One reason there is a lack of minoritized groups in the computing field is because they lack opportunities to engage with data science, particularly in ways that empower their community. Current computing curricula do not teach students how to leverage techincal skills in service of projects that are more authentic and relevant to the minoritized groups they are claiming to assist. I introduce the first high school data activism curriculum, which contains a systemic justice capstone project. The capstone emphasizes the importance of understanding the history and intersectionality of a unique problem just as much as the rigorous data science skills to create prolonged change. My results show that the students were able to apply their data science and social justice skills to a project that mitigates systemic oppression.