We live in an increasingly computational world where youth are in near-constant contact with technology, including internet-connected devices. This means youth are impacted by computing technologies and algorithms whether they are using them directly or not. The omnipresence of technology and the impacts that it has on society lead to Threats to Techquity. By this we mean the aspects of computing and technologies that cause or could cause inequity, especially inequity based on marginalized identities. In this work, we partnered with youth and teachers to co-design the Talking Techquity curriculum, a middle school curriculum introducing Threats to Techquity alongside basic computer science skills. After co-designing the curriculum, the teacher partners taught the curriculum with sixth grade students. This paper introduces the Talking Techquity curriculum and explores the successes and challenges of teaching it using data from teacher interviews. This work expands upon efforts to teach students about the social justice and equity impacts of computing and offers an example of how Threats to Techquity can be brought into the classroom in a responsive way.