Reviewing current political cartoons related to justice, equity, and racism, learners identify how language and humor act as a form of social action. They create their own cartoons or statement promoting or showing the damage of one of these themes.

Young people use their voice to speak up for injustice and take action for the common good.

Youth reflect on the lessons they have learned through building cultural competence in this unit. They identify an adult they trust to have critical, or difficult, conversations. 

In this activity, participants explore the work of several nonprofit organizations. They contact a local nonprofit organization to learn more about their organization, what they do, and how young people can help. 

Learners discuss the word homeless and how it is used in a sentence (as adjective and noun). After reading an article about homelessness by Anna Quindlen, they discuss a respectful way to use the language that describes a group of people who are vulnerable...

By comparing lightbulbs, young people learn about technology, energy conservation, and personal responsibility. Their personal choices can impact family energy costs and reduce the amount of energy consumed for the common good.
 

The learners define and explain the importance of civic engagement and responsible citizenship. They explore the reasons why people may hesitate to become involved in solving problems and consider ways in which they can be "part of the solution" rather than a "part of the problem." 

Youth read about Rosa Parks and evaluate how her protest of an unjust situation was philanthropic in nature. They learn that there are 198 methods of non-violent protests that can be used to fight injustice. The youth evaluate issues of inequity or injustice and propose nonviolent solutions...