The authors of this article, a 7-12 English teacher, a 7-12 social studies teacher, sought to cultivate spaces where their students could "wrestle with making sense of systemic oppression that exists within historic, geographic, and economic structures of our reality" (Duncan et al., 2023, p. 241) and, hopefully, sustain their civic engagement beyond their time in class. To achieve this, they developed and facilitated year-long capstone projects with majority Black youth aged 13-5 enrolled in a ninth-grade combined world humanities course at a central Ohio arts magnet school in a large public district. The school is an arts-integration campus, and it has both middle and high schools. The authors cultivated a space for Black youth to: (1) develop and pursue questions that were important to their identities and/communities; (2) learn about and draw upon cultural and community methods for responding to issues of injustice in their communities; and (3) take informed action using art (Butler et al., 2019). Central to the course was an understanding that there are many ways of being human and that humans can take action to improve their communities and their world (NCSS, 2013). In the tradition of the Black Arts Movement (Fredrick, 2016), the authors used various art forms to critically examine existing narratives of what it means to be Black, human, and/or free in the United States and to inspire students to engage in civic learning outside of the classroom (NCSS, 2013).