprised later.Comments: [email protected]

Contact Stephanie at [email protected] be a guest on this podcast and share what you are doing call 773-809-8594Mr. Lucky's Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930Haute Dish is Metro State University’s official literary anthology, showcasing student writing and art, published twice a year and soon expanding into a full professionally published anthology. It features poetry, fiction, memoir, visual art, and digital storytelling created exclusively by the Metro State community.📚 What Haute Dish IsMetro State University’s literary anthology—a play on the Minnesota term “hot dish.”A curated collection of poetry, short fiction, memoir, photography, illustrations, and digital storytelling.All work is created by students, faculty, staff, and alumni of Metro State (St. Paul, MN). Outside submissions aren’t accepted.Historically released as a softcover magazine twice per year (Fall & Spring).Beginning Fall 2025, Haute Dish will publish its first professionally printed anthology, available through major booksellers and libraries.🎨 What You Can SubmitAccording to current guidelines:Poetry — up to 40 linesFiction — up to 2,000–3,000 words (varies by issue)Memoir / Creative Nonfiction — up to 2,000–3,000 wordsVisual Art — photography, studio art, mixed mediaDigital storytelling videos — up to 5 minutesUp to 4 submissions per issue depending on genre.Work must be unpublished, anonymous (no name on manuscript), and polished.📝 Editorial ProcessA team of student selection editors reviews all submissions.Pieces are evaluated anonymously for quality, fit, and theme.Editors vote, and the highest‑rated pieces are published.Students can apply to become editors; training is provided.🌟 Current Theme: Voices of ResilienceThe upcoming anthology focuses on stories of persistence, identity, and overcoming challenges—reflecting the lived experiences of Metro State’s diverse student body.📬 Who Can SubmitCurrent students (undergrad & grad)Faculty & staffAlumni (must include graduation year in bio)Must use a Metro State email when submitting.📖 Why It MattersHaute Dish is one of Metro State’s most visible creative platforms—an opportunity to:Build a publication recordShare your voice with the campus communityParticipate in a professional editorial processContribute to a long‑running artistic tradition

Contact: [email protected] Classes For Men and WomenAfter watching the videos, email me for my next class at: [email protected]. Lucky-StudentLucky and Others: Philando Castile- Police Shottinghttps://www.pbs.org/video/almanac-nekima-levy-pounds-john-choi-police-perspective/!8 Year Olds-Permit to Carryhttps//kstp.com/kstp-news/top-news/backlash-for-gun-instructor-refusing-to-train-those-18-20-years-old-following-scotus-decision/

If you have something that you would like to share on this podcast, call 773-809-8594

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).

[email protected]. Lucky, MAPLSee My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930

To be a guest on the podcast call 773-809-8594See my book at: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930Congratulations MessageCongratulations on your wonderful son and on your extraordinary journey you’ve carved with your own personal power. You built a new life for you and your son. You pushed through challenges, matriculated into college, earned your business degree, and stepped boldly into entrepreneurship. That is strength. That is vision. That is legacy.Your story is a reminder that motherhood and ambition are not opposites — they are fuel for one another. You are showing your son and family, your community, and every woman listening what it looks like to rise with purpose. May your business flourish, your dreams expand, and your light continue to inspire others.

For a copy of the book call 773-809-8594INTRODUCTIONThe Mr. and Mrs. Tiger Jack StoryEvery book has a beginning, but this one has a root — planted long before I was born, watered by sacrifice, and strengthened by the unshakable love of two people who refused to let circumstances define their destiny. The story you are about to read does not start with me. It begins with Mr. and Mrs. Tiger Jack, my parents, whose lives shaped the man I became and the legacy I now carry forward.Their story unfolded in the historic Rondo neighborhood of St. Paul, a community that thrived with culture, pride, and connection long before a highway cut through its heart. Rondo was more than a place; it was a living ecosystem of families, businesses, churches, and elders who believed in dignity even when the world offered little of it. It was in this environment that my parents built a life — not with wealth or privilege, but with grit, faith, and a relentless commitment to purpose.My father, Tiger Jack Rosenbloom, built his business from a tin shack — a structure so modest that most people would have overlooked it. But he transformed that shack into a landmark, a gathering place, and a symbol of what determination can create. People came for a haircut or a shine, but they left with something far more valuable: wisdom, discipline, and the sense that they mattered. My father demanded excellence from himself and from everyone who crossed his path. He believed in hard work, in showing up, and in standing tall even when life tried to bend you.My mother, Mrs. Nurceal Rosenbloom, was the quiet strength behind every success. For thirty‑three years she worked in hospital housekeeping, rising before dawn and returning long after dark, yet still finding the energy to support my father’s business and raise a family grounded in faith. She was the heartbeat of our home — steady, humble, and unwavering. Her sacrifices were not always seen, but they were always felt. She carried our family with a grace that still humbles me today.Together, they built a legacy that shaped my path from childhood to adulthood, from the U.S. Army to juvenile justice, from the classroom to the Capitol. Their lessons — about discipline, service, leadership, and love — became the compass that guided every chapter of my life.This book is my attempt to honor them. To preserve their story. To ensure that the world knows what two ordinary people in Rondo accomplished with extraordinary courage. It is also an invitation for readers to reflect on their own roots, their own mentors, their own stories of resilience that deserve to be remembered.The Mr. and Mrs. Tiger Jack Story is not just a family history. It is a testament to what can rise from humble beginnings. It is a reminder that legacy is not built in a moment — it is built in the everyday choices, sacrifices, and acts of love that echo long after we are gone.This is where the journey begins.Mr. Lucky, MAPL.See My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930

See My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930Free PowerPoint for Your Use: To request a PowerPoint presentation with facilitation slides for this episode, please contact: 773-809-8594.🌟 Lesson PlanUsing the 5E Model: Engage, Explore, Explain, Elaborate, EvaluateLearning Objectives1. Participants will identify the key ideas within Metro State’s Mission, Vision, and Values.Example: A group reads the “Inclusion” value and identifies key ideas like belonging and challenging systemic bias.2. Participants will collaborate to apply these values to real campus situations.Example: Students, faculty, and staff work together to decide how the value of Integrity should guide a response to a classroom misunderstanding.Learning Outcomes1. Participants will demonstrate understanding by discussing and analyzing one value in a mixed group.Example: A group analyzes “Anti‑Racism” and explains how it might influence hiring or classroom practices.2. Participants will create one actionable step they can take to live out a Metro State value.Example: A participant writes: “This week I will practice Inclusion by inviting a quieter classmate or colleague into group discussions.”Assessment ToolsFormative Assessment (during the lesson)Think‑Pair‑Share Check‑In Participants briefly share their interpretation of one value with a partner; facilitator listens for accuracy and clarity.Summative Assessment (end of the lesson)One‑Sentence Commitment Card Participants submit their final statement: “One way I will live out a Metro State value this week is…” This serves as evidence of understanding and application.5E Learning Cycle (Short)ENGAGE (3 minutes)Prompt: “Which value do you see most often on campus?”EXPLORE (5 minutes)Groups highlight key words from the five values.EXPLAIN (5 minutes)Facilitator gives a brief overview; groups share one insight.ELABORATE (10 minutes)Groups apply values to a short scenario and propose a response.EVALUATE (3 minutes)Participants complete their one‑sentence commitment card.See my Book: www.weusoursluckybooks.comTo be a guest on this podcast call 773-809-8594Mr. Lucky, MAPLLicensed Social Studies Educator