Campus Podcast @ Metro State University

Campus Podcast @ Metro State University

by Mr. Lucky — Educator, MAPL, M.S. Urban Education Student

Social Sciences Society & Culture

Season 15

Attention Licensed Realtors: 5.0 CE Hours

Attention Licensed Realtors! Earn 5.0 Continuing Education Hours — State Approved. Don’t wait until the rush before June. Let’s knock out your 5.0 hours now and stay ahead of the deadline! Mr. Lucky radiotalklr@gmail.com 773-809-8594

Register for This Class Now

Registration Information: radiotalklr@gmail.com See my book at: www.weusoursluckybooks.com

Dr. Megan Johnston: Critiquing Racism in Art

Dr. Megan Johnston: Critiquing Racism in Art Lesson Plan: Power, Identity, and Bias in Art & Museum Studies Lesson Focus Listeners examine how race, gender, disability, theory, and curatorial practice shape artistic meaning, institutional power, and public interpretation. Objectives (2) Objective 1: Listeners will analyze how visual, curatorial, and institutional choices reinforce or disrupt racial, gender, and disability hierarchies. Example: A listener explains how Western art centers whiteness through composition, symbolism, or narrative framing. Objective 2: Listeners will evaluate how theory (CRT, feminist theory, postcolonial theory) informs contemporary artistic practice and museum ethics. Example: A listener identifies how feminist or postcolonial artists challenge traditional norms through material, performance, or spatial intervention. Outcomes (2) Outcome 1: Listeners produce evidence‑based critiques of museum practices. Example: A listener cites how curation or acquisition histories exclude disabled or non‑Western artists. Outcome 2: Listeners propose strategies for more equitable artistic and curatorial approaches. Example: A listener recommends contextual labels or redesigned displays that address racial or gender bias. 5E Learning Model Engage: Present artworks showing racial, gender, or disability bias. Explore: Listeners analyze museum labels, placement, omissions, and narrative framing. Explain: Instructor connects observations to theory and historical patterns. Elaborate: Listeners redesign a display or reinterpret an artwork using theory. Evaluate: Listeners justify their redesign using ethical and theoretical reasoning. Formative Assessment Listeners submit a short critique answering one of the provided questions, demonstrating: identification of bias use of theory proposed corrective strategy Contact Mr. Lucky: 773-809-8594 or radiotaklr@gmail.com

Professor: Dr. Robinson — Introducing Black Studies

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

Dr. Walter D. Greason: African American Life and History

See My Book: www.weusoursluckybooks.com Contact Dr. Greason; wgreason@macalester.edu The Graphic History of Hip Hop https://www.graphichistorycompany.com/graphichistoryofhiphop Lesson Plan: Reimagining Communities through Afrofuturism and Economic Justice (Based on themes from WalterDGreason.com) Overview Dr. 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 Objectives Students 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 Outcomes Students 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 Curious Students 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 Ideas Students 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 Meaning The 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 Learned Students 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 Understand Students reflect on how creative history can inspire social change. They share their ideas with peers and give feedback. Formative Assessment Reflection 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: radiotalklr@gmail.com

Mayor Her: If Any Man, Even Mayor Carter, Were Accused of Her Conduct

WIN $200 Email Your Essay To: radiotalklr@gmail.com RUBRIC (100 Points Total) Clarity of Argument – 25 points Clear thesis addressing the double standard Focuses specifically on the female‑chief/male‑mayor scenario Evidence & Reasoning – 25 points Uses social‑science reasoning and real‑world patterns Supports claims with logical analysis Depth of Insight – 20 points Goes beyond surface observations Includes racial dynamics when relevant Organization & Structure – 15 points Strong introduction, body, and conclusion Logical flow and transitions Writing Quality – 15 points Professional tone Clear, persuasive, and grammatically strong Comments: 773-809-8594

Lies Liberal Faculty Told Us

$200 to any faculty member who proves me wrong "Not Teaching Truth Is Teaching Lies." Mr. Lucky, Educator For Your Next Religious/Ethnicity Classroom Conversations. “Christian systems, churches, and leaders weaponized Scripture to justify racial oppression.” Mr. Lucky FAMILY, CAMPUS AND CHURCH LESSON PLAN Learning Objectives Participants examine how Scripture and Christian institutions were used to justify slavery, racial violence, and segregation, and how Black communities reclaimed the Bible, gospel music, and faith traditions as tools of liberation. Opening Activity Read aloud: “They said their hatred was holy.” Participants write one sentence explaining what this reveals about the misuse of religion. Mini‑Lesson Highlight key moments from the chapter: Misuse of Scripture: Curse of Ham, Ephesians 6:5, plantation theology. Religious complicity in lynchings, segregation, and silence during racial terror. Black reclamation of Scripture through hush‑arbors, spirituals, gospel music, and Civil Rights theology. White allies beaten or murdered confronting racial violence (Goodman, Schwerner, Reeb, Liuzzo). Billy Graham removing segregated seating ropes and facing backlash for desegregating his crusades. Discussion Prompts How did enslavers twist Scripture to make cruelty sound like obedience? What does “the silence was its own theology” mean? How did gospel songs function as spiritual guidance and escape direction? Why did white allies become targets of racial hatred? How does Billy Graham’s removal of segregated seating challenge the theology of hate? What does reclaiming the Bible for liberation reveal about Black resilience? How does the line “My God have mercy on those using the Bible and God’s words for evil reigns” speak to accountability today? Independent Activity Write a short reflection: “How did Black communities transform the Bible from a weapon of oppression into a source of liberation?” Exit Ticket Identify one example of biblical misuse and one example of biblical reclamation, then write one sentence contrasting the two. Comments to: radiotalklr@gmail.com

$200 Faculty Challenge — Prove This Episode Wrong

Any Takers? "“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: radiotalklr@gmail.com Classroom 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 Accountability Lesson Focus: How “colorblindness,” fragility, and historical denial prevent unity — using Black Massacres = Today’s Unity as the anchor text. Learning Objective 1 Students 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 2 Students 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 1 Students 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 2 Students 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 Assessment Prompt: 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, and the 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: radiotalklr@gmail.com Mr. Lucky — Social Sciences Educator

Christians Used God for Rape, Murder, Slavery etc.

$200 to any faculty member who proves me wrong. For Your Next Religious/Ethnicity Classroom Conversations. “Christian systems, churches, and leaders weaponized Scripture to justify racial oppression.” Mr. Lucky FAMILY, CAMPUS AND CHURCH LESSON PLAN Learning Objectives Participants examine how Scripture and Christian institutions were used to justify slavery, racial violence, and segregation, and how Black communities reclaimed the Bible, gospel music, and faith traditions as tools of liberation. Opening Activity Read aloud: “They said their hatred was holy.” Participants write one sentence explaining what this reveals about the misuse of religion. Mini‑Lesson Highlight key moments from the chapter: Misuse of Scripture: Curse of Ham, Ephesians 6:5, plantation theology. Religious complicity in lynchings, segregation, and silence during racial terror. Black reclamation of Scripture through hush‑arbors, spirituals, gospel music, and Civil Rights theology. White allies beaten or murdered confronting racial violence (Goodman, Schwerner, Reeb, Liuzzo). Billy Graham removing segregated seating ropes and facing backlash for desegregating his crusades. Discussion Prompts How did enslavers twist Scripture to make cruelty sound like obedience? What does “the silence was its own theology” mean? How did gospel songs function as spiritual guidance and escape direction? Why did white allies become targets of racial hatred? How does Billy Graham’s removal of segregated seating challenge the theology of hate? What does reclaiming the Bible for liberation reveal about Black resilience? How does the line “My God have mercy on those using the Bible and God’s words for evil reigns” speak to accountability today? Independent Activity Write a short reflection: “How did Black communities transform the Bible from a weapon of oppression into a source of liberation?” Exit Ticket Identify one example of biblical misuse and one example of biblical reclamation, then write one sentence contrasting the two. Comments to: radiotalklr@gmail.com

Faculty Snoopy Patrol

Faculty & the Snoopy Patrol FUN MINI‑LESSON PLAN: “Snoopy People & Smart Choices” Thesis Statement People make better decisions when they understand who’s watching, what’s public, and how to protect themselves — and we can learn this in a fun, playful way. Learning Objectives (2) Students will identify situations where people might be “snoopy” or watching their actions. Example: Students list funny examples like “my little cousin reading my texts” or “IT watching my college email.” Students will practice choosing smarter, safer actions when privacy is limited. Example: Students rewrite a silly message (“Send me that shower selfie!”) into a professional one. Learning Outcomes (2) Students will demonstrate awareness of digital spaces that are monitored. Example: Students correctly label which accounts are private vs. monitored (college email, work email, social media, etc.). Students will apply safer communication choices in a playful scenario. Example: Students choose the best response to a goofy prompt like: “Your friend wants you to send a secret message through your college email — what do you do?” 5E Learning Model (Short & Fun) Engage Play a quick game: “Who’s Watching?” Students guess whether silly scenarios are monitored or private. Example: “Sending grandma a recipe through college email — monitored or not?” Explore Students share funny stories of people being snoopy (siblings, parents, IT, teachers). Keep it light and humorous. Explain Teacher breaks down the truth: some accounts are watched, some aren’t — and why it matters. Elaborate Students rewrite goofy messages into smart, safe versions. Example: Original: “Bro, look at this wild picture of me in the shower.” Rewrite: “Let’s talk on a private platform.” Evaluate Students complete a quick challenge: identify the safest communication choice in three funny scenarios. Assessments Formative Assessment Students complete a “Snoopy or Safe?” exit card listing: One monitored space One private space One smart communication choice they’ll use today Summative Assessment Students create a short comic strip showing a character learning the difference between monitored vs. private communication — with humor encouraged. Contact: 773-809-8594 or radiotalklr@gmail.com

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