Educated People Can Have Fun and Laugh

Aimee Bock (aka Shirley Temple) didn’t just walk into Minnesota’s nonprofit world — she twirled in like a tap‑dancing prodigy from a 1930s movie reel. With a smile sweet enough to charm a courtroom and an innocence polished to a Hollywood shine, she projected the kind of “golly‑gee” wholesomeness that made people believe every grant, every meal count, every signature was pure as sugar.

But behind the curls‑and‑dimples routine was a performance far more elaborate than any Shirley Temple musical. While the public saw a benevolent leader feeding children, the backstage reality was a choreography of paperwork, partnerships, and meal claims that didn’t always match the script. The spotlight she sought for her organization slowly shifted, revealing shadows where the applause used to be.

As the allegations grew louder, the contrast sharpened: the child‑star innocence she projected versus the federal‑investigation gravity surrounding her. It wasn’t just a fall from grace — it was a tap‑dance routine gone off‑beat, a show where the props didn’t match the story, and the audience suddenly realized the orchestra had stopped playing.

In the world of MinneFrauda, where trust is currency and oversight is the stage manager, her act became a cautionary tale: a reminder that even the brightest smile can hide the most complicated script, and even the sweetest persona can lead an entire cast into chaos when the performance collapses.

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.”

See My Book: www.weusoursluckybooks.com

Contact Dr. Greason; wgreason@macalester.edu

The Graphic History of Hip Hop

https://www.graphichistorycompany.com/graphichistoryofhiphop

Lesson Plan: Reimagining Communities through Afrofuturism and Economic Justice

(Based on themes from WalterDGreason.com)

Overview

Dr. Walter D. Greason’s work blends history, economics, Afrofuturism, and digital innovation to show how communities can rebuild themselves through cultural preservation and creative problem‑solving. His projects demonstrate how understanding the past helps us design a more just future.

Learning Objectives

1. Students will analyze how Afrofuturism and historic preservation can transform vulnerable communities. Example: Students review Greason’s Eatonville preservation work and explain how protecting cultural history strengthens community identity.
2. Students will evaluate how digital innovation can promote racial and economic equity. Example: Students explore The Graphic History of Hip Hop and identify how technology communicates social justice messages.

Learning Outcomes

1. Students will demonstrate understanding of interdisciplinary approaches to community uplift. Example: Students create a short presentation connecting Afrofuturism to a local urban renewal effort.
2. Students will apply Greason’s model of cultural preservation to propose solutions for modern issues. Example: Students design a mini‑plan to revitalize a local landmark using digital storytelling.

5E Learning Model (Student‑Friendly Version)

Engage — Get Curious

Students watch a short clip or explore images from Greason’s Eatonville project. They discuss: “Why does preserving history matter for our future?”

Explore — Investigate the Ideas

Students work in small groups to explore one of Greason’s projects (Eatonville, Gallier House, Graphic History of Hip Hop). They take notes on how history, art, and economics connect.

Explain — Make Meaning

The teacher breaks down how Afrofuturism, economics, and cultural design work together. Students share what they discovered and connect it to real‑world community issues.

Elaborate — Apply What You Learned

Students create a digital poster, short essay, or mini‑proposal showing how they would preserve or redesign a local space using Greason’s principles.

Evaluate — Show What You Understand

Students reflect on how creative history can inspire social change. They share their ideas with peers and give feedback.

Formative Assessment

Reflection Journal Prompt:

• How does Afrofuturism help us imagine better communities?
• What lessons from Dr. Greason’s work could help improve your city or school?

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