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Students create a timeline mapping significant historical events, current issues, and possible future milestones related to a topic in order to help them see connections across time and potential entry points for action. Time permitting, students can personalize their timelines with family or community stories, which may make it easier for them to see themselves as part of the future narrative!

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Students share common assumptions about the future and then imagine and write stories about futures in which the opposite is true. This challenges ingrained assumptions and encourages students to seek our other possibilities.

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Students explore a new innovation or discovery in science and then project its progress over 20-25 years. Any preferred futures for those innovations could then be backwards-planned – what information is missing and how could we get it through research?

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Students identify local assets, such as natural resources, cultural knowledge and traditions, community networks, organizations, etc. They then consider how these assets can be leveraged to create a preferred future, and propose an action project that uses them to address a local sustainability challenge.