The following activities are designed to stimulate a current events discussion. Generative in nature, these questions can be a launching point for additional assignments or research projects.

Teachers are encouraged to adapt these activities to meet the contextual needs of their classroom.

In some cases, reading the article with students may be appropriate, coupled with reviewing the information sheet to further explore the concepts and contexts being discussed. From here, teachers can select from the questions provided below. The activity is structured to introduce students to the issues, then allow them to explore and apply their learnings. Students are encouraged to further reflect on the issues.

Core Skill Sets:

These icons identify the most relevant core skills students will develop using this resource. Learn more about the WE.org Learning Framework at www.weday.com/weschools.

VOLUME 10 | ISSUE 32

ART IS A POWERFUL WAY TO TRANSFORM WOMEN’S LIVES SECONDARY RESOURCES

BACKGROUND INFORMATION !• Approximately 1.5 million women in

Canada live in poverty. (Canadian Women’s Foundation)

• Some of the highest rates of poverty in Canada are found among marginalized groups of women: 37 percent of First Nations women living off reserves, 23 percent of Métis and Inuit women, 33 percent of women with disabilities, 21 percent of single mothers and 20 percent of immigrant women live in poverty. (Canadian Women’s Foundation)

• In both developed and developing countries, women of working age are more likely to be poor than men. Among seniors in developing countries, women are more likely to be living in poverty than men. (UN World’s Women Report 2015)

!!!

!• The use of artistic expression as a tool for

improving mental health emerged as a distinct form of psychotherapy in the 1940s. American psychologist Margaret Naumburg is considered by many the founder of art therapy. (Psych Central)

• To practice art therapy in Canada, a therapist must earn at least a master’s degree in art therapy from a recognized university or college and must complete 1000 hours of supervised clinical practice. (Canadian Art Therapy Association)

gNOTE TO EDUCATORS g

KEY TERMSArtisan—A person who is skilled in a particular art form, or who makes high-quality products by hand, often using traditional methods.

Social enterprise—A for-profit business that exists to create a social or environmental benefit through the goods or services it offers. Profits from the business are reinvested into the enterprise to further its social or environmental goal.

Art therapy—A form of psychotherapy that uses creative expression through artistic activities like painting to help improve mental health and well-being.

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Mamas in East Africa use their traditional bead working skills to find new sources of income through social enterprise ME to WE. (Photo Credit: ME to WE archives)

THEMES AND COURSE CONNECTIONS • Themes: Socially Conscious Living, Values and Ethics, Social

Entrepreneurship, Local Issues

• Course Connections: English, Social Sciences and the Humanities, The Arts !

MATERIALS • Front board

• Paper and writing utensils

• Computers with Internet access ! SPECIFIC EXPECTATIONS AND LEARNING GOALS Students will: • Develop and express responses to issues and problems

• Reassess their responses to issues on the basis of new information

• Participate in active group work and class discussions

• Communicate effectively in writing, speaking or visually

• Demonstrate the ability to think critically

• Develop, express and defend a position on an issue ! DISCUSS Have students locate the source and production method of one article of their clothing/shoes to gain an understanding of the history of that item. • My shoes are from _______ and were most likely manufactured in

____________ by ______________. Ask students if they think the production of their item was socially responsible. Invite students to share responses. Follow-up this activity with a discussion using the following questions: 1. What does it mean to be ethically sourced? 2. What is entrepreneurship? What are the defining characteristics

of social entrepreneurship? 3. How does the social mission, or the back story, of a product

affect consumerism? 4. How was the boost in Julie’s self-confidence related to her

success in kicking her drug habit? 5. What is the connection between locally sourced goods, such as

the pottery made by Julie, and the environment of the community in which she sells her artwork?

6. Ask students if they have, or know someone who has purchased a socially responsible product or service? If so, why did you/they buy it? What cause did the proceeds help? What was gained from the purchase for you, for your community and for the manufacturer? !

DIVE DEEPER Show students the following video “Meet the Mamas of ME to WE Artisans”: https://www.youtube.com/watch?v=QZYnRn5BlEk&list=PLcBEg7nURKVn4jUP965I-byZOibG-8Ozy Explain to students that the Mamas use traditional bead working skills to leverage their artistic capabilities from their homes in East Africa that is sold in North America and around the world. Every purchase supports the Mamas with fair wages and provides a life-changing impact to a child or family through ME to WE’s charity

partner Free The Children. Discuss with students how social enterprises are creating change around the world. 1. Describe the link between entrepreneurship and charity. 2. How can the act of purchasing a Rafiki bracelet grow a

community and grow a sense of shared responsibility within a community?

3. Summarize the concept of a social entrepreneurship in 10 words or less.

4. Describe the similarities between the Maasai Mamas’ partnership with ME to WE and Julia’s connection to Sistering.

Next, write the term “social enterprise” on the board. Ask students what they think it means. After hearing responses, tell students that a social enterprise is a for-profit business that exists to create a social or environmental benefit through the goods or services it offers. It is important to note that profits from the business are reinvested into the enterprise to further its social or environmental mission. Tell students that purchases from socially responsible businesses are a way to help under privileged people attain higher levels of income and opportunity. Whether it is a handmade pottery item made by Julie, a Rafiki bracelet made by a Maasai Mama, or an item of clothing made my a socially responsible corporation, the purchase has positive impact for not just the business, but for the people who produce the product. Organize the class into groups and ensure that each group has access to a computer with Internet access. Instruct students to visit the following website that lists the top socially responsible businesses in Canada. http://www.macleans.ca/economy/business/canadas-top-50-most-socially-responsible-companies/ Ask each group of students to focus on a specific business of their choice and to write down three key benefits from working with that business. Ask groups to elect a spokesperson to share how they would convince a consumer to switch their purchase to the selected socially responsible business. Students should mention the following points:

• How is this business socially responsible?

• What is the social impact of this business on the world?

• How will a purchase help advance an under privileged group in terms of income and access to resources?

• After each group has shared their selection with the class, invite students to share their thoughts and insights about making socially responsible purchases. !

ADDITIONAL RESOURCES • Smyth, Julie. “Canada’s top 50 most socially responsible

companies.” Maclean’s. http://www.macleans.ca/economy/business/canadas-top-50-most-socially-responsible-companies/.

• Lessons on social entrepreneurship http://cdn.weday.com/files/2015/11/CANWAR-Secondary.pdf

• Lessons on Free The Children’s Alternative Income and Livelihood Pillar http://cdn.weday.com/files/2015/12/AAV-Alternative-Income-Secondary.pdf

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