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LOGIC MODEL: Using Opposition to Succeed

Program Goal: Equip students, graduates, and emerging leaders to convert opposition—negative people, “isms,” doubt, and resistance—into motivation, strategy, and personal advancement.

Inputs

• Personal experiences with opposition
• Supportive peers and mentors
• Leadership frameworks (task, transformational, servant, adaptive)
• Historical examples (Tubman, Hamer, Malcolm X, Dr. King)
• Self‑reflection and discipline
• Awareness of haters, prejudices, and systemic barriers

Activities

• Identify sources of opposition and categorize them (ignore vs. use)
• Reframe negative messages into action questions (“What CAN I do?”)
• Practice leadership strategies that anticipate resistance
• Study historical leaders who turned pressure into purpose
• Convert critics’ words, jealousy, and actions into strategic fuel
• Teach students to transform discouragement into momentum

Outputs

• Examples showing how opposition becomes usable
• Student‑created strategies for responding to haters and “isms”
• Leadership plans built around resistance
• Reflection statements on how opposition reveals potential
• Tools for turning negativity into progress

Short‑Term Outcomes

• Students recognize opposition as material, not a barrier
• Increased confidence when facing discouragement
• Ability to ignore unproductive critics
• Ability to convert negative messages into strategic action

Long‑Term Outcomes

• Stronger leadership identity
• Greater resilience in college, career, and entrepreneurship
• Ability to build more from opposition than from agreement
• Strategic use of resistance to amplify goals and message
• Transformation of opposers into unintentional contributors to success

Impact

Learners adopt the mindset that opposition is not the enemy—it is the material. Motivation is the builder. Strategy is the result. They grow from supporters but rise by converting resistance into power.

Assumption

This model assumes that students and leaders are willing to reflect honestly, confront discomfort, and apply disciplined action. It also assumes that opposition—whether rooted in jealousy, prejudice, or fear—can be reframed and repurposed into constructive energy when guided by intentional leadership.

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DO NOT ALLOW COLLEGE INSTRUCTORS TO DO THE SAME

See My Lesson Plan Below

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Black Americans: Nothing But the Truth All parents, teachers, and fellow Americans must listen to this episode. Share it with someone—then ask them to share it with someone else. Keep it moving. Keep the truth alive.

"We were never told the full story about Black Americans and the American Revolution. Pull up images of the Battle of Bunker Hill and Washington’s crossing of the Delaware. Look closely. Find the Black patriots. Learn the truth." Mr. Positive.

🧭Lesson Plan to Be Used with This Podcast: Reclaiming Black Patriots of the American Revolution

Presented by the Positive People USA Podcast

🎯 Learning Objectives (with Examples)

Students will:

• Identify and explain the contributions of Black patriots in the Revolutionary War, such as:
  • Wentworth Cheswell, the first Black elected official in U.S. history, who rode north in 1774 to warn of British troop movements.
  • James Armistead Lafayette, a double agent whose intelligence helped secure victory at Yorktown in 1781.
• Analyze how post-Civil War political forces erased Black contributions from historical narratives, using:
  • David Barton’s claim that Southern Democrats rewrote textbooks between 1870–1890 to support segregation and suppress Black patriotism. "Verbal Presentation."
• Evaluate primary sources to restore historical truth, including:
  • William Cooper Nell’s 1855 book, The Colored Patriots of the American Revolution, which documents figures like Crispus Attucks and Salem Poor.

📈 Learning Outcomes

By the end of the lesson, students will be able to:

• Name and describe at least five Black patriots, including:
  • Peter Salem, who killed British Major Pitcairn at Bunker Hill (June 17, 1775).
  • Phillis Wheatley, who corresponded with George Washington in 1775–76, praising his leadership through poetry.
• Explain the mechanisms of historical erasure, such as:
  • The removal of Black figures from post-Reconstruction textbooks to justify Jim Crow policies and white supremacy.
• Create a civic restoration message that reclaims a forgotten legacy, such as:
  • A podcast script honoring Lemuel Haynes, the first Black ordained Protestant minister, who preached liberty and pastored churches in Massachusetts and New York.

🧪 Assessment

Formative:

• Quick write: “Why was Wentworth Cheswell’s election in 1768 historically significant?”
• Group discussion: Analyze Prince Whipple’s symbolic presence in Washington Crossing the Delaware and its implications for visual legacy.
• Draw a picture and explain the significance of any part of the podcast that strikes you as important.

Summative:

• Civic Restoration Project: Students will produce a mini-podcast script, PSA, or infographic that reclaims one Black patriot’s legacy and critiques the mechanisms of historical erasure.
• Rubric will assess:
  • Historical accuracy (dates, locations, roles)

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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

1. 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.
2. 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

1. Students will demonstrate understanding of interdisciplinary approaches to community uplift. Example: Students create a short presentation connecting Afrofuturism to a local urban renewal effort.
2. 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?

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Student: Lisa's Request

Lesson Plan: “Better Days — Hope Beyond Present Pain”

Learning Objective

You and your family will understand how faith provides hope during adversity, using Romans 8:18 and the song Better Days as real‑life examples.

Example: After listening to the song, you and your family point out lyrics that show perseverance, hope, or trust in God’s future promises.

Learning Outcome

You and your family will be able to explain how spiritual endurance transforms suffering into strength, connecting Romans 8:18 to your own life experiences.

Example: A family member might say, “Romans 8:18 reminds me that what we’re going through now is temporary — God has something better ahead.”

Mini‑Lesson Flow (5E Model)

Engage

Play Better Days by Le’Andria Johnson. Ask: “What part of this song speaks to you the most?”

Explore

Read Romans 8:18 together. Discuss: “What does this verse say about our struggles?”

Explain

Connect the verse to the song: Both teach that present pain cannot cancel future glory.

Elaborate

You and your family share examples of times you pushed through hardship and later saw God’s purpose or blessing.

Evaluate (Formative Assessment)

Each person writes or says a short reflection answering:

“How does Romans 8:18 help you understand the message of Better Days?”

You check for:

• Clear explanation
• Connection to scripture
• Personal insight

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Metro State Black College Achievers Podcast

Positioning Black Scholarship Within the National Black Studies Podcast Landscape

The Metro State Black College Achievers Podcast strengthens and expands the presence of Black Studies in the Twin Cities and nationwide by centering Black student voice, Black scholarship, and Black community life. Rooted in the intellectual traditions of Black Studies and aligned with Metro State University’s commitments to diversity, equity, inclusion, and anti‑racism, it bridges academic knowledge and community empowerment.

Within the national landscape, the podcast complements scholarly platforms such as the Black Studies Podcast featuring Dr. André Carrington and Dr. Imani Perry. While national shows document the history and theory of the discipline, Metro State’s podcast cultivates the next generation of Black scholars, leaders, and critical thinkers. Together, they form a complete ecosystem—one preserving the tradition, the other developing those who will carry it forward.

Our mission is to create a community‑centered, learner‑centered, and empowerment‑centered space where Black students, educators, and community leaders share stories, research, and lived experiences. We believe Black students are producers of knowledge whose voices are essential to the future of Black Studies. Through interviews, historical modules, culturally responsive lesson plans, and conversations grounded in truth‑telling and liberation, the podcast activates Black Studies as both academic discipline and community practice.

Commitments: • Amplify Black student voices as essential contributors to the discipline. • Highlight Black scholarship across generations—from emerging thinkers to established experts. • Provide educational tools for teachers, parents, and community organizations. • Strengthen community connections through culturally grounded storytelling. • Expand access to higher education by showcasing Black academic excellence. • Build a future pipeline of Black scholars, educators, and leaders.

This podcast is more than a platform—it is a living archive, a teaching tool, and a community resource. It is where Black Studies lives, breathes, and grows.

Across the country, national Black Studies podcasts preserve the intellectual foundations of the field. The Metro State Black College Achievers Podcast stands in direct conversation with that tradition but does something distinct and urgently needed. It reaches Black youth in churches, barbershops, recreation centers, charter schools, and community spaces—connecting scholarship to everyday life. It teaches, lives, and activates Black Studies through community engagement.

Grounded in the belief that Black Studies is not just an academic field but a practice of liberation and truth‑telling, this podcast carries forward a discipline born from struggle and sustained by community. Each episode invites listeners into a national movement—hearing voices that will shape the next chapter of Black Studies and witnessing the creation of a new archive rooted in lived experience, scholarship, and possibility.

This is the Metro State Black College Achievers Podcast. Where Black Studies lives, breathes, and grows. Where the next generation of Black scholars begins.

Mr. Lucky, M.A., MAPL | M.S. Urban Education Student Host, Metro State Black College Achievers Podcast.

To be a guest on the podcast email: radiotalklr@gmail.com

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Easy Way to Challenge Job‑Related Bias and Low Expectations

Purpose

To help participants recognize and challenge workplace bias, microaggressions, and low expectations through humor, transparency, and confidence—without confrontation or loss of professionalism.

Learning Objectives

By the end of this session, participants will be able to:

1. Identify subtle forms of workplace bias and low expectations that appear as “compliments,” jokes, or DEI‑related comments. Example: Recognizing phrases like “You’re lucky to be here” or “We needed diversity” as coded bias.
2. Apply humor and transparency as tools to disarm bias and expose projection. Example: Suggesting the “Transcript Transparency Challenge” as a playful way to level the field.
3. Demonstrate professional confidence rooted in earned experience and qualifications. Example: Responding to bias with calm facts—“I’ve been doing this work for 15 years across schools and juvenile justice systems.”

Lesson Flow

1. Opening (5 minutes)

Display the sign: “Easy Way to Challenge Job‑Related Bias and Low Expectations.” Ask participants: “What does this phrase mean to you? Where have you seen low expectations show up at work?”

Encourage quick responses—keep tone light but real.

2. Mini‑Lesson (10 minutes)

Explain that bias often hides behind humor or “casual” comments. Discuss how transparency and humor can flip the power dynamic.

Example Discussion Points:

• “You’re only here because of DEI” → reveals insecurity, not truth.
• “We lowered the bar for you” → projection of someone else’s fear of comparison.
• “You’re so articulate” → coded surprise at competence.

Show how humor can expose bias without hostility:

“Let’s all post our transcripts in the break room—celebrate everyone’s academic journey!”

The laughter opens space for reflection.

3. Activity (10 minutes)

Role‑Play: Participants act out short workplace scenarios involving bias or low expectations. Each group practices responding with humor and professionalism.

Example: A colleague says, “You’re lucky DEI opened doors.” Response:

“Maybe! But I’ve been opening doors for myself since before DEI had a budget.”

Encourage creativity and laughter while reinforcing dignity.

4. Reflection (5 minutes)

Ask: “What happens when we respond with humor instead of anger?” “How does transparency shift power?” “How can we protect our peace while still challenging bias?”

Participants share insights.

Expected Outcomes

• Participants recognize bias and projection in workplace interactions.
• Participants gain confidence using humor and transparency to respond.
• Participants leave with a clear sense of earned worth and professional legitimacy.

Cool Closing Strategy: “You Earned Your Way”

End with a group affirmation:

“I earned my way here. My work speaks louder than anyone’s assumptions.”

Invite participants to say it aloud together. Then challenge them to post their own credentials proudly—not to prove worth, but to remind others that excellence is not accidental.

Participants write one short reflection:

• Describe a time they faced bias or low expectations.
• Explain how they could use humor or transparency to respond next time.

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Short Lesson Plan: Nonprofit Majors Beware — Understanding Fraud Prevention

Thesis (Context for Instructor Use)

Ethical vigilance is essential in nonprofit and public‑service careers; students must learn to recognize fraud risks and practice integrity in all organizational settings.

Learning Objectives

Objective 1: Students will identify common indicators of fraud within nonprofits or public agencies. Example: Students list red flags such as vague invoices, single‑person financial control, or unexplained budget changes.

Objective 2: Students will explain strategies employees can use to avoid participating in fraud. Example: Students describe actions like documenting decisions, refusing to sign unclear forms, or reporting irregularities.

Learning Outcomes

Outcome 1: Students will analyze a scenario and correctly point out at least three fraud risks. Example: Given a case study, students highlight issues like falsified attendance sheets or unverified service delivery.

Outcome 2: Students will propose two ethical responses to a workplace situation involving pressure to falsify data. Example: Students suggest declining the request and reporting the issue to compliance staff.

5E Learning Model

Engage: Show students a headline about recent Minnesota nonprofit fraud cases. Ask: “Why do you think fraud happens even in mission‑driven organizations?”

Explore: Students review a short scenario describing questionable financial practices. In pairs, they identify potential red flags.

Explain: Instructor clarifies common fraud patterns (double billing, fake invoices, misuse of grant funds) and introduces prevention strategies.

Elaborate: Students apply the 10 fraud‑prevention practices (from previous section) to redesign the scenario into an ethical, compliant workflow.

Evaluate: Students share their redesigned workflow and explain how their changes prevent fraud.

Formative Assessment

Exit Ticket: Students answer:

1. “What is one red flag that signals possible fraud?”
2. “What is one action you can take to avoid being part of fraud in any workplace?”

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