Reimagining the Future

Course Proposal for High School Students

Presented by:Amiyah Chatman�Course Duration: 15 Weeks�Target Audience: 10th Grade Students

​

Course Description

This course will immerse 10th-grade students in the exciting world of Afrofuturism, a cultural movement that blends science fiction, technology, history, and African diasporic identity. Through literature, music, films, games, and the work of Black scientists and artists, students will explore how Afrofuturism redefines race, power, identity, and gender in future spaces. Using Wild Seed by Octavia Butler as our core text, students will engage with other Afrofuturistic works, including Dark Matter: A Century of Speculative Fiction from the African Diaspora, music by Janelle Monáe, Sun Ra’s cosmic jazz, and films like Black Panther and Space Is the Place. This course will challenge students to critically examine how Afrofuturism can help us imagine a future shaped by social justice, innovation, and empowerment for Black people and other marginalized communities.

​

Course Objectives

By the end of the course, students will be able to:

1. Analyze the themes of Afrofuturism, focusing on race, identity, gender, and power.
2. Engage with Afrofuturistic works and reflect on their connections to real-world issues like social justice, environmental sustainability, and cultural preservation.
3. Create Afrofuturistic visions of the future that challenge traditional societal norms.
4. Discuss how Afrofuturism can inspire real-world social, cultural, and technological change.
5. Connect Afrofuturism to contemporary global issues, particularly those affecting marginalized communities.

​

Weeks 1-2: Introduction to Afrofuturism

• Reading: Introduction to Afrofuturism and selected excerpts from Dark Matter.
• Activity 1: Defining Afrofuturism – In small groups, students will brainstorm and create a group definition of Afrofuturism, citing their understanding and the key components they see in speculative fiction, race, and identity.
• Activity 2: Vision of the Future – Students will draw, write, or describe their vision of the future. How do they see technology, race, and social structures?
• Discussion: What role can Afrofuturism play in shaping the future of marginalized communities?
• Reflection Journal: Write a personal reflection on how Afrofuturism challenges their views on race, technology, and the future.

​

Weeks 3-4: Wild Seed by Octavia Butler

• Reading: Chapters 1-10 of Wild Seed . Students will have both weeks before to read them.
• Activity 1: Character Mapping – Students will map the relationships and power dynamics between Doro and Anyanwu, exploring the themes of immortality, race, and control.
• Activity 2: Power and Control Role-Play – In groups, students will act out scenarios based on the characters’ struggles for power, control, and freedom. What motivates Doro's actions? How does Anyanwu’s resistance affect their relationship?
• Activity 3: Exploring the Legacy of Power – A class discussion will focus on the impact of power on shaping societies and identities. How does Doro's control of individuals mirror systems of racial, economic, and political power in today's world?
• Reflection Journal: Reflect on the power dynamics in the book. How do you see these themes in your life and in contemporary society?

​

Weeks 5-6: Race, Identity, and the Black Diaspora

• Reading: Excerpts from Dark Matter and other Afrofuturistic texts.
• Activity 1: Cultural Heritage Mapping – Students will create a visual map of their cultural heritage and how it connects to the broader African diaspora.
• Activity 2: Black Identity and Technology Debate – Students will be divided into two groups to debate the role of technology in either perpetuating or challenging systemic racism.
• Activity 3: Film Analysis – Watch clips from Black Panther and have a class discussion about African identity and the portrayal of futuristic African societies in media. https://youtu.be/QqtD2HbDfew?si=pFIB6DJVp70-AjUF, https://youtu.be/5TPWP_5dZZ4?si=8lYt338OZUplEBIT
• Discussion: How does Afrofuturism reshape African identity? What does it mean to "return" to African roots through technological and cultural innovation?
• Reflection Journal: Students write about their own identity and how they envision themselves in an Afrofuturistic society.

​

Weeks 7-8: Gender, Power, and Social Justice

​

• Reading: Excerpts from Wild Seed and Dark Matter on gender roles.
• Activity 1: Gender Role Analysis – In small groups, students will analyze and compare gender roles in Wild Seed with modern gender dynamics. How are women portrayed in the text, and how does it compare with their own experiences?
• Activity 2: Afrofuturism and Social Justice – Students will break into groups and design a futuristic city where gender equality and social justice are central to its development. What does this world look like, and how is power shared equally?
• Guest Speaker (Optional): A local scholar or activist will visit to talk about the role of Afrofuturism in shaping gender roles and promoting social justice.
• Discussion: How can Afrofuturism inspire real-world change regarding gender roles and social justice?
• Reflection Journal: Reflect on how gender is portrayed in Afrofuturistic works and how it differs from today’s society.

​

Weeks 9-10: Afrofuturism in Music, Art, and Performance

​

• Media: Janelle Monáe’s The ArchAndroid, Sun Ra’s jazz, and clips from Space Is the Place.
• Activity 1: Music Video Analysis – Students will analyze a song or music video by Janelle Monáe or Sun Ra, looking for Afrofuturistic themes and the use of music to explore identity, technology, and space.
• Activity 2: Afrofuturistic Art Creation – Students will create an art piece (drawing, painting, digital art, etc.) that represents their personal vision of the future, drawing inspiration from Afrofuturism in music and visual arts.
• Activity 3: Performance Project – Students will work in groups to write and perform a short Afrofuturistic skit or poem that explores themes of identity, social justice, or futuristic technologies.
• Discussion: How do music, art, and performance express Afrofuturistic visions of the future? How do they impact the audience?
• Reflection Journal: Reflect on how art and music influence your understanding of the future and the role Afrofuturism plays in challenging current societal structures.

​

Weeks 11-12: Afrofuturism and Innovation

​

• Reading: Excerpts from Dr. Alondra Nelson’s work on Afrofuturism and Black science.
• Activity 1: Black Innovators Study – Students will research Black scientists, inventors, and thinkers (e.g., George Washington Carver, Dr. Mae Jemison, and Dr. Marcia Fudge) and present on how their work embodies Afrofuturistic thinking.
• Activity 2: Field Trip to Science Museum or Tech Hub – A visit to a local museum or technology innovation center to explore how scientific advancements can influence the future. Students will participate in a hands-on workshop or presentation on the intersection of technology and social change.
• Activity 3: Future Innovators Roundtable – Students will discuss how they can apply Afrofuturism to solve modern-day challenges, such as climate change or inequality. How can Afrofuturistic thinking drive future innovation?
• Discussion: How can Afrofuturism inspire technological and scientific advancements that benefit marginalized communities?
• Reflection Journal: Reflect on the field trip experience and how it relates to Afrofuturism and real-world change.

​

Weeks 13-14: Afrofuturism as Creative Practice

​

• Assignment: Afrofuturistic Creation Project – Students will design a futuristic concept, whether it’s a story, an invention, a character, or a community, that centers on Black identity and social justice.
• Activity 1: Creative Workshop – Students will participate in a workshop where they will receive feedback and refine their projects with input from peers.
• Activity 2: Group Critique Session – In groups, students will present their projects and discuss the creative process behind them.
• Reflection: Reflect on how Afrofuturism can empower the creation of future societies that prioritize justice, equality, and sustainability.

​

Week 15: Final Project Presentation

• Activity: Students will present their Afrofuturistic project to the class in a multimedia format (video, artwork, written piece, etc.).
• Discussion: After each presentation, there will be a class discussion on how the student’s work relates to the course themes and its potential for inspiring real-world change.
• Final Reflection Paper: Students will write a final reflection on what they’ve learned about Afrofuturism, the role of imagination in shaping the future, and how their project embodies their vision for a more equitable and just world.

Field Trip Proposal:

​

Location: Local Science Museum, Technology Hub, or Innovation Center (e.g., local tech startup, university research lab, etc.)�Purpose: To connect Afrofuturism with real-world technological advancements, social innovations, and historical Black contributions