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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: [email protected]

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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

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

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: [email protected]

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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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.

DO NOT ALLOW COLLEGE INSTRUCTORS TO DO THE SAME

See My Lesson Plan Below

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)

Comments: [email protected]

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: [email protected]

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3310 Brookdale Dr. N.

Brooklyn Park MN 55433

763-951-2857

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Tell Another Positive Person About This Message Line

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: [email protected]

Order My Book: www.weusoursluckybooks.com

Contact; [email protected]

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.

Comments: [email protected]