Black College Achievers: Metropolitan State University

Mr. Lucky — Social Studies Teacher, M.A., M.S. Urban Education Student

Mr. Lucky M.A., Master of Advocacy and Political Leadership (MAPL) M.S., Graduate Student, School of Urban Education See My Book: www.weusoursluckybooks.com The Metro State Black Student Achievers Podcast was created to reach Black youth in charter schools, churches, recreation centers, barbershops, hair salons, and community spaces where many have been led to believe higher education is not for them. The mission is to bring real stories of Metro State students and graduates directly into these environments so young people hear voices that reflect their identities, experiences, and potential. The podcast also functions as an instructional tool, with select episodes paired with lesson plans highlighting Black innovators including the Black nurse who invented the home security system, the Freedom House Ambulance Service—the first modern EMS—and the Black nurses who served in every major American war. These materials help students collaborate with peers, complete activities at home, and allow educators to integrate the content into their courses. The mission also models self‑determination by showing this podcast was created without begging for money, without seeking validation, and by embracing the mindset of asking “What can I do?” instead of “What can’t I do?” The vision is to cultivate a generation of Black youth who see themselves as scholars, innovators, and leaders, transforming community spaces into learning spaces, elevating overlooked Black excellence, and building a culture where young people pursue goals with confidence, dignity, and purpose. Black students do not need permission to achieve—they need opportunity, representation, and courage. The podcast stands as an example of what is possible when students lead with purpose and institutions support authentic student voice. It advances the university’s commitments to student leadership, equity, culturally responsive engagement, community partnership, academic access, and the amplification of historically marginalized voices. Lucky is an award‑winning educator and community leader with 15+ years of experience in secondary education, juvenile justice, and public service. He has developed culturally responsive curricula, mentored educators, and taught Leadership, Race in America, and Community Organizing. His work has increased student achievement, reduced disciplinary incidents, and supported legislative efforts that secured over $355,000 for student programs. His leadership has earned recognition across Minnesota and beyond, including induction into the National Society of Leadership and Success, the Pillsbury United Communities Service Award, and commendations from Ramsey County Corrections, the U.S. Army, and state civic institutions. He chaired the Governor’s Legacy Committee, overseeing $240,000 in arts grants with a perfect audit. His background includes roles as Juvenile Probation Officer, Paralegal, Veterans Case Manager, Urban Elder Teacher Coach, Park Police and Military Police Officer. He has authored four books and released a gospel album produced by Numero Records. He holds advanced degrees in Advocacy, Leadership, Social Sciences, Counseling Psychology, Paralegal Studies, and Law Enforcement, and is completing a second master’s in education. “When people talk behind your back, remember—they’re behind you for a reason.” “During struggles, always ask what I can do—never what can’t I do.” At no point does the podcast claim to be an official university production. This being said, we continue to gain listeners. radiotalklr@gmail.com Phone: 773-809-8594

  1. Democrats Withheld Black History — Claimed Black Innovations

    1d ago

    Democrats Withheld Black History — Claimed Black Innovations

    Order My Book: weusoursluckybooks.com Thesis Statement Democratic institutions after Reconstruction suppressed Black historical achievements while later claiming credit for Black innovations, distorting public memory and civic education. Learning Objectives Identify historical erasure: Students will analyze how Democratic‑controlled school boards and archives omitted Black inventors and soldiers. Example: Examine textbook excerpts excluding Lewis Latimer or Granville T. Woods.Evaluate narrative reclamation: Students will assess modern efforts to restore Black contributions to innovation. Example: Compare Carter G. Woodson’s documentation with current museum exhibits.Learning Outcomes Critical awareness: Students can explain how political power shaped historical narratives. Example: Write a short reflection connecting Reconstruction politics to textbook bias.Restorative engagement: Students propose one method to re‑center Black innovators in curricula. Example: Design a classroom poster honoring Garrett Morgan’s invention.5E Learning Model Engage: Display the yellow‑black poster; discuss first impressions.Explore: Analyze primary sources showing omission.Explain: Connect findings to political motives.Elaborate: Create mini‑projects restoring erased figures.Evaluate: Conduct a formative reflection on how reclaiming history change's civic identity.Bonus 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/redeem 10600000441446 10600000441447 10600000441448 10600000441449 10600000441450 10600000441451 10600000441452 10600000441453

    41 min
  2. Please Help: Answer My Research Question

    3d ago

    Please Help: Answer My Research Question

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

    19 min
  3. Questions for Your Teachers/Professors to Answer

    Jun 1

    Questions for Your Teachers/Professors to Answer

    1. “Why weren’t we taught that thousands of Black soldiers fought in the American Revolution?” Students want to know why figures like Crispus Attucks, Peter Salem, and James Armistead Lafayette are missing from most textbooks. 2. “If Black soldiers fought for freedom in 1776, why did slavery continue for almost 100 more years?” This question forces teachers to address the contradiction between American ideals and American reality. 3. “Why did the 54th Massachusetts have to fight for equal pay even while risking their lives in the Civil War?” Students recognize injustice and want to understand how racism operated inside the Union Army. 4. “How could the Harlem Hellfighters be heroes in WWI but face lynching and segregation when they came home?” This question highlights the brutal gap between military honor and civilian racism. 5. “Why were Black WWII veterans denied GI Bill benefits and blocked from buying homes because of racial covenants?” Students want to understand how federal policy helped create the racial wealth gap. 6. “Why were so many Black soldiers sent to frontline combat in Vietnam, and why did they return to the same racism they left behind?” This question connects military service to civil rights struggles of the 1960s and 70s. 7. “If Black Americans served in every war up to Iraq and Afghanistan, why are their contributions still left out of class discussions?” For the lesson plan for this episode email: radiotalklr@gmail.com Contact; 773-809-8594 or radiotalklr@gmail.com

    45 min
  4. METRO STUDENTS DEMANDING TRUTH About Black Veterans

    May 29

    METRO STUDENTS DEMANDING TRUTH About Black Veterans

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

    28 min

About

Mr. Lucky M.A., Master of Advocacy and Political Leadership (MAPL) M.S., Graduate Student, School of Urban Education See My Book: www.weusoursluckybooks.com The Metro State Black Student Achievers Podcast was created to reach Black youth in charter schools, churches, recreation centers, barbershops, hair salons, and community spaces where many have been led to believe higher education is not for them. The mission is to bring real stories of Metro State students and graduates directly into these environments so young people hear voices that reflect their identities, experiences, and potential. The podcast also functions as an instructional tool, with select episodes paired with lesson plans highlighting Black innovators including the Black nurse who invented the home security system, the Freedom House Ambulance Service—the first modern EMS—and the Black nurses who served in every major American war. These materials help students collaborate with peers, complete activities at home, and allow educators to integrate the content into their courses. The mission also models self‑determination by showing this podcast was created without begging for money, without seeking validation, and by embracing the mindset of asking “What can I do?” instead of “What can’t I do?” The vision is to cultivate a generation of Black youth who see themselves as scholars, innovators, and leaders, transforming community spaces into learning spaces, elevating overlooked Black excellence, and building a culture where young people pursue goals with confidence, dignity, and purpose. Black students do not need permission to achieve—they need opportunity, representation, and courage. The podcast stands as an example of what is possible when students lead with purpose and institutions support authentic student voice. It advances the university’s commitments to student leadership, equity, culturally responsive engagement, community partnership, academic access, and the amplification of historically marginalized voices. Lucky is an award‑winning educator and community leader with 15+ years of experience in secondary education, juvenile justice, and public service. He has developed culturally responsive curricula, mentored educators, and taught Leadership, Race in America, and Community Organizing. His work has increased student achievement, reduced disciplinary incidents, and supported legislative efforts that secured over $355,000 for student programs. His leadership has earned recognition across Minnesota and beyond, including induction into the National Society of Leadership and Success, the Pillsbury United Communities Service Award, and commendations from Ramsey County Corrections, the U.S. Army, and state civic institutions. He chaired the Governor’s Legacy Committee, overseeing $240,000 in arts grants with a perfect audit. His background includes roles as Juvenile Probation Officer, Paralegal, Veterans Case Manager, Urban Elder Teacher Coach, Park Police and Military Police Officer. He has authored four books and released a gospel album produced by Numero Records. He holds advanced degrees in Advocacy, Leadership, Social Sciences, Counseling Psychology, Paralegal Studies, and Law Enforcement, and is completing a second master’s in education. “When people talk behind your back, remember—they’re behind you for a reason.” “During struggles, always ask what I can do—never what can’t I do.” At no point does the podcast claim to be an official university production. This being said, we continue to gain listeners. radiotalklr@gmail.com Phone: 773-809-8594