In this lesson, students will learn about Afrofuturism through exploring the Afrofuturism: A History of Black Futures collection at the National Museum of African American History and Culture. Students will complete an online scavenger hunt and engage in a discussion about the cultural significance, key ideas and themes, and impact of Afrofuturism. They will also compare and contrast Afrofuturism and Black Futures. As an extension, students might give input on any ideas regarding Kinfolk’s monuments of Sun Ra, P-Funk, and Octavia Butler.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

How Sweet the Sound -The Story of Amazing Grace by Carole Boston Weatherford and illustrated by Frank Morrison provides a pictorial introduction to the anthem, Amazing Grace - and documents the events and salvation of John Newton aboard the slave ship Greyhound in 1748.

Lesson 4 is a step-by-step guide for the classroom which focuses on exploring and acknowledging the presence of Black people in the future and in space-related fields. It starts with students reading and discussing an interview with Samuel R. Delany. Then, students view a Black Futures artwork and information about Black astronauts, reflecting on the implications and spaces where they would like to see Black people fully represented. The lesson concludes with a design challenge task to make the best spaceship, either out of origami or recyclable trash. There is a recommended work time of 20+ minutes for building the spaceships, and students can submit their work for publishing on Instagram or email. The lesson is part of the #Kinfolk and #BlackFutures campaigns.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

Learn about jobs in the field of designing, producing, exhibiting, performing, writing, and publishing.

How can you create beats? You might think of beatboxing, drumming, or even just tapping pens on a desk, but did you know you can code beats? Join us in exploring the intersection of beat-making and coding, with a focus on the beat machine and the origins of Boom Bap. There will also be an interactive session using EarSketch, a platform developed by Georgia Tech that uses code to create beats and music.

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Reflect on the past unit and provide crucial feedback to the Kinfolk team.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

Lesson 3 is a step-by-step guide for a classroom activity on Sun Ra's art and music. It starts with a 13-minute video of a Sun Ra interview, where students take notes and share their findings with a partner. The lesson then moves on to exploring visuals in Art on Saturn, the Space Is the Place film trailer, and The Last Man in the Cosmos. Finally, students are tasked with a design challenge where they imagine life on Jupiter's moon Europa and create a 15-second clip to show it. There is a 20-minute work time recommended, and students can publish their clips on Instagram with the provided tags.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

This record is just a fake instructional material for use by Instructional Material Reviewers to test their ability to comment and endorse content.

In this lesson students will learn terms that describe music, they will move to music, and express themselves with paint while listening to music.

This lesson is focused on analyzing the anti-slavery movement and David Ruggles’ impact shaping our understanding of slavery and race. Students will explore texts such as "The Disappointed Abolitionists", but also the first magazine-like publication owned and edited by a Black man in this country, "The Mirror of Liberty". To further evaluate perspective, students study a Black Future with the story of "Appolition". They will then develop and present a group concept for a speculative statue of an abolitionist of the future, reflecting on the significance of symbols and elements in shaping our understanding of historical events and their lasting impact.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

This lesson plan, students will analyze a photo of Seneca Village and the excavation report to determine the central ideas and information about the village. They participate in a collaborative discussion about the connections between the text Color(ed) Theory by Ananda Williams, Seneca Village, and gentrification. They also research a local Black enclave and present their findings. As an extension, they speculate about the future of enclaves.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.

After meeting the requirements of Unit 1, students will be able to: Understand the basics of using a drum sequencer in a virtual music production setting. Understand the basics of drum notation and how it can be transferred into a drum sequencer. Understand simple rhythmic concepts as they relate to music. Use basic rhythmic tools including beats, bars and tempo to achieve desired rhythmic concepts in basic music compositions. Edit and sonically manipulate MIDI drum sounds as the basis for music creation. Become familiar with genres from their own and cultures of others. Become familiar with the basic uses of drum machines in a variety of genres. Critically analyze and write self-reflective narratives on their perceptions of their own work as composer/producers and the creative works of others.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

In this lesson students learn a basic west african drum groove (as this music is the root of most pop, rock, hiphop, jazz and latin music internationally and is still played today) and how to transfer this to the sequencer from standard notation.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Scaffolding from the work in the previous lesson, here we not only practice programming the drum sequencer, but we learn to create and improvise based on the given funk drum groove.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Here, students are introduced to music and instrumentation from MesoAmerica, Africa and America.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Here, students are provided with links to music for directed listening. They are encouraged to write and reflect, with prompts and prompting questions, to the music they hear.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

This lesson emphasizes and provides structure for collaboration. Students create their own beats, evaluate the beats of others and provide feedback. They conduct self-assessments of their own creations.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

This lesson is similar to a capstone-type project where students begin and present (if possible) their own self-produced beats. They are encouraged to write about their experience.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Laptop/Desktop, VR Headset (Optional).

Lesson 6 is an introduction to George Clinton, a prominent figure in funk music and Afrofuturism. It consists of three activities: a 5-minute engagement activity where students watch clips about George Clinton, a 15-minute exploration activity where students examine artifacts related to him, and a 5-minute wrap-up activity where students discuss their takeaways and similarities between George Clinton and Sun Ra. The next lesson will focus on exploring George Clinton's music and the landing of the Mothership.

Estimated time required: 1-2 class periods.

Technology required for this lesson: Augmented Reality, Internet Connectivity, Laptop/Desktop, Smartphone, Tablet, Tablet or Smartphone.