Set Three: Policy & Social Movements (ages 16-17)

 

These workshops build off of the first and second set about the root causes of poverty. Students dive deeper into social issues with this set, studying examples of activism in order to make connections about our individual roles in our society and how we can advocate to hold the powers that be accountable. You can register here.

Workshop 7:

Our Role in the Changing Environment

Key Message:

 

Our environment is quickly changing, and we have a responsibility to consider why people around the world will experience its effects differently. Climate change is a social issue and should not be left for just the "environmentalists" to worry about.

Big Questions: 

  • Who does climate change affect the most? What are the social, economic and environmental implications of climate change?
     

  • What are some ways that food waste/food loss contributes to climate change?
     

  • Why is food waste not a solution to hunger?

Workshop 8:

Privilege & Social Capital

Key Message: 

 

Becoming aware of our own privileges and intersections in a constructive way can allow us to use it positively.

 

Big Questions: 

  • What problems arise when we relate to people as members of a group, rather than as unique individuals?
     

  • What is privilege and how has it shaped our perspective and identity? How can we use our privileges for good?    
     

  • What is the difference between equality and equity?
     

  • Why is it important to come up with equitable solutions for diverse communities?

Workshop 9:

Social Movements Here & Around the World

Key Message: 

 

Youth leaders have been at the forefront of many social movements. Access to information and  experiences of others can allow for youth to take a leadership role in engaging and supporting their peers. 

Big Questions: 

  • Why is it important to gather to create/implement change in our communities?
     

  • How can we best listen to the solutions of people directly affected by the problem? How, with our particular gifts and personalities, can we support those solutions? 
     

  • How can we avoid becoming “rescuers” - seeing ourselves as “giving” and other people as “receiving?”