The Future of the Past
CURRICULAR CONNECTIONS
American history, social studies, political science, popular culture, visual arts, design
MATERIALS
- Handouts
- Paper
- Colored pencils or markers (optional)
- Computer, laptop, tablet, or smartphone (optional)
- “A Nation within a Nation” and “Black to the Future” essays
COMMON CORE
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CORE ARTS
VA:Cr2.3.7.a
Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
VA:Cn11.1.8.a
Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.
Introduction
The Met’s production of X: The Life and Times of Malcolm X is as much about the historical past as it is about the political future. By chronicling its protagonist’s development, Anthony Davis’s work asks audiences to consider not just what Malcolm X endured but also what he sought to accomplish before his life was cut tragically short. Indeed, Malcolm’s assassination, which concludes the opera, occurred within a year of his founding of two new organizations: Muslim Mosque, Inc., and the Organization of Afro-American Unity (OAAU), a secular group. Drawing on the aesthetic vocabulary of Afrofuturism, director Robert O’Hara’s staging conjures imagined futures that never came to pass—both in Malcolm’s lifetime and in ours.
In this activity, students will examine textual and visual primary sources to gain deeper understanding of the OAAU at the time of its founding and in the aftermath of Malcolm’s murder. Then, they will parse the meanings and methods of Afrofuturism to create their own materials that evoke the history of the OAAU while gesturing toward the mandates of contemporary struggles for social justice, both in the United States and abroad. In so doing, they will be able to reimagine the study of history as one way to answer the question: What version of the future is worth fighting for?
Steps
STEP 1. REVIEW
Before students dive into any activities, they should have a baseline knowledge of the OAAU and its place in Malcolm X’s trajectory. You are welcome to read and/or distribute the Deep Dive essay “A Nation within a Nation” included in this guide, which outlines the major Black nationalist movements that shaped Malcolm’s life, culminating in his founding of the OAAU in 1964. The most important facts to bear in mind are as follows:
- In 1964, Malcolm is suspended by the Nation of Islam (NOI) for his remarks concerning the assassination of President John F. Kennedy.
- Malcolm then leaves the NOI and founds a new organization, Muslim Mosque, Inc., whose membership largely comprises former NOI followers.
- Malcolm makes the Hajj, or Muslim pilgrimage to Mecca.
- Upon his return from Mecca, Malcolm establishes the OAAU as a secular organization.
- The OAAU is modeled on the Organization of African Unity (OAU), the precursor to what is today called the African Union—an intergovernmental group promoting political and economic collaboration among African nations in the wake of decolonization.
- The OAAU intends to bridge the gap between Black communities on the African continent and those in the Western hemisphere, including the United States, Caribbean, and Latin America.
- Following Malcolm’s murder, the OAAU is taken over by his sister Ella Collins. (Ella is the same sister who took custody of Malcolm when he was a teenager.) Ella leads the OAAU until it is dissolved in 1986.
STEP 2. REFLECT
Next, divide the students into two groups and distribute the included handout containing the outline for the OAAU’s “Basic Unity Program,” which Malcolm crafted alongside pan-Africanist historian John Henrik Clarke. You can have students read the handout on their own or read it aloud as a class. As they go through the text, students in one group should mark, highlight, or circle any words, phrases, or passages that evoke the past. Students in the second group should do the same with words, phrases, or passages that evoke the future. After finishing the document, open a class discussion:
- Which aspects of the “Basic Unity Program” deal with the past or the future?
- How do the writers envision the role of the historical past or the political future in the OAAU?
- Why is the past or future important to the OAAU, and what does it have to do with unity?
- What is the relationship between the past and the future? How are they connected (or not)?
STEP 3. EXPLORE
Now that students have more familiarity with the goals of the OAAU, introduce the concept of Afrofuturism. You may decide to distribute the Deep Dive essay “Black to the Future” included in this guide and have students read it individually, in groups, or as a class. Or, if students have access to electronic devices (i.e., a computer, laptop, tablet, or smartphone), they can explore this topic further through the digital exhibition
“Afrofuturism: A History of Black Futures,” produced by the Smithsonian National Museum of African American History and Culture (searchablemuseum.com/afrofuturism). After students have had some time to read about Afrofuturism, bring everyone back to a group discussion. Ask:
- What are some historical examples of Afrofuturism?
- What are some contemporary examples of Afrofuturism?
- How does the historical past relate to Afrofuturist expression?
- What does Afrofuturism seek to do? What questions does it ask?
4. EXAMINE
Once students have a grasp of both the history of the OAAU and the aesthetic vocabulary of Afrofuturism, distribute the handout with the OAAU leaflet of “Aims and Objectives.” It’s important to note that this document dates from 1965, following Malcolm’s assassination. It thus should not be considered an expression of his ideas, but instead as a reflection of how the OAAU developed under Ella Collins’s leader- ship in the ensuing years. Ask:
- What do you notice about the imagery of the document? How is it visually formatted?
- How do you think this document would be used? For whom is it intended?
- How are its contents similar to the OAAU’s “Basic Unity Program”? How are they different?
- How does the document treat the past? How does it envision the future?
5. CREATE
In this concluding exercise, students will bring together their knowledge of the OAAU and Afrofuturism by creating their own political art projects. They can complete either of two options; feel free to assign whichever works best for your classroom. Using the included template as a guide, students will craft an Afrofuturist “zine” outlining the philosophies of the OAAU. Zines are small magazines or pamphlets, usually self- published or produced noncommercially, that are distributed among enthusiasts or advocates of a particular movement or subculture. Encourage students to include text from either of the OAAU primary sources they have already studied, to use any arts and crafts materials available to them, and to draw on the expressive vocabulary of Afrofuturism in creating their zines.
As a second option, students can use either posterboard or digital tools like Canva or Adobe Spark to create an original Afrofuturist poster for an OAAU rally. They should make sure to draw inspiration from the OAAU texts that they read in class, as well as the images and expressive styles found in the Afrofuturism digital exhibition. For both projects, students should consider the following prompts:
- What aspect of the OAAU is most interesting or important to you?
- Are you drawing primarily from the “Basic Unity Program,” the leaflet, or both? Why?
- Who is the intended audience of your zine or poster? (If they have a choice between the two options, why did they choose one over the other?)
- How are you choosing to convey the ideas of the OAAU in text and image?
- How does Afrofuturist expression help advance the message of the OAAU?
When students have completed their posters and/or zines, invite them to share their creations with the class or convene a gallery walk.
Diving Deeper
For an additional assignment, which can be done as an in-class or take-home exercise, ask students to engage in a speculative, counterfactual experiment. Imagine that, instead of dissolving in 1986, the OAAU remained active all the way up to the present day. Then, have students rewrite the “Basic Unity Program” or the “Aims & Objectives” leaflet for today’s version of the OAAU. Have students consider:
- What are the primary concerns of this imagined, contemporary OAAU?
- Which of the OAAU’s previous goals are no longer relevant, and which persist?
- How should the current OAAU’s approach differ from its historical precedents?
- How do contemporary social justice movements differ from those of the past?
- Who is the OAAU trying to reach, and how are they doing so?