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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

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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.”

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Top To Bottom Fashions - 763-951-2857

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3310 Brookdale Dr. N.

Brooklyn Park MN 55433

763-951-2857

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773-809-8594

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To Be a Guest on The Podcast call: 773-809-8594

Lesson Plan — “Tikar Sew” (Teddy Afro)

Theme: Unity, justice, and national healing in Ethiopian society.

Learning Objectives (with examples)

1. Analyze how the song uses historical references to promote unity. Example: Students identify a lyric that references past conflict and explain how it calls for reconciliation. *
2. Interpret the cultural symbolism in the song’s imagery. Example: Students explain how references to “the people” or “the land” symbolize shared identity.

Learning Outcomes (with examples)

1. Students will explain the song’s message about collective responsibility. Example: A student states how the chorus encourages citizens to care for one another.
2. Students will connect the song’s themes to modern social issues. Example: A student compares the song’s call for unity to current community tensions or divisions.

5E Learning Model

Engage: Play the opening section; ask students what emotions or images they immediately feel.

Explore: Students discuss Ethiopia’s historical struggles and how artists use music to address national healing.

Explain: Break down key lyrics and visuals from the music video, focusing on unity, justice, and shared humanity.

Elaborate: Students create a short reflection, poem, or sketch showing how “Tikar Sew” applies to their own community’s challenges.

Evaluate: Students share their work and explain how their piece reflects the song’s message of unity and responsibility.

Formative Assessment

One‑minute written response:

“What message from ‘Tikar Sew’ is most important for society today, and why?”

Evaluate for clarity, connection to the song, and evidence of critical thinking.

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Contact; radiotalklr@gmail.com

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:

1. Name one Black military unit or figure and explain their contribution.
2. Describe one form of discrimination Black veterans faced and its impact.

PERSONAL CHANGE WORKSHEET

1. What Part of My Past Keeps Pulling Me Back?

Describe the habit, mindset, or behavior you keep returning to.

2. What Does “My Mud” Look Like?

Identify the specific behavior that keeps you stuck. Example: snapping in anger, shutting down, avoiding responsibility.

3. What Is “My Vomit”?

What harmful action or pattern do you keep returning to even though it hurts you?

4. What Trigger Pulls Me Back Into It?

List the situations, people, or emotions that send you into the old cycle.

5. What New Behavior Will Replace the Old One?

Be specific and realistic.

Reality Therapy (WDEP) Self‑Assessment

W – WANT: What do I truly want to change in my life?

D – DOING: What am I doing right now that keeps me stuck?

E – EVALUATE: Is what I’m doing helping me get what I want? □ Yes  □ No Explain:

P – PLAN: What is my next clean step forward TODAY?

Comments: radiotalklr@gmail.com

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Black History Is American History — No Permission Required

Black People do not need consent to learn the truth about their own history. Learning about Black Patriots, Black brilliance, and Black resistance is not optional — it is essential to understanding America itself.

Asking for “permission” to teach Black history sends the wrong message. It suggests that truth needs approval. It suggests that identity must be softened. It suggests that pride must be negotiated.

We reject that.

Stand tall. Stand informed. Stand honorable. Black USA, your history is not a side note — it is a foundation of this nation.

Say it with your chest: “I’m Black and I’m proud.”

And mean it every day.

Tell Another Black American About This Podcast and Message Line.

Comments: radiotalklr@gmail.com

Comments: radiotalklr@gmail.com