POSITIVE PEOPLE MATTER

Order My Book at www.weusoursluckybooks.com Mr. Positive is an award‑winning educator, curriculum designer, and transformative leader with more than 15 years of experience across secondary education, juvenile justice, and strategic community engagement. He has developed culturally responsive curricula, mentored educators, and led initiatives that drive systemic change across schools and civic institutions. He has designed and taught more than eight elective courses—including Leadership, Race in America, and Community Organizing—while increasing student achievement and reducing disciplinary incidents through trauma‑informed, inclusive instruction. His legislative advocacy has contributed to the introduction of House Files and secured more than $355,000 in funding for student‑centered programs. he's rebranded school identity, built strategic partnerships, and led restorative practice training for staff. He served as a Juvenile Probation Officer and Paralegal, earning multiple awards for innovation and service. His professional background as Legal Clinic Manager, Veterans Case Manager, Urban Elder Teacher Coach, Park Police, Military Police Officer and Correctional Officer. . Mr. Positive is the author of two books available at major retailers including Amazon and Barnes & Noble. His gospel album, Keep Your Faith in God , was reissued by Numero Records. His leadership has been recognized through induction into the National Society of Leadership and Success, the Pillsbury United Communities Service Award, and multiple commendations from Ramsey County Corrections, the U.S. Army, and Minnesota civic institutions. He also chaired the Governor’s Legacy Committee, overseeing $240,000 in arts grants with a perfect audit and leading youth civic engagement projects that resulted in legislative wins. Mr. Positive holds a Master of Advocacy and Leadership, a bachelor’s degree in social sciences and counseling psychology, an Associate of Applied Science in Paralegal Studies and Law Enforcement, and Secondary Education Licensure. He is currently completing his second master’s degree in education , His work reflects a lifelong commitment to equity, justice, and the empowerment of marginalized communities. Mr. Positive has developed comprehensive scope and sequence frameworks for a wide range of Social Studies courses, His curriculum design process emphasizes both vertical and horizontal alignment, allowing students to build skills progressively while making meaningful interdisciplinary connections. He integrates critical thinking, research, public speaking, and policy analysis into each unit, ensuring that students develop the academic and civic competencies needed for real‑world engagement. Each course includes embedded formative and summative assessments tied directly to learning objectives and growth targets, allowing for continuous monitoring of student progress. His instructional design incorporates differentiated strategies tailored to diverse learning needs, ensuring that all students—regardless of background or ability—can access rigorous content. Culturally responsive pedagogy is woven throughout every unit, reflecting his commitment to honoring students’ identities and lived experiences. Finally, his curricula emphasize real‑world application, connecting classroom learning to civic engagement, legislative advocacy, and community leadership. To be a guest on the podcast email: educatorsocialscience@gmail.com or call 773-809-8594

POSITIVE PEOPLE MATTER is a science podcast hosted by Unknown Host, with 94 episodes on record and a Required Pod Score of 80. PitchCentric scores this show on Booking Probability, Listen Score, and live audience signals refreshed every 24 hours.

Unknown Host hosts POSITIVE PEOPLE MATTER, a science show with 94 episodes published.

Our AI reads these to draft pitches. Use them as grounding for a pitch that cites a real guest and a specific topic.

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  Episode #15

  Attention Licensed Realtors: 5.0 CE Hours

  Aug 11, 20264 minS17

  Attention Licensed Realtors 5.0 CE Hours Email: radiotalklr@gmail.com

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  Episode #14

  Dr. Megan Johnston: Critiquing Racism in Art

  Aug 8, 20261h 16mS17

  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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  Episode #12

  Mayor Her: If a Man Was Accused of Her Conduct

  Aug 3, 202618 minS17

  Win $200: Mayor Her & Double Standards- Email Your Essay To: radiotalklr@gmail.com 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

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  Episode #11

  Win $200: "Sex" Mayor Her vs. Rep. John Thompson

  Aug 2, 20268 minS17

  Win $200 Email: radiotalklr@gmail.com

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  Episode #11

  Black Women: What Liberal Educators Hide

  Jul 26, 202639 minS15

  Order My Book: www.weusoursluckybooks.com Lesson Plan Segment: The Truth Liberal Faculty Hide About Black Women Learning Objectives (with examples) Students will analyze how academia sanitizes Black women’s histories Example: Students compare the textbook version of Rosa Parks (“tired seamstress”) with her actual work investigating the gang rape of Recy Taylor. Students will evaluate the impact of omitted violence on historical understanding Example: Students examine how removing Fannie Lou Hamer’s forced sterilization changes the meaning of her political activism. Learning Outcomes (with examples) Students will identify at least three ways institutions distort Black women’s stories Example: A student explains how Wangari Maathai’s beatings are erased, how Althea Gibson’s poverty is hidden, and how Miriam Makeba’s exile is reframed as a “career move.” Students will produce a written or verbal critique demonstrating the need for "unsanitized" history Example: A student writes a paragraph arguing that Wilma Rudolph’s fight against segregation is more historically significant than her Olympic medals. Four Questions Students May Ask Faculty Why are Black women’s experiences with state violence, sexual assault, and medical racism rarely included in our curriculum? Who decides which parts of Black women’s history are “appropriate” for classrooms — and why? Why do textbooks highlight Black women’s achievements but erase the brutality they survived to reach them? How does faculty discomfort shape what we learn about women like Daisy Bates, Fannie Lou Hamer, and Miriam Makeba? Contact: radiotalklr@gmail.com

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