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)

"“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

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 Studies Teacher, currently completing my second master’s degree in Urban Education

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

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

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

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

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

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