Rap music is often about the first person narrative point of view. When one listens to rap they are listening to a story about a person who, like any other author, comes from a specific community, in a specific time and a specific place. That community may be separated or distinguished from that of the listener by media, history, or experience, but in many ways they are still connected. The artist is, at the same time, a unique expression of the community they claim to represent (local perspective) and someone who is subject to the same generalizations when they are viewed from someone not of that community (visitor’s perspective).

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Students will use mathematical concepts (plotting points, slope, equations) and Social Studies (geography) to Map their way around the globe.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Students will use mathematical concepts (plotting points, slope, equations) and Social Studies (geography) to Map their way around the globe.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

Using the Rap Almanac database students will be able to run simple and/or advanced searches using keyword words, rhyme phrases, people, places, or by the complexity of text found in hip hop lyrics.

Estimated time required: 1 class period.

Technology required for this lesson: Tablet or Smartphone.

This is a lesson on David Ruggles, a 19th-century Black activist and abolitionist, who made contributions to the struggle for Black freedom and equality. The lesson aims to educate students about his life, impact and his relevance in the context of enclaves, Afrofuturism, and Black Futures. The lesson begins with the students experiencing augmented reality technology and observing the David Ruggles artwork. Students then engage in group discussions, taking notes on their observations, and sharing their findings with the class. The students read a Zoom-In on Frederick Douglass and Hydrotherapy, exploring symbols related to David Ruggles, and depicting one such symbol. In the final wrap-up session, the students will create social media-style videos on different topics related to David Ruggles, which they will share with the teacher and potentially post on Instagram to spread the word.

Estimated time required: 1-2 class periods.

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

This lesson focuses on exploring Seneca Village, a Black enclave in 19th-century New York City, through augmented reality portals, artifacts, and reports. The objective of the lesson is for students to understand the significance of Seneca Village for the Black community and its impact on Black history and culture. Students will use augmented reality technology to observe the Seneca Village art and discuss their observations in small groups. Next, they work together in small groups to read a Seneca Village biography and a Zoom-In article about Black people in New York in hopes of being able to answer trivia questions.Questions cover topics such as the purpose of Black people acquiring property in Seneca Village, the impact of Central Park on the village, the significance of Seneca Village in the Underground Railroad, and the reasons for its eventual demolition.

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 focuses on the history and impact of the Young Lords Party. The lesson objectives are to analyze the history of the party and its impact on communities, understand the relationship between the party and enclaves, Afrofuturism, and Black Futures through augmented reality and art, read their biography and Zoom-In, craft text-dependent questions, and create a podcast script. Students interact with a monument, craft text-dependent questions based on the information they analyzed and create a podcast concept that incorporates the use of technology and art. They also pitch their concept to another group for feedback. Finally, they record a video pitch, incorporating feedback from their peers, and sharing it via email or on Instagram. The lesson also includes extensions such as allowing students 20 minutes of work time to record the video. This lesson provides students with an opportunity to think critically and creatively.

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 is about exploring the importance of challenging dominant narratives in history and the role of augmented reality in doing so. A field trip to the New York, New Publics exhibit is recommended but not required. Students will examine the wallwork Kinfolk 2040. They will also complete a Time + Memory survey to analyze the impact of time and memory on Black identity and history. Through various activities and discussions, students will reflect on how they can understand the interplay between time, memory, and identity to shape the pursuit of Black Futures.

Estimated time required: 1-2 class periods.

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

The resources on this page were provided by diverse National Association for Music Education (NAfME) members, NAfME corporate members, and various third-party organizations to support music educators as they navigate unprecedented challenges related to the pandemic, from the need for teacher self-care to tips and considerations for teaching online.

Focus on Octavia Butler's interview with Charlie Rose on June 1, 2000 and a few of her quotes. The lesson aims to engage students in a discussion of Octavia Butler's views on science fiction and the use of figurative language. It explores the relevance of Octavia Butler's quotes to science fiction and love. The students are divided into small groups to analyze one of five quotes and its relevance to science fiction and love. The lesson concludes with a design challenge for students to create a Valentine's Day card inspired by Octavia Butler, interpreting the relationship between science fiction and love. The students have 20 minutes of work time and the option to publish their cards.

Estimated time required: 1-2 class periods.

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

Lesson 11 is focused on Chapter 7 of Octavia Butler's The Parable of Sower. The first part of the lesson, Engage, involves listening to Chapter 7 and taking visual notes using a graphic organizer. The second part, Explore, involves answering guiding questions related to the chapter, such as how the main character, Lauren Olamina, illustrates the resilience and agency of Black women, what the chapter suggests about the role of community and interdependence in times of crisis, and how Lauren's understanding of Earthseed relates to the theme of Afrofuturism. In the Wrap-Up, students are introduced to Design Challenge 7, which is to storyboard Chapter 7. The lesson allows for at least 20 minutes of work time for students to complete the challenge. Completed works can be submitted for publishing on social media platforms or to Kinfolk's archive.

Estimated time required: 1-2 class periods.

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

The lesson will begin with a 2-minute engagement activity where students will watch clips of P-Funk's music videos and share which songs are popular in their families. Students then examine photos of P-Funk's costumes and discuss the differences between Funkadelic and Parliament's sounds. They examine a photo of Sian Proctor and observe what she wore during her space mission. Finally, students imagine the future of fashion and footwear by designing their own "fits of the future". This lesson combines music, Afrofuturism, and fashion, and highlights the impact of influential figures like Sian Proctor and P-Funk.

Estimated time required: 1-2 class periods.

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

Since we can’t have Music at school, I want to give you some ways to make music with your family at home! Please see below for some great ways to be Tuneful, Beatful, and Artful!

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Students explore the world of George Clinton and his impact on the music industry through sampling. They will start with a 5-minute activity where they listen to George Clinton talk about sampling and summarize his views. Next, they'll listen to songs that have sampled George Clinton's music, comparing them to the original versions. Students then create their own beat or song using George Clinton's music. After class, students have at least 20 minutes to continue working on their beat or song and can choose to share it on Instagram, email it to the teacher, or submit it to Kinfolk Education for a chance to be featured on social media. This lesson provides students with a hands-on way to understand the significance of sampling in the music industry and the impact of influential figures like George Clinton.

Estimated time required: 1-2 class periods.

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

Students discuss the concept of enclaves and how it relates to Earthseed, Sun Ra, and P-Funk. Small groups are assigned different questions to focus on and explore further. In the 10-minute exploration session, students read articles and come up with insights to present to the class. Finally, the 7-minute wrap-up session includes watching a clip of Sun Ra on ancestors and reflecting on the importance of online communities in shaping Black Futures and challenging dominant narratives. An extension of 20+ minutes of work time is also recommended for students to complete a survey about time and memory and review key vocabulary.

Estimated time required: 1-2 class periods.

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

Lesson 5 is about exploring the future and the possibilities it holds. Students listen to Sun Ra's "Space is the Place" and research recent Jupiter or Saturn-related discoveries from various sources. They then make a prediction about the future and describe a future they would like. The lesson concludes with a design challenge where students weave together their prediction with their desired future. Students are encouraged to share their ideas and discuss what inspires them to envision the future. An optional extension allows students to engage in discussion and publish/submit their predictions and futures on social media.

Estimated time required: 1-2 class periods.

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

Students explore the connection between spirituals and Afrofuturism through the themes found in the "Swing Low, Sweet Chariot" and examine the flier for an event called "The Gospel According to Nikki Giovanni." Students discuss the intersection of Afrofuturism and spirituals and the significance of the spiritual in Black literature and culture. Explore how new technology can impact an artist like Nikki Giovanni, or how she impacts it. The final discussion will focus on Black Love Day and the "I Will Protect Black People" contract, and how these topics contribute to a deeper understanding of Afrofuturism and Nikki Giovanni's work. Students will have 20+ minutes to give feedback on Kinfolk’s Nikki Giovanni project and/ or send love to her.

Estimated time required: 1-2 class periods.

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

Students learn about the life and influences of Sun Ra through a series of clips, artifacts, and texts. They engage in a 4-minute video viewing and a 15-minute examination of artifacts, including books and music. After wrapping up the lesson, students will discuss their takeaways about Sun Ra and preview the next lesson, where they will learn about his cosmic sound and his connection to other artists.

Estimated time required: 1-2 class periods.

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