The learners read the metaphor drawings of the other groups and copy strong words and phrases that help define trustworthiness. They identify traits of people they know (including themselves) and write a definition of trustworthy.

We define what fairness means and compare and contrast definitions. Participants build empathy as they discuss others' experiences with fairness.

The learners build on their understanding, seeking actual facts and statistics about homelessness locally and nationally.

Learners will identify, define, and demonstrate an understanding of the Hebrew phrase tikkun olam from a moral and religious standpoint.

A youth from a Community Foundation Youth Advisory Committee speaks to the group about the program, their duties, and the process of applying for a grant to do service work.

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.

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...

Learners write an acrostic poem about Dr. King's life and work, focusing particularly on his perseverance. 

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. 

Analyze quotes by Martin Luther King, Jr, about being loving and inclusive. Design posters to encourage action and diverse community building.