https://youtube.com/shorts/IO5Whq5FKX0?si=H74fTlRrL2p8LEIK

Mr. Positive, M.A., B.Soc.Sci., CIT, PEL, A.S.P.D.

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: educatorsocialscience@gmail.com

Brief Statement Why would anyone seek to oppress, deny, or diminish the extraordinary service of African American heroes who gave their lives and courage for this nation? Their sacrifices are woven into the fabric of our democracy. More important, we do not need permission or consent to remember our heroes — their legacy belongs to all of us, and it must be honored without erasure.

📘 Lesson Plan: Standing Against Erasure – Honoring Black Military Heroes

🎯 Learning Objective

Participants will understand the contributions of African American military heroes across U.S. history and recognize why preserving their legacy is essential to democracy.

🌟 Learning Outcomes (with Examples)

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

1. Identify at least three African American military heroes and the battles where they served.
   • Example: Name Peter Salem at Bunker Hill (1775), Henry Johnson in the Argonne Forest (1918), and Alwyn Cashe near Samarra, Iraq (2005).
2. Explain why recognition of these heroes was often delayed due to racism.
   • Example: Describe how Freddie Stowers was denied the Medal of Honor until 1991, 73 years after his death, and how Vernon Baker only received his Medal of Honor in 1997 after decades of systemic discrimination.
3. Reflect on why erasure of these stories undermines democracy and justice.
   • Example: Discuss how removing names of Black heroes from bases or ships while glorifying Confederate generals erases the sacrifices of patriots who defended the Union and freedom.
4. Commit to one personal action (sharing, writing, contacting leaders) to resist erasure.
   • Example: A participant pledges to write a blog post about Shoshana Johnson, the first Black female POW, or call their congressman to demand protection of military history that honors African American heroes.

📝 Assessment

• Quick Recall Activity: Ask participants to name one hero from the Revolution, one from WWII, and one from Iraq.
• Discussion Prompt: “Why would anyone want to oppress, deny, or diminish this kind of service to our nation?”
• Exit Ticket: Each participant writes one sentence on how they will help preserve the memory of these heroes (e.g., talk to family, post online, contact a representative).Comments: educatorsocialscience@gmail.com

773-809-8594

This is a message for all who value truth and connection. Lucky’s new book, Relationships – The Power of Illusion, reveals the hidden forces behind love, trust, and perception. The first five callers will receive a copy absolutely free. Call now and claim yours today.

Dr. King delivered this message during a speech titled “What Is Your Life’s Blueprint?” at Barratt Junior High School in Philadelphia in 1967. He was urging students to pursue excellence regardless of their circumstances or societal expectations. Street Sweeper

Lesson Plan: Do Not Let Others Define Your Limits

Learning Objective

Participants will internalize and apply the principles of perspicacity and alacrity of thought to confront challenges, refine their messaging, and pursue endeavors with purpose and velocity.

Learning Outcomes & Examples

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

• Define perspicacity and alacrity of thought in civic and creative contexts Example: A participant explains that perspicacity is the ability to see through political doublespeak, while alacrity of thought is the readiness to respond with a clear, dignified message in any public-facing effort.
• Identify moments in history, media, or personal experience where these traits shaped outcomes Example: Participants analyze how Fannie Lou Hamer’s testimony at the 1964 DNC showed perspicacity in exposing injustice and alacrity in seizing the moment to speak truth to power.
• Compose a short motivational message or public statement that embodies these principles Example: A participant writes: “This is your moment. Move with perspicacity. Act with alacrity. The world isn’t waiting—it’s listening.”
• Reflect on how asking “What can I do?” transforms their approach to challenge and legacy Example: In a journal entry, a participant writes: “Instead of freezing when I saw the problem in our community, I asked what I could do. I organized a weekly gathering to amplify local voices. That shift—from fear to action—was everything.”

Three Examples of Not Being Defined by Limits

1. Temple Grandin Diagnosed with autism at a time when institutionalization was common, Grandin used her unique cognitive style to revolutionize humane livestock handling. She didn’t ask what she couldn’t do—she asked how her mind could solve problems others overlooked.

2. The Montgomery Bus Boycott Sparked by Rosa Parks’ refusal to give up her seat, this movement wasn’t defined by the limits imposed by segregation—it was defined by the collective decision to walk, organize, and persist. The boycott lasted over a year, reshaping civil rights history.

3. Community Organizers in Underserved Areas With limited access to funding or formal platforms, organizers have turned living rooms, sidewalks, and social media into spaces for truth-telling and transformation. They didn’t wait for permission or perfect conditions—they built legacy with what they had.

Assessment

• Formative: Group discussion analyzing examples of perspicacity and alacrity in action (e.g., historical speeches, civic movements, public statements)
• Summative: Participants submit a 60-second motivational message or public service announcement using the main message and conclusion above, adapted to their voice and audience
• Optional Extension: Peer review and refinement of messages for clarity, impact, and emotional resonance.

To be a guest on the podcast: educatorsocialscience@gmail.com or 773-809-8594

Help Others:

Copy and paste the link to this encouraging episode to friends, family, and across your social media platforms. KEEP THIS message moving forward. Ask for my message "God Can't Work with Lazy People". email: educatorsocialscience@gmail.com

“If you go to a problem expecting to lose—if you wake up thinking the worst and expecting failure—why wake up at all? Wake up in power. Say it. Say it out loud: I did not wake up to fail.” —Mr. Positive

Somewhere I read: If you see ten problems coming down the road, keep watching—nine will fall into a ditch.

Are you doing something positive that you would like to be interviewed as a guest on this podcast?

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

“Want to be a guest on the podcast and share something positive you're doing with our listeners? Don’t hold back or think it won’t work — let’s talk! Give me a call at 773-809-8954.”

To be a guest on Positive People USA call 773-809-8594

Mr. Positive

Copy and paste the link to this episode and send to others that need to hear the message. KEEP IT MOVING.

🎯 Lesson Title:

Back Talkers: Behind You for Reasons Understanding the psychology of gossip, building resilience, and mastering forward focus

📘 Learning Objective:

Students will analyze the social dynamics of backtalk and gossip, explore strategies for emotional resilience, and create expressive responses that affirm personal growth and forward movement.

✅ Learning Outcomes & Examples:

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

1. Define the concept of “backtalkers” and explain why they operate from behind. Example: “Backtalkers are people who criticize others in secret, often out of envy or insecurity. They stay behind because they fear direct confrontation or lack the courage to lead.”
2. Identify tw0 strategies for ignoring gossip and maintaining focus. Example:
   • Silence is strategy: Don’t respond to rumors.
   • Turn repetition into revelation: Use affirmations like “They’re behind you for reasons.”
3. Interpret and perform a monologue that uses repetition and satire to expose hypocrisy. Example: Students rehearse and perform the monologue, emphasizing the repeated line “They’re behind you for reasons” and delivering the satirical Snickers conclusion with punchline timing.
4. Create a personal mantra or short spoken-word piece affirming their own forward motion. Example: “I rise without apology. I move without explanation. I don’t turn around for whispers—I walk forward with purpose. They’re behind me for reasons.”

🧠 Assessment Activities:

• Discussion Prompt: “Why do people talk behind others’ backs—and what does it reveal about their position?”
• Written Reflection: Students write a 30-word sentence capturing the essence of Back Talkers: Behind You for Reasons.
• Creative Response: Students write their own short monologue or mantra using the phrase “They’re behind you for reasons” as a ritual refrain.

🧩 5E Lesson Plan Structure

1️⃣ Engage

Activity: Open with the monologue title and a bold question:

“Why do people talk behind your back—and what does it say about their position?”

2️⃣ Explore

Activity: Students brainstorm reasons why people gossip or backtalk. Create one column:

• Why they’re behind

Purpose: Encourage critical thinking and personal reflection. Reveal the psychology and insecurity behind backtalk.

3️⃣ Explain

Activity: Introduce the full monologue: Back Talkers: Behind You for Reasons Break down key themes: movement, envy, distraction, resilience. Discuss the four strategies for ignoring gossip:

• Silence is strategy

4️⃣ Elaborate

Activity: Students write and perform their own short mantra or spoken-word piece using the refrain:

“They’re behind you for reasons.”

5️⃣ Evaluate

Assessment Options:

• Written Reflection: “What does ‘They’re behind you for reasons’ mean to you personally?”

To be a guest on the podcast: educatorsocialscience@gmail.com or 773-809-8594