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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

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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 call: 773-809-8594

Group Mini‑Lesson: “We Don’t Quit Here”

Learning Objective

Group members will identify one shared “quit message” and replace it with a collective resilience statement. Example: Quit message: “We always struggle with this.” Resilience statement: “We grow stronger together every time we try.”

Learning Outcome

Participants will demonstrate the ability to support one another by reframing negative group self‑talk into positive, action‑based language. Example: Negative: “We’re not good at finishing things.” Reframed: “We finish more when we help each other stay accountable.”

5E Learning Model (Group Version)

Engage (2 minutes)

Place the phrase in the center: “I Am Stupid — Can’t Learn — Please Help.” Ask the group: How does this statement feel when someone in the group says it? This opens empathy and connection.

Explore (3 minutes)

Each person shares one “quit message” they’ve heard in the group. Examples:

• “We’re not smart enough.”
• “We always mess things up.”
• “We never get things right.” This builds honesty and trust.

Explain (4 minutes)

Facilitator teaches:

• Groups often pass down quit habits without noticing.
• Failure is information, not identity.
• Groups grow stronger when they reframe together.

Elaborate (5 minutes)

As a group, pick one quit message and rewrite it into a group resilience statement. Example: Quit: “We give up too fast.” Resilience: “We stay in the fight because we don’t struggle alone.”

Have each person say the new statement aloud.

Evaluate (3 minutes)

Group members share one way they will help someone else not quit this week. This shifts the lesson from individual to collective responsibility.

Formative Assessment

Group Reflection Card: Each person completes the sentence: “Today I learned our group becomes stronger when we…”

Collected responses show:

• Understanding of resilience
• Ability to reframe
• Commitment to supporting one another

To Be a Guest on This Podcast Call 773-809-8594

Dreaming of owning a home in St. Paul but worried about the upfront costs? This episode is for you!

Join Estrella Carter, The House Lady with The Stellar One Group at Coldwell Banker Realty, as she sits down with Kevin Murray, Mortgage Loan Originator with Planet Home Lending, to discuss the newly released St. Paul Down Payment Assistance Program and what it could mean for aspiring homeowners.

In this episode, we cover:

• What the new program is and why it was created
• Who may qualify
• How much assistance may be available (up to $110,000)
• Down payment and closing cost assistance
• Home inspection reimbursement
• Whether first-time homebuyer status is required
• How this program can be combined with other assistance programs
• The application process and important timelines
• Common myths about down payment assistance
• Steps buyers should take now before funding is exhausted

If you’ve been waiting for the right opportunity to purchase a home or know someone who has - this conversation is one you won’t want to miss.

For more information call 651.338.4207

estrella.carter@cbrealty.com

http://estrellacarter.com/

See My Book: https://www.barnesandnoble.com/w/relationships-the-power-of-illusion-lucky/1149325667?ean=9781663277930

To be a guest on the podcast call 773-809-8594

Elizabeth Brown is a Financial Educator and Pre-Planning Specialist who has worked with families across the United States to help them achieve financial security and peace of mind. Her primary base is Minnesota.

As a financial educator and pre-planning specialist, Elizabeth works closely with individuals and families who are interested in learning more about financial protection, including the “new” life insurance, health insurance, pre-planning, retirement, and more—for both the present and the future. Elizabeth guides clients through the process, explains the short- and long-term benefits of strategic planning, and helps identify the best path forward for each unique situation.

Please don’t hesitate to contact Elizabeth with any additional questions!

https://clients.firstfinancialsecurity.com/JW1714

https://calendly.com/elizabethbrownffs/30min

To be a guest on the podcast and share what you are doing call Mr. Positive- 773-809-8594

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11 Ways to Choose God Instead of Relapse When You’re Alone

1. Remember God’s Love in the Moment of Temptation (John 3:16)

When the urge hits, pause and remind yourself: God still loves me right now. Temptation grows strongest when a person forgets they are loved. Recalling God’s love interrupts the separation that leads to relapse.

2. Tell the Truth About the Struggle Instead of Hiding It (Romans 3:23)

“All have sinned…” means you don’t have to pretend. Admitting the struggle out loud — even if only to God — breaks the secrecy that fuels relapse. Honesty is the doorway back to connection.

3. Use the Authority God Already Gave You (John 1:12)

You have the right to choose differently. Speak it: I have authority to walk away from this. Authority unused becomes relapse; authority exercised becomes recovery.

4. Replace the Escape With a Scripture You Can Say Out Loud

When the group show is gone, your voice becomes your weapon. Speak one line:

• “God so loved the world…”
• “All have sinned…”
• “By His wounds I am healed…”
• “He gave the right…” Speaking Scripture disrupts the mental pattern that leads to relapse.

5. Change Your Physical Position Immediately

Relapse often begins with stillness. Stand up. Walk. Step outside. Move your body. Movement breaks the chain between thought and action.

6. Call One Person Who Knows the Real You

Not the group version. Not the testimony version. The real you. Connection kills isolation, and isolation is where relapse grows.

7. Pray a Short, Honest Prayer Instead of a Long Religious One

God doesn’t need performance. Say: God, I’m struggling. I need You right now. Honesty reconnects you faster than religious language.

8. Identify the Lie Behind the Temptation

Every relapse begins with a lie: “I need this.” “I can handle this.” “No one will know.” Name the lie. Naming it breaks its power.

9. Choose a Healing Action That Matches 1 Peter 2:24

“By His wounds you were healed.” Healing requires action:

• Drink water
• Take a shower
• Read one verse
• Step outside
• Write one sentence Small healing actions reinforce the larger spiritual healing Christ already provided.

10. Remove the Object of Temptation From Your Immediate Reach

Relapse is often proximity-based. If it’s near you, it owns you. Distance creates clarity. Clarity creates strength. Strength creates obedience.

11. Ask Yourself the Question That Defines Your Essay

“The group show is gone. What are you going to do?” This question forces the person to confront the truth: Recovery is not what they say in the group. Recovery is what they choose when they are alone.

• John 3:16 — Remember God’s love
• Romans 3:23 — Tell the truth about the struggle
• 1 Peter 2:24 — Walk in healing
• John 1:12 — Use your authority

Contact: radiotalklr@gmail.com

To Be a Guest on This Podcast call 773-809-8594

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.”