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Home My WebLink About2002 Agendas and Packets`�� Human Rights Commission Meeting Agenda September 10, 2002 8:01 p.m. Public Works Conference Room I. Call to 4rder Ii. Approve August 2002 Minutes III. Swear in Karen Vnuk, new Commission member and Hannah Neprash, returning member. IV. Con�inue Commissian's Strategic Planning Discussion a. Review top five priorities V. St. Paul Foundation — Review Grant Application VI. Essay Contest — Set Time�ine VII. Other Business Reminder: The City wi�l replay the two forums on "How We Heal: Do I Have to be Hatefixl After a Hateful Ac�," on September 11 at 6:00 p.m. on Channel 16. � _�� HUMAN RIGHTS COMMISSI�N M�IUTES TUESDAY, AUGUST 13, 2002 Call to Qrder Chair Thelma McKenzie called the rneeting to order at 7:00 p.m. Roll Call Present: Mark Chapin, Phiiip Crump, Martha Hardesty, Thelma McKenzi�, Hannah Neprash, Stephen Smith, Larry Voeller, Howard Wagner, Staf#' Liaison Carotyn Curti Excused Absence: Rita Stanoch, Stephen Zorn St. Paul Founc�ation Larry Voeller described meeting that he, Mark Chapin and Carolyn Curti had with 3ohanna Eager, Diversity Coordinator for Roseville Area Schools (RAS). They discussed possible ways for the Commission and RAS to work together. Her focus will initially be on recruiting and retaining a diverse teaching staff. She said the District has about 20% students of cofor and only 2% teachers of color. Eager invited Commission membcrs ta attend the District's in-service on August 27. Tim Wise is the keynote speaker. Eager also talked about meeting with Marion Helland, a retired teacher who is actively involved in Human Rights issues with schools. The Commission will invite Marion to an upcoming meeting. Eager said she would be happy to partner with the Commission in pursuing the St. Paul Foundation gtant. She has a couple schools in mind that would work well with the prograrn. Martha Hardesty moved and Mark Chapin seconded that the Commission go to the City Council to seek approval to pursue the St. Paul Foutadation Grant. Motion passed. The City Council will vote on the issue on August 19. If they approve, Chapin, Voeller and Curti will draft the grant language and bring to the September meeting. The grant deadline is September 20. Strate;�ic Planning Prior to the meeting several Comznission members sent their priorities for the npcoming year. 4thers added their ideas. Members were in agreetnent that we pursue the St. Paul Goals �or the Human Rights Conunissian September 2002 �. Apply for St. Paul Foundation Grant 2. Review Mission Statement and HRG Brachure. Bring HRC into focus 3. Improve/Increase Education and Outreach 4. Provide Ieadership on Human Rights issues 5. Build new and strengthen partnerships with community and businesses Departraest Approval: Item Description: Backgro�nd; �� REQUEST FQR COUNC�L ACTION Manager Reviewed: �/�� Date: Augus# 19, 2002 Item: �, C Agenda Sectioa; 4rganiza.tional Business Human Rights Commission Grant Application Among other responsibilities, the Roseville Human Rights Commission seeks to promote a positive htunan rights climate in the community through public education. Most recently the Commission held two public forums to discuss the aftermath of the September 11 terrozist attack. The Cornmission also spansors an annual Essay Contest to encourage Roseville youth to consider Human Rights issues. The St. Paul Faundation issued a Request for Proposals (RFPs) for groups who wish to take action towards reducing racism. Members of the Human Rights Commission have met with and obtained support from the Cultural Diversity Coordinator of the Roseville Area Schools (RAS} about working with a school to facilitate students creating a play that addresses racism_ According to RAS staff, 20% of students at RAS are students of color, among the highest percentage in suburban schools. Commission members also talked with staff at several acting companies about the project and there is interest in partnering in such a project. Financial Implications: The Human Rights Commission has a small budget to conduct business through the year. The Commission wants to apply far one time funding through the 5t. Paul Foundation to work directty with area youth to address racism. The City of Roseville would be the fiscal agent for the grant, and all moneys would be specifically used to fwid the project which would be completed in 2003, The RFP is due on September 20. Council Action Requested: The Human Rights Comtr�ission seeks approval to apply for a one time St_ Paul Foundation Grant to establish an educational program that addresses racism. April Proposed 2003 Essav Contest Timeline Question determined by League of Human Righ#s Commissions Late September Qnestion and contest rules sent to teachers to be distributed to 7�' and 8`� grade students. Also sent to local papers for students who go to school outside of Roseville Area School District. Mid-November Early December Late December February March Early April Early May Deadline for submitting essays Local Human Rights Commission judges essays Winners announced Winners honored at city council meeting and following reception Deadline for submitting winning essay to League League reps meet to determine winning essay Reception to honor winners and participants To be held at Roseville Skating Center �(a�S� �.��I�-1�,� Roseville Proclamation Race Equality Week September 23-29, 2002 Whereas: the City of Roseville is committed to promoting racial ec}uality and jusiice as a fundamental aspect of a healthy community; and W�tereas: the City urges local individuals and businesses to join together ta promote racial equality and justice; and Whereas: the City declares racisrn unjust and advocates equal rights for all; and Whereas: by Act of Congress of the United Stafies dated July 2, 1964, the Civil Rights Act of 1964 was adopted banning discrimination because of a person's color, race, national origin, religion or sex; and Whereas: by Act of Congress of the United States dated July 9, 1$68, the 14`h Arnendment of the Constitution of the United States giving all persons born or naturalized in the United States the right to due process and equal protection under the law; and Whereas: the City invites everyone to renew their comrnitment to ensuring racial equality and justice for all beginning on September 23, 20Q2. Now, T�erefore Be It Resolved, that the City Council hereby declare the week of September 23, 20Q2 as Race Equality Week in the City of Roseville ar�d urge all citizens to join together to support this effort. In the City of Roseville, CouzZty of Raznsey, State of Minnesota, U.S.A In Witness Wtiereaf, I have hereun#o set my hand and caused the Sea� of the City of Roseville to be affixed this 23rd day of September 2002. Mayor John Kysylyczyrn I1V YV Hll� 1 il�%JL` 1�117II 1 J F i�V 1 L' l.. 1 l_.il : A person who claims to have been discriminated against in viola- ,, r . � J;€,EOn of the Act may file a charge with the Minnesota epartmcnt of Human Rights within one year of when the discrimination took �Ce. An intake officer wiil review the situation to 5ee if it comes within the protection of the Act, and draft a fortttal charge if thc depart- ment has authority and sufticient basis to become involvcd. When the signed �harge iS served on the responc�ent an investigatior� is conducted into the facts of the claim. If thc evidence supports the clairn of discriminaEion the Commissioner of Human Ri�hts will issue a determination tf�at there is "probable cause" to credit the alle�ation of a violation of the Act. The department wili seek a cemedy on behalf of the per- son who brought thc charae. Patential relief n�ay in�lude lost pay and related expenses, punitive damages and compensaEio�� for mcntal anguish and suffering. When the evidence does not indicate that a violation occurred, the commissioner will issuc a tinding of "na prnbabie cause" or dis- miss the case administratively without a conclusive determination. [�ither party can ask the commissioner to review the decision made in the case. ��:. claim can aiso be brought as a private civil action in district court within the one year statute of limitation; by withdrawing a charge while it is hefore thc department; or within 45 days after a dismissal. Tt�e department encouraUes the voluntary r�solution of c�iscrimina- tion claims, and wil] try to facilitate settlement at any stage of [h� proceedings. If a case in which probable cause has been found cannot be settled, it may be referred to the offce of the Attorney General, which pre- pares the departinent's position for a public hearing before an ac3ministrative law judge or a trial by a judge of the district court. An appeal of the judge's decision may be made to the Minnesota Ct�urt of Appeals and taken to the Minnesota Supreme Court_ t.vva i.a+�� a avi 1+. a i aa v s a.�a. �....+.� ..-.+�+�+ A discriminatinn claim Enay also come under the authority of a federal or local agency. When there is joint jurisdiction, a char �� filed with the Minnesata Department of Hurnan Rights may a!s � be recordcd as a claim under the federal laws enforced by the Equal Employment Opportunity Cotnmission. Either lhe state or federal agency will investibate the case and report its results to the other for review undcr a work-sharing agrcement. Many communities have valunteer human nights commissions to support civil riQhts locally, and some have mediation proarams to help with resolution of disputes arising in their service areas. FOR FURTHER �NFORMATION Department staft� are available to respond to inquiries made by let- ter, by phone, or in persnn. Language translation service will be arranged on request. CALL (65 l ) 296-56b3 (St. Paul office) (651) 296-1283 (TDD) 1-SO(?-6�7-3704 (toll frec) WRITE Minnesota Department of Human Rights Army CorpS c�f Engineers Centre 190 E. 5th Street Suite 70U St. �'aul, MN 55101 VIS1T �:. _ The affice in SL Paul is open from $:00 a.m. to 4:30 p.m. week- days. Department representatives also hold "a�ce hours" in many communities throubhout Minncsota. Call for locations and sched- ule_ �� °�� . fi �v:e � � � � � � �� . A .: �.. a � � � � � ■� � � � � � � z � � a z � � � � U CI) ❑ _ w � � m [r � Z �=Q n- �. � � � Um= a {a— � o � � W Z z � _�.� ��wuau �u�n�s E�c�, 1VIIOIIeSOl�1�S C{liT1p�CI7L'17tilVe C1VII C1�IltS law, declares that certain types of differential Ereatment are untair discriminatory pt-acticcs. With limited exceptions, the following actions constitu[e a vio a- tion of the Hurnan Righis AcE: In EMYI,OYMFNT — when, because of race, coEor, crccd, reli- gion, national ari�in, sex, ►narital status, sexual orientation, status with regard to pi�blic assistan�e, disability or age_ Employers refuse to hire, discharge, or discriminate wi[h respect to benefits or ccmditions of employmen[; Labor Organizations dcny membcrshi�, fail to rcp�csc«t merrtbers, fail to refer for jobs, or othcrwise treat mcmbers diffcrently; Employment Agencics rcject job applications, fail or rcfuse to refcr l�or employment, or compiy with rcyucsts Eo screcn or refer applicants an a discriminatory batiiti. The employment provisions limit collcction a«d usc u}� information about disabiiitics; requirc: many einploycrs �o Enakc reasonable accom�nodations for disabiliiies; require eyuitable treatment of pregnancy - relatcd conditio�ts; pro- hibit sexua] harassment; and prohibit interference with pension rights_ • • • �� In HOUSING ANll REAL PROPI:RTY—when, becau�e of r.' - color, creed, religion, national origin, scx, sexual orientation, �; tal status, status with rebard to publi� assistancc, disabiliry or familial status: Owners or AgenEs refuse to sell or rent; use discriminato- ry advertisin�, applications or screening methods; or ireat people difFerently in the terms nr conditions ot� the sale or rental of property; Realtors withhold available property or services, or attempt to inducc a transaction by representing that the presence of certain �ther resicEents inakes the environmcnt undesirable; Thc housing prnvisions inClude rec�uirement to allow Service ani- mals, and to provide or pennit adaptations of the premiseti needed by disabled occupants as a reasonable ac�ommodation. It is a vio- lation of the Act fnr ANY PERSON to interfere with another's pro- tected righ[s in housin��. • • r In PUBLIC ACCOMMODATIONS—when, because of race, color, crced, religion, disahility, nationai ��rigin, sex, or sexual ori- enta[ion: A place of business, entertainment, transportation or other privately t�peia[ed fa�iiity d�nies its premises or ser- vices, or clis�riminates in the access or use of thein. I'ublic facilities must provide reasonabic accommudations to make their premises and scrvices accessible to persons who havc d�sabilities. Public accommodations must permit the use of recognized service animals by persons who have disabilities. • • • In PLJBLIC SEKVICES—when, herause of race, colar, creed, reli- gion. national �ri�in, disability, sex, sexual orientation or status � ��ith regarc� to public assistance: A facility or service operatec� by or on beh�lf of the government {including t1�e state, cot�ntics, municipaiities and re�ional agencies) denies or limits services or henetEtti or fai[s to provic3c physical and pro�ram access; A public transit service fails io provide physical access and ey�itable service to persons who have disabilities, In EDUCAT�ON—when, because of race, colnr, creed, religion, nationa! origin, sex, sexual orientation, agc, marital status with re�ard to public assistance or disability: = "!a"�,`,:.°."":,;�,""`. . -a.-..�., "rys:.� �.� x '-:��.�'r`.`� :. -',^ �" w �. �, .^a �^ ..; —`E� »;«� -�.v � � - �.a�..5 - , # �' . _ , <, _ _ _ .. , . . , � .� ' ' , . . _� �. . . . . . . .. N . ., � w, . , , _ _, . �.', _. _ . �o.w,., ». _. .., ... ..v.... r..� ....... ...... r..,�,.�... ... ......... .... r....,.,..., who have disabilities; An educational institution or its staff excludes, expe! ��'�;�.: otherwise discriminates a�ainst a student or a person se�e c�- ing enrollment. • • e In CREUIT SERVICES— when, hecause o#� race, coior, creed, reli�ion, disability, national orijin, sea, sexual c�rien[a[ion, marital status or rcccipt of public assistance: A business oc organiration denies or discriminates in the requircmcnts Yor obtaining crecl�t or rcfuses to establish an account for a woman under her current or former surname • • • in BLISINESS—whe�� a trade, husine5s, e�r servicc: refuses to conduct business with a woman beca�se of her chc�icc nf a surna�ne; or, because o1� racc, color, sea, sexual orienta[ion, or dis- ability, refuses to conduct business, provide a servi�e, or contract with the owner or operator of the concern seeking to transact l�usiness, o�- disc:riminates in lhe terms, condi- tionti, or perfoRnance ot� the arrangement. • • • OTHER PKOHII3ITEU PRACTiCES �t is a violation af the Act to: Aid ur abet another in commitiing illegal discrimination; Take reprisal against a person for liling a charce, partici- pating in an invcsti�ation, ar opposing illegal discrimina- tioa; Take reprisal against a person because of their associatian with persons who have disabilities or who are of a different race, color, creed, religion, scxual orientation or national nnQin . :. ; ... . -. ., �� .-: ...:... a.,:'.- " <_,i.,.� ,k ....i__ a , .,., __ .,....__� .... - �� a are uman . ? �'1 S . Human rights can be defined as those basi.c standards without which people cannot live in dignity as human beings. Human rights are the fotandation of freedom, justice and peace. Their respect allows the individual and the community to fully develop. The development of human rights has its roots in the struggle for freedam and equality everywhere in the warld. The basis af human zights — such as respeci for htxman Iife and ht�man �g�.�y �. �an be found in most religions and philosoph�es. They are proclaimed in the Universal Declaration of Human Rights. Documen�s � such as the International Covenants on Hum.an Rights set out what gove�rnments must do ar�d also what they must noi do to respect the righ�s of their citizens. Characteristics of human rights: • Human righis do not have to be bought, earned or inherited, they belong to people si.mply because they are human — human z-ights are "inherent' to each individual. • Human rights cannot be taken away, no one has �he ri.ght to deprive another person of ihem for any reason. People still have human rights even when the Iaws of their cour�tries do not recognize them, or when they violate them — for example, when slavery is p�ractised, slaves still have rights even though these rights are being viol.ated — human z-ights are `indivisible'. �� ' Categories af Rights Rights can be put into ihree categories: 1. Civil and political rights (also called first generation rights). These are `liberty- orien�ated' and inciude the rights to: life, liberty and security of the individual; freedom from torture and slavery; political par�icipatian; freedom of opinion, expression, thought, conscience and religion; freedom of association and assembly. 2. Economic and social rights (also called second generation z-ights). These are `security-orientated' rights, far example the rights to: work, education, a reasonable standard of living; food, shelter and health care, amongst others. 3. Environmenial, culiural and developm�ental rights (also called third gex�erati�on rights). These include the rights to live in an erzvironment that is clean and protected from destruction, and rights ta cul�ural, political and economic development. When we say that each person has human rights, we are also saying that each person has responsibilities to respect the human rights of others. Universal Declaration of Human Rights The most widely accepted statement of huznan rights in the world is the Universal Declaration of Human Rights {UDHR). Its core message is the inherent value of every human being. Thie Declaration was unanimously adopted on the 1Qth of December 194$ by the United Nations (althaugh 8 nations clid abstain}. It sets out a list of basic rights for everyone in the world whatever their race, colour, sex, language, religion, palitical or other opinion, national or social origin, property, birth ar other status. It states that governments have pro�ised to uphold certain rights, not only for their own citizens, but also for people in other coun.tries. In other words, natioraal borders are no barrier to helping others achieve their rights. Since 1948 the Universal Declaratian has been the interna�ional standard for human rights. In 1993 a world conference of 171 states represeni�ng 99% of the warid's population reaffirxned its co�nmitment to human rights. � �� `f � � � ,��ar�s�ict��n o� the �_ c� �U'l��sc�t� ��man Rights �ct o � a LL O i1} w PROTECTE� CLASSES 4 f, � `l��C�r- .. _ �,s. � i �yyr. . ��Y , � . � i �T. ' 1 � c m E a a a � Coior � � _ . . �re'e� 7��; g2 � + �� ' ' � � ` �, � K i f4 }-. ..,��^ • - t5' �. � ReEigion � _t, ��x.. . ,.. r.. - . . � 6.: .� �'�r � „j'.. ; �;i - 4 � c � � � � 0 E 0 � c� � � c .y .� � ,n 0 2 � � � .� � m � U � � a - :. ��-. -:- G, .._� �� c o v� +. � � �, a� n � � � 'v� i�it U m � � � -�{ ': � • • � �'' ' .. � ■�s �N�a�tr.onat �f��g�n� � � �> _ �� - , �, � , � . � �,� :-.�`� ��?i �`. �`'�: ::� 1< D � Ss�C � � � � � � � ,._ . � , . ��CI'��,`�t�C•iS � � _, , ,� :° ;' �'m , :�` ;�. =•`�s� }' - � - t , - - � � Disab�lity � � � i • • i �Pubi�c . �ssr�tanee rf . � . �_ � _ ; �,,. : ��: . . -. � �1ge ,� . . ,. � -.. I_ � . ; - S.exua[� �rrer�tat�o�: - ' � . :�': �-�' Famiiial Sta#us � d�s��caE� �utixain.4 Rig�i�s CaGnm�ss�un �4cfiir�ity � �: ,, ...� ..:. . �. , . .. ;�.� . �T�E� �'R�HIBlTED Pl�ACTICES �� ,:',� �� :�: _ I � :I� � -� � ..,�'; AIDINGIABE�TiNG AND OBSTRUCTION = T�e Act prohibits a person from aiding in a violat�on of the MHRA, coercing a person to vio�ate the faw, obstructing a person's comp�iance with_ the Act, or interfiering with the Department's performance of its duties. f3E�R[SAL = The Act prohibits reprisai ar retaEiatinn because a persan oppos�d a prac�ics fiorbidden by the MHRA, 'fiied a charge or �articipa�ed in a matter braught uncler the Ae#; or because a person associa-ted with a person or group of persons � �ha are disable� or of a different rac�, co�or, creed, r�ligion, sexuai orienta�ion, ar �� nationai origin. Revised 6J20/97 enf2.nm4 � �' ', �f CIVIL RIGNTS MlLESTONES civilrightr, pl.n. — Righcs belonging �o a person by vir�ue of his on c�r sta�us as a citizen Alchough many citizcns oF �6c Uni�cd S�accs cake �heir civil righ�s For gran�ed �oday, in truth, �he securing of rhese rights has of�en been as a rcSUl� of a long, hard-Foughr 6acd� Eor lcgal pro�ec�ion of �hose who were seen to differ in somc way from �hc social norm_ Some oE �he major achicvemcnts in securing che civil rights of all U. S. ci�izens are ou[lincd btlow; 19th Amendmen[ to the Consticu�ion, 192Q Supreme Court Ruling, 1954 Supreme Court Ruling, 1955 Equal �ay Act of 1963 Civil Righu Act af 1964, Titie VI Civil Rights Act of 1964, Tide VlI voting Righ�s Act of 19G5 Age Discrimination in Employmenc Act of 19G7 Civil Righcs A�t of 19G8 Amendments to Higher Education Act of 1972, Tide IX Rehabilitation Att of I973, Secrion 504 Rehabilitation Acc of 1973, Section SU3 Equal Employment Opportunity Guidelines of 1980 Americans Wich Disabilities Act of i990, Title I Americans With Duabiliues Act of 1990, Tide II Guaranteed nativnwide voting righ�s For womcn. In Brown u Bd. ofEducation, found that segregacion in public stf�ools is uncons[itutional. Faund that segrcga�ion in public parks and playgrounds is unconsti�u�ional. Provides equal pay for equal �vork to alE employecs in all organizations, rcgard- less of sex. Pro�ects re�ipients of federal financiaE assistan�c from aiscrimination on the basis of race, �olor, or nationa! origin. Protects employees in organiza�ions wieh morc �han l5 empioyees frorn discriminarion on �he basis oF race, color, religion, na�ional origin, sex, or having filed a complain� of discriminacion. Guaranceed voting rigE�ts for ail ci�izens. Prohibits discrimination in campensation, �erms, condi�ions, and privileges of employment, and s�a�us oFemployee on the basis of age Eor employees between 40 & 70. Prohibe�s discrimination in housirtg and real es�ace sales_ Protects s�udencs and employees of educational institucions recciving federal Funds from discrimination on the basis of sex. Provides rha� recipients of services from organizarions rcceiving federal funds cannot be discriminated against on the basis of handicap. Protects employees providing servi�es which are Eunded in any par� by federai funcls from discrimination on thc basis oFhandicap. Interpre�ed Ticle VII of che Civil Righcs Ace of 1964 to forbid sexual harassmenr, vitwing it as a form of sex discr'sminazion_ Building on [he Civil Righ�s Act of 19G4, guarantees equal opporcuniry in employrnen[ for ptople wirli disabilities in all organizacions wi[h more rhan 15 employees_ Building on the Civil Righcs A�r of 19G4, guarantees equal access to public accommodations, public �ransportation, s�ate and local governmenc services, and �elecommuniea�ions for people wi�h disabiliries. Minnesota's Human Rights Act Prohibi�s discriminarion in employment in all organizaEions on �he basis of race, color, �reed, religion, age, sex, national origin, sexual orieneation, marital sza�us, disabiliry, reliance on public assis�ance, and membership or activiry in a local human righcs commission. SPonsored by DH5 Diversity Cauncil �f/97 Also prohibi�s discrimina�ion in housing, pu6lic accommodacions, education, receip[ of public servitcs, and gran�ing credi[ far many of t�e pro[ected classes ;:sced under empioymenc. Discrimination is prohibi�ed in business dealings on �he basis of race, color, sex, disabiliry, and so�uaJ orien�ation_ ; � � ACTIVlTY 4: HANDOUT 1 HU11ifAiV RIGHTS St�UARES lnsiructions: Using members o# ihe graup as sources of informa#�on, get an answer for as many squares as you can and wri#e it in the square. Each answer should comE from a different pe�son, who must initia! that square �or you. Stop wt�en time is called. A human rigF�t Coun#ry where Docurrtertt ihat Group in your Cotar�try where human ri�hts are prociaims hurnan counfry that people are denied vialated rights wants to deny rig[�t.s because righ#s ta athers of their race or ethnicity ; Organization FilmNideo that Singer who sings Fiight your parents Country where which fights #or is about rights about rights havelhad that you human rights human righ#s do not situation has improved recently i Type o# hurnan Book about iights Right sometir�es Riaht al! children Country where rights violatian that denied to women shauld have people are denied most disturbs you rights because of their religion H�man right not People denied Numan right Right of yours 5ameone wno yet achieved by rigE�t io establish being achieved that is respected is a deiender of e�eryone in this their own nation around the world human rights country . or homeland Source: Adapted from David SE�iman, Teaching Numan Aights, (Denver. Center for Teaching �lntemational Relations Publicatian, l! oi Denver, 1993} 2-3. 48 / NtIMAN RIGNTS f1EREAAID NOW _..,.. � ., ::,� • > . , � ,;., r _ : , ,„ � . . ..,,�... — � ..,,.�.. _.,,. . ,,,_' �.�, -. . . i.,,. ; s ., ,,.: � �, •�..,, " � �� , .�� ,. +�. 7� 1 0 0 0 N L � � � L r � � � C Q� U N � o� � C N E � z 0 n a� ❑ � 0 N Q7 C C � � �t � i � � � � � � V� � � L � � � � y ,o � � � ! i � ■� � � ■� � _ � �� ^` � � W�, Q � 4 � � � � � .0 � �p O ` ��. x c� � X � a� fC � Qy V1 � � � .t � O � � ❑ � 0 � � .� o` � a O C�i � M Z N U N � . L ��! � � "� : � " . � O t, .. ' __ . , • �` . � � I___..___..._ ._ - � � � � c U ` � � O 'y o cV c�,ii � n�, • W �1^ � O Y , N � � O � � � Q) Q O Cf� r ,�� .:y�; `..'�.-' - -,.." , � t_ � ;�'. `�'. _. �. , � ,�'S 1,. . . . . . . ... __... . .. .. �1'r �� C� : �. a'S{. ' :tir �ca�� i � � _ .. . 1 •. . - J,�_ •,, •`;, ��, 1 � :' � 4 w \'. -.i{ T t'.�- , .. � .�k �.l "11- • � i1,': . C - �. � - ��' .. z '� �� '. f'` . �1 'I 4 �...1. � 1. : C _ / �-' � � :I l / ' . �� `S�� . �� ' 1l� �• G . . �� i ,� I�r > 'ji °-�..._ 'iG��-_�� ?. ..� � o (p M u] N ❑ � \ I h �� N � o � � rn Q � � c � m } r� � o m � U � � O � m c c g � � L a � � � � � L � s C� �� a .— � �a � ■�r � ■� L � � 0 � � � L.. � � � � O � 4 � m � 0 � E Q o � U �rj U Q U .fl 7 � c m T O A � w ■ � m � � � � c� � 7 a ❑ m C N 7 O _ ■ C 0 � � 0 t� � � V LL Q � L d � O ■ _� .fl 7 a I _.,� � The Bill of Rights Passed by Congress September 25,1789 Ratif ed December I5, 1791. Amendment I Congress shall make no !aw respecting an establishmenr of religion, or prohibiting the free exercue thereof,• or ahridging the freedom of speech, or ajthe press; or rhe right of the people peaceahly ta assemble, and to petition the Government}'or a redress of grievances Amendment II A well regulated Militia, beireg necessary to tlre security of a free S�ate, the right of the peapte 1a keep and bear Arms, shalt nat be infringed. Amendment III No Soldier sh411, in time of peace be quartered in any house, without the consen[ of the Owrrer, nor in time of war, but in a�nanner to be prescribed by Iaw Amendment IV Tlee riglet o, f the people to be secure ia their persana, houses. papers, ar�d effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon prabable rause, supported by Oath or af�`'trmation, crnd particularly descriLing the place to be searrhed, and the persons ar thi�rgs to 6e seized. Amendment V No person shall be held to answer for a capita� ar otherwise infamous crime, unless on a presentment or indictment oja Grand Jury, e�ceept in rases arising in the la�d or naval, jorres, or in the Militia, when in actual service in ti�e of Wacr or public danger; rrar shall any person be subjed for the same oj�`er�ce to be twice put in jeopardy of life ar limb; nar shrrll be compelled in any criminal case to be a witness against himself, nor be deprived of tife, liberty, or prnperty, without due process af taw; nor shall private property be taken for public use, without just corapensarian. � � Amendment VI Ia all criminal prosecutio�s, ihe nccused sha11 enjoy the right to a speedy and public trial, by an impattial jury of the State and district wherein the crime sha1C have been committer� which district shaU have been previously ascertained by law, and to be informed of the nature and cause ol the accusation; to be confronted with the witnesses against him; to have campulsory process for obtaining witnesses in his favor, and ta have the Assistance of Counset for his defence. Amendment VII In suits at com►non larw, where the value in controversy shall exceed twenty dollars, the right of trial by jury shal! be preserved, and no fact tried by a jury, shall be othersvise reexamined in any Court of the United States, than according to the rules of the rommon law. Amendment ViII F..accessive bail shall not be required, nor �YCessive fines imposed, nar cruel and � unusual punishments inflicted. Amendment IX The enumeration iri the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people. Amendment X The powers not delegated to the United States by the Constitutian, nor prohibited by it to the States, are reserved fo the States respectively, or to the peopl� � � Let's lnvest�gate the Bili of R�ghts Knowiedge 1. Memorize the Preambie ta the Constitution. 2. Define each of the Ten Amendments by recording three to fve special words that provide ctues for the purpose of each one. 3. List the four freedoms guaranteed in Amendment Qne. 4. Define these terms: Amendment, Bill of Rights, Freedom, Alien, Citizen, Preamble, Constitu- tion, Slander, Assemble, Libel, Compromise. CompreF�ension 1. In your own worcis, explain why the Biki of Rights is an irriportant part of the Constitution. 2. Illustrate the meaning of any one of the Amendments in a cartoan or comic strip formai. 3. Rewrite any of ihe ten Amendments in your own words. 4. Summarize why you think tt�e Bostonians were so upset over Amendment T�ree. Application 1. Classify the frst ten Amendments using twa or more groupings and explain the rationale for the groupings. 2. Predict which Amendment in the �ill af Rights would be violated first if tf�e Constitu#ion were to suddenly cease to exist and discuss how this might occur. 3. Tell about a time when your right(s1 guaranteed ir� the Bill of Rights may have been violated. 4. Pui together a list of tf�ree amertdments found in the Bi{I af Rights that direc#!y affect students in yvur school. Analysis 1. Compare and/or contrast how a#ootball coach might view a student's freedom of speech dif- ferently from that of a dehate team coach. 2. Infer what wpuld happen to the followir�g groups of people if Amendment Six did not exist in tt�e 8ilf of Rights: A. Women C. Poor People g. Minarities D. Handicap�ed Individuals 3. Co�duct a survey to determine which of ihe Te� Amendments is most important to people in your ciass, your schaol, and your community. Draw conclusions about your findings in a good paragraph. 4. Criticize this statement: "Our rigf�t o# #ree speec� iets us say whatever we want to say." Synthesis 1. Pretend you are stranded an an unin�abited desert isle with a group of peop�e. Compose your own fist of four to five Amertdments that you feel would be mast needed to survive in that primitive environment. 2. . „ .. 3. Create a new Amendment that you feel is much needed f�r a group of ya�ng people. 4. Imagine you are a radical pofitician wha has advocated "doing awa�' with ihe Bill of Rights. Design an original campaign to get people to think as yau do. Then, make elp a caunter- carrtpaign to show all the flaws in the politician's thinking. Evaivatian i. Rank the first ten Amertdments from high priarity to low priority and justify the ranking utiliz- ing at least two expfanations far your Tirst and last choices. 2. Determine which Amendmerrt is most important to you and cfefend your decision. 3. Evaluate tf�is statement 6y giving examples to support your ideas_ "Democracy is based upan the convictian tl�at there are extraordinary possibilities in ordinary peaple." {H.E. Fostick} 4. Canclude what would ha�pen if the Bill of Rights had never been added to the Constitution. Determine what things would be different in the United States today. �_ . ' - �=;�� Written by SanAra Schurr p+sis reprot7uctpla pe0e, MulApr. �vC�csi uow �.p�• ��- . '!'/ ._ - - - . •... 4) Everyone has the right to forrn anci to join trade unions for the pratection of his interests. Article 24 Everyone has the right to rest and leisure, including reasonabie limitation of working haurs and periodic hofidays with pay. Artide 25 1) Everyone has the right�to a standarcf of living adequate for the health and wel!-being of himself and of his family, inciuding food, clothing, housing and medical care and necessary sociaE services, and the right to security in the ever�t of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. 2} Motherhood and childY�oad are entitled to special care and assistance. All children, whether bom in or out of wedlock, shalf enjoy the same social proteciion. Article 26 1) Everyone has the right to education_ Education shalf be free, at least in the e�ementary and funda- mental stages. Eiementary education shall be comp�lsory. Technica! and professional education shall be made generally available and higher educatian shall be equally accessible ta al! on the basis of inerit. 2) Education shaii be directed to the fui! development of the human personality and to the strengthen- ing of respect far human rights and fundamental freedoms_ It shall promote understanding, taler- ance and friendship amang all nations, racial or religious groups, and shall further the acti�ifies of the United [Vations for the maintenance oi peace. 3} Parents have a prior right to choose the kind of education that sha�l be given to their children. Article 27 1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to sharE in scientific advancement and its benefits. 2) Everyone has the right ta the protectian of the moral and material interESts resulting from any scientific, literary or a�tistic production af which he is the author. Article 28 Everyone is en#itled to a sociai and international order ir� which the nghts and freedoms set forth in this �eclaration can be fully realizecf. Article 29 1) Everyone has duties to the communi#y in wnich aione the free and full development of his personality +s possible_ 2) In the exercise of his rights and freedoms, everyone shail be subject only to such lirnitations as are determined by law solely far the purpose of securing due recognition and respect for the rights and freedorrts of others and of ineeting the just requirements of moraEity, pub�ic order and the generaf welfare in a democratic society. 3} These rights a�d freedoms may in no case be exercised contrary to the purposes and principles of the llnited Nations_ Article 30 Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity ar to �erforrn any act aimed at ths destruction of any of the rights and freedoms set forfh herein. 14Q / NUMAN R�GNTS NFR�AND Nf]W Let's �nvest�gate the B�li Qf R�ghts Kn�wledge 1. Memorize the Preamble to the Constitution. 2. De#ine each of the Ten Amendments by recarding t�ree to five special words that provide clues for the purpose of each one. 3. List the four freedoms guaranteed in Arnendment One. 4. Define these terms: Amendment, Bill of Rigi�ts, Freedom, Alien, Ciiizen, Preamble, Consiitu- tion, Slancier, Assemble, �ibel, Campromise. Cors�prehension 1. In your own words, explain why the Bill of Rights is an important part of the Constitutian. 2. Ill�strate the meaning of any one of the Amendments in a cartoon or comic strip format. 3. Rewrite any of ihe ten Amendments in your own words. 4. Summarize why you think the Bostonians were so upset over Amendment Three. Application 1. Cfassify the first ten Amendments �sing two or more groupings and explain the rationale for ti�e groupings. 2. predict which Amendment in the Bil1 of Rights would be viofated first if the Constitutian were to suddenly cease #o exist and discuss how this might accur. 3. Te!! about a time when your right{s} guaranteed in the Biil of Rights may have been violated. 4. Put togetf�er a list of three amendments founet in the 8il! of Rights that tiirectly affect students i� yaur schooE. Analysis �. Compare and/or contfast how a footbali coac� might v�ew a student's freedom of speech dif- ferently from that of a dehate team caach, 2. Ir�fer what would happen io it�e folfowir�g groups of people if Amendment Six did not exist in the 8iU of Rights: A. Women C. Paor Peaple 8. Minarities D. Handicapped Indiviauals 3. Conduct a survey to determine which of ihe Ten Arr�endments is most important io people in your class, your school, and your community. Draw conclusians abaut yaur fndings in a gQOd paragraph. 4. Criticize this statement: "Our right of free spesch lets us say whatever we want to say." Synthesis 1. Pretend you are stranded on an uninhabited desert isie with a grou� of people. Compose yovr own list af four to five Amendments that you feel wa�ld be most needed to survive in that primitive environment. 2. . •• ,. 3. Create a new Amendment that you feel is much needed for a group of young people. 4. Imagine yQ� are a radical pplitician wha has advocated "doing awa�' with the Bill of Rights. Design an original campaign to get people to think as you do. Then, rnake �lp a cou�ter- campaign ta show all t1�e flaws in the politician's thinking. Evaluation 1. Rank the first ten Amendmen#s from hig�t priority to }aw priarity and jus�tify the ranking utiliz- ing at least two explanations for yaur first and last choices. 2. Determine which Amendmerit is most importani to you and defend yaur decisian. 3. Evaluate this statement 6y giving examples to support yoe�r ideas: "Democracy is based upon the conviction thai there are sxtraordinary passibilities in ordinary peopie." iH.E. Fostick} 4. Conclude whai wauld i�appen i# the Biil of Rights had never been added to the Canstitution_ Determine what things would be different in the Unitecf St�tes today. Writien by Sandra Sthurr �� '-' -- - ,,. AA wsis mProauc�o�e I+n9n. �...��..�,.. ...... �. _�_ -�--� -- T� � '� � UNIVERSAL DECLARAT�4N OF HUMAN RIGHTS (Abbreviated) Article 1 Right to Equaliiy Article 2 Freedom from Discrimination Articfe 3 Right to Life, �iberty, Perspnal Security Article 4 Freedom frorn SEavery Article 5 Freedom from Torture and Degrading Treatment Article 6 Right to Recogaition as a Person before the Law Article 7 Right to Equality before the Law Article 8 Right to Remedy by Competent Tribunal Article 9 Freedom from Arbitrary Arrest and Exile Article 1U Right to Fair Public Hearing Article 11 Right to be Considered lnnocen# until Proven Guilty Article 12 Freedom from Enterferer�Ce with Privacy, Family, Fiome and Corresportdence Article 13 Right to �ree Movement in anc! out of the Country Artecfe 14 Right to Asylum in other Cauntries from Persecution Articie 45 Right to a Nationaiity and the Freedom to Change It Article 16 Right to Marriage and Family Article 17 Right to Own Praperty Article 18 Freedom af Belief and Religion Article i s Freedom of Opinion and Information Article 2U Right oi Peaceful Assembly and Association Article 21 Right to Participate in Gavernme�t and in Free Elections Article 22 Right to Social Security Article 23 Right to Desirable Work and to Join Trade Unions Article 24 Right to Rest and Leisure Artic[e 25 Right to Adequate Li�ing 5tandard Article 2fi Right to Education article z7 Right to Participate in the Cultural Life of Community Ariicle 28 Right to a 5ocial Order that Articulates this Document Articfe 29 Community Duties Essential to Free and Full ❑evelopment Article 30 Freedom from State ar Personal interferenca in the above Rights PART 5: APPENDICF6 / 141 Au�us-r 6 Hirashima Day: remembers victims ofi the first atomic bamoing in Hiroshima, Japan. t945 9 Iniematlonal []ay of Indlgenous Peoples 9 Nagasaki Memorial Day: remembers victims of the second atorrtic bombing in Nagasaki, Japan, 1945 i2 Irrternational Youth Day 23 Internattonai Day for the FZememi�rence of the Siave Trade and its Aholition SE�TE�118E� Banned 600k Manth US Labor Day {first Monday) 8 World Literacy Day 75 [nternatianal �ay ot Peaca 24 Blrthday oi Kung Fs�-Tzu (Cbntucius), 55i OC7OBE� ❑omest[c Violenca Manih Universal Children's Day (first Monday)� dedEcated to the children of the wortd Wnrld Habitat Dsy (first P1londay) 1 lnternatlonal Day af Older Persons 2 Mahatrr;a Gandhi's Birthday 5 �1Vorid Teacher's Day 9 Wortd Post Day 1D Warld Menta[ lieaith Day ;7 G:eanor AoosevefYs 8irthday 72 Indigenous Peoples Day 16 Worid Fnod Day: remembers the aver 1 billion people who are chronically hungry t7 lnternationa{ Day fier the Eradicatfan of Poverty 17 lnternat9onal Day for Toierance 24 l}nited Nations Day: ce[ebrates the wish for peace, cooperation, and €riendship amorrg nations 2� Warid �evelopment Infnrmatian Day 31 LlN10Er Childreds Day NOVE7UI8E� 1Jative American Mon#h �ivali: IRdian Festival of Lights Electlan Day (1st Tuesday aiter 1s[ Manday) 1 Day of the Dead. Ali 5aints Day. Dla de los Muertos � intematiorsak Day Againsi �ascism and Antf-Semitlsm i1 International Day af 5cience and Peace 17 Enternatfonai Day ot Taieranca 20 Ur�iversal Children's Oay 24 World Deveiopment Infnrma#lon �ay 24 DEsarmament Week 25 Internatfonal pay ior the Eiiminat#on o[ �Jiolence against Wamen DE��1l[BE� 1 World AiDS Day 2 InternatEonal Qay for the Abolitlnn oT Slavery 3 International Day ai �isabied Persons Internationai Voiunteer �ay far 5aciai and Ecanamic Development 10 Iniernatianal Human Rlghts Oay 15 Bill oi Rights �ay Zfi+i(w�nza. African American Fa�nily Unity �Iolida�/ 29 Internationai Day for Hialogical �iversity MOVF�,BLE HOLIDAYS Asiars iVew Year Easter Uluharram: Uluslim fVew'Year's Dav qbon, the r=easi or Lantems: Budahisi memorial honoring the dead Passover (15[h day of yissan �ar 7 days); commemorates the exodus of the aehrews from Egypt Purim (14 day of Adar in the Jewisn calendar): a celebration oi survival Ramadan (9th manth of the lslamic calencfarj: Islam's haliest period when ail Muslirr►s are supposed to fast, thanking God for mercy to humanity Rosh Hashanah (ist-2nd days oT Tishri in the .iewish Caiendar): New Year, Qay o� Remembrance Yom Kippur (9th day of TishvE in the Jewish calertdar): �ay oT Atonement, coRC!udes 10 days of repeniance beginning with Rosh Hashanah PART V: nCANN�NG PRESENTATlQNS F�R NUMAN RIGNTS EDUCATIQN! 1'11 Hl1MAN HIGHTS RE50UACE CENTER, UNiVERStTY OF MINNESUTA HUMAN RIGHTS CALENDAR OPPQRTUNITlES JANUARY 1 Emancipation Prqclamation signed 19fi3 8 Worid Llteracy Day: observed by many UN member stases to foster universa[ literacy Martfn Luther King Day (bom Jan, rt5, 1929} {cele�rated third Monday} FESRLIARY Black History iVlonth lnternationa! Friendship Month 1 Freedorn Day: �3ih Amendment granting full citizenshi� to �armer slaves signed, 7865 20 Non-viofent Resis#a�cs Day MARCH Warr�en's Histary Month 8 IRtematfonal Women's Qay 21 [nternational Day af the EliminatEon of Racia! �Iscrimination 22 Warld Day for Water APRI[. 7 World Heaith Day: cammemorates the esta�lishment of the Worid F-iealth Organization, 1948 8 Traditianal 8irthday of the Buddha 11 Anniversary of the US Civi! Rights Act af 1968 � 22 Earth Day, Arhor Day 23 Worid Saoic and Capyright Qay 30 Holocaust Memoriai Day (Yom ha Shoah)= rememhers the millions who died in Nazi death camps during World War I! MAY Asian-Pacific lieritage Manth Memnrial Day (last Monday) Mother's Day (secoRd Sunday) 1�i 0/ 7'NE NUMAN RIGHTS EDUCATIQN NANO$DOK HLIMAN AIGHTS RESOUNCE CENiEi4, UNIUEASITY UF MiNNESOTA MAY t InternatiaRal �abor Day Law Day: furthers publ[c knowledge, appreciat'san and respect ior law and its #�eneiits to the citizen 3 World Press Freedom Qay 5 Clnco de MByo: commemarates the 8atile af Puebfa, 1862 and celehrates Chicano and Latino cuiture 15 International bay of Families 16 UNESCO Day for CufturaE Deveio{�ment 3Z World No-'�obacco Qay JUN� Gay �ride Month Gay Freedom �ay (last Sunday) �ather's Day (3rd Sunday) 3 Worid Press Freesfam pay 4 UN I]ay nf Innocent Children, Victirns of Aggression 5 Warld Environment Day: camrrEemorates the opening of the UN Conierence on Human Environrrtent, f972 � 5 Magna Carta signed, 1�15 17 Warld Day to Com6at DesertiFication and Drought 19 Juneteenth= forAfrican Americans, a cefebration vf freedom 26 UN Charter Day 26 Internatio�al Day against Drug Abuse and Illicit Tra#ficking 28 Iniernatianal Day i� 5uppart of Victims oi Torture JULY 4 liniied States fndependence Day i 1 Worl@ Population Day 14 9astille Day: li�eration of Bastilfe Pnson, Paris, 1789 26 Atnmic Bomb Day (first detonation 1945J � .A � . � s� � HUMAN RIGHTS COMMISSION AGENDA October 8, 2002 7:00 p.m. City Council Chamber I. Approval of September Minutes II. Essay Contest Update III. Report on League of Minnesota Human Rights Commissions Annual Meeting IV. Marion Helland -- 30 minute presentation then discussion V. New Business VI. Adjournment Human Rights Commission Meeting Minutes, September 10, 2002 The meeting was called to order at 8:01 p.m. Present: Chair Thelma Mckenzie, Karen Vnuk, Mark Chapin, Martha Hardesty, Larry Voeller, Hannah Neprash, Steve Zorn and Philip Cntmp Absent: Steve Smith and Howard Wagner Minutes of the previous meeting were approved without changes—Steve Zorn motioned to accept the minutes and Mark Chapin seconded the motion—all approved it. Thelma McKenzie gave the oath of office to Karen Vnuk and Hannah Neprash Disctission on the Top Five Goais #'or 2002-2D43 � Discussed the HRC Brochure—What do we want this to be? It was suggested that we place the Mission Statement of the HRC on the brochure (Sieve Zorn's idea). • Martha Hardesty and Steve Zorn agreed to work as a committee on the brochure Larry Voeller suggested that each committee write and recommend more specific kinds of actions/goals under the more general goal. • Goal Number 3 on Improving and Increasing education & outreach--Philip Crump and Karen Vnuk agreed to work on this goal as a committee • Goal Number 4—Provide leadership on Human Rights Issues-it was suggested that th.is couId include an evaluation of the needs of the community�ould look at census data, chamber of commerce data—Mark Chapin and Hannah Neprash agreed to work on this goal as a committee. • Goal Number 5—Build new & strengthen partnership with community and business; Thelma McKenzie and Larry Voeller agreed to work together on this goal as a committee • It was suggested that Steve Smith and Howard Wagner be invited to work on one of the goals with a committee. • Thelma McKenzie suggested that after we brainstorm that we need tirnelines for the gaals. Essay Contest Committee--Philip Crump updated the group that the committee on the essay contest—he, Steve Smith arid Howard Wagner met with the schools. He mentioned that the schools talked about including the essay contest more in their curriculum. That they contact the schools; that home schooling cannot be contacted; it was suggested that an ad be placed in a local newspaper (the "Review") {Thelma McKenzie's idea) to solicit essays from 7�" and 8`h graders. Steve Zorn mentioned that there was a Charter school called fhe Family Academy at Lydia & Ha�nline. Thelma McKenzie suggested that possibly the committee (Philip} could contact the editor of the newspaper and get an article written about the contest to save the cost of an ad. Commission members received the packet from the League of Human Rights group—a brochure from the department. Thelma McKenzie suggested tabling all of this to the essay committee (she mentioned that we are a week behind schedule). Th.elma McKenzie, HannaY� Neprash, and Steve Zorn volunteered to help the essay committee with their work. Marion Helland rwill speak at our next meeting with Johanna Eager—the group requested that Carolyn Curti send out a request for questions to be directed to these speakers in advance of the meeting and to determine how much of the meeting will include fihe speakers and questions and how much with be HRC general business, Philip Crump moved to adjourn at 9 p.m. This motion was second by Steve Zorn and approved by all. Minutes submitted by Mark Chapin ��;: � Human Rights Coznmission 2003 Essay Coniest Question and Rules 2003 Essay Contest Question: Why do we have Human Rights Acts such as the Universal Declaration of Human Rights, the Bill of Rights and the Minnesota Human Rights Act? Are they necessary in the Year 2002? State your position and defend it. Contest Open To: Seventh and Eigl�th grade students Len i of Essa : Open Essays Jud e� Content and composition Form: Neatly written or typed on one side of paper only. Fill in the blanks on the attached form and staple it in front of the essay. Due Date: November 15, 2002 Collection Place: Office of School Principal Notification of Winners: Individual winners to be notified by January 31, 2003 Prizes: First Prize $50.00 Second Prize $35.00 Third Prize $20.Od Contact: Carolyn Curti, Humari Rights Commission Staff Liaison, 65 �-490-2209 April 2003 Essay Contest Timeline Question determined by League of Human Rights Commissions Late September Question and contest rules sent to teachers to be distributed to 7th and 8�' grade students. Also sent to local papers for students who go to school outside of Roseville Area School District. November 1 S Nov-December January February March Ear1y Apri1 Early May Deadline for submitting essays to the City of Roseville Human Rights Commission judges essays Winners announced Winners honored at city cauncil meeting following a reception Deadline for submitting winning essay to League League reps meet to determine winning essay Reception to honor winners and participants To be held at Roseville Skating Center • `� � �� '4PPlicant Organizauon_ C., , �" �, U -F � �� e � t � i � i7 u ��.� c�.,. � � t s{�i� �S ` �� t'v� i �y � � � a�� a � �, � �� r� u4- ' Aaa�s: R:� �� E II� i�l ��% �:�"i� 3 Telephone: ( �S! ) i1 �'1 i-� �" =-� � � �1 E-mail Addc�ess: <- ��'1'�� • C u,*fi.G.� C� . f"�� .� iz ,t�+�►n •�� Fax (G S 1 ) �� ` � a % (� C�ief E�oecutive 4fficer. � ��.� � - � � �"S Project Contaa: �rul ` � �-+�r�l �� Projecc Tir1e: ,+��.�� G.�w � v�� -��.C. � S�" � L`I�.o�� `-�5�� --� Amount Requested: �P � � 6 � c' - . Pr�opased Staivng Date: --� �i:•`� U.��, ��- 0� 3 Ending Date: � C:- � ttLl.,u � �,� U u � All applications must include ihe dacumentatioa listed beiow and t}ie information requested in the narrative guidelines on the back of this form. h% -,� ✓` v y,. 1. A copy of the applicant organization's most recent fetter of exemption from the Intemal Revenue Service demonsirating thai it is aa orgaaization exempt from federal income tax under section 501{cx3) of the Internal Revenue Code, and stating whetl�er or not it is a private foundation_ 2_ Audit or yeaz-end financial statement for the most recently coznpleted fiscal year; the curreni year s operating budget; and current year-to-daie income and expense statement. 3. Names and affiliations (place of employment and/or other relevant coznmunity im�olvement) of the policy board responsible for the management of the applicant organization. 4_ Indication that this app3ication has been reviewed by the governing Board of the applicant organization and bas received its endotsement_ Where possible, a formal Board resolution to this effect should be submitted. In submitting this applicarion, the applicant agrees to the following_ 1. The applicant wi11 spend funds solely for the purposes stated in the application and will refund the unexpended portion of such iunds, if any. In addition, the applicant will provide interiFn and final reports as are required by #�e Faundat�an. 2. The applicant reaiizes tt�at payment of funds granted wili be at the convemeuce of the i�oundation, includang cancellation of the �ant and/or modification of previously a�eed upon payment se�edules should suc� cancellation or modification be deemed necessary hy the Foundation_ 3. The applicant understands �at the Foundarion, in researching this grant application, rnay review any and all of the informahon submitted as part of this request with advisors of the Foundarion's choosing, if deemed necessary by the Foundatioa 4. 'ILe applicant S�as made a determination regarding the applicability of the Minnesota Charitable Salicitation Act (MS3Q9) ar�d intends to corr�ly with the terms of this Act, if appropnate_ ! � ".�j � L✓ Signature: Chief E e tive Q$icer Date THE �'ainr I'auI F4UNDATION �� .� Human Rights Commission St Paul Foundation Creating an Anti-Racist Community Grant Application INTR�DUCTION The City of Roseville Human Rights Commission {RHRC} respectfully requests funding for an educational project that addresses issues of racism in the Roseville community. More speci%caliy, we propose working with an elementary school and an established theater corr;pany to develop plays or vignettes and a corresponding curriculum that addresses issues of racisrn. The RHRC is appointed by the Roseville City Council to: I. Provide a method for citizen input concerning huinan nghts issues; 2. Promote a positive human rights climate in the corr�munity; and 3. Provide educational opportunities about human rights_ All Commission members live in Roseville. The eleven members have a broad range of experience, both personal and professional, in dealzng with Human Rights issues. They have a variety of work experiences including attorneys, mediator, professor, psychologist, sociai worker and business people. They range from a high school student to senior citizens. The members represent a broad noix of races, gender and ages. (Mcmbership list is attachEd.) The RHRC has served the community since 19G8. Members are appointed to rotating threc year terms and can serve up to three terms. The Roseville City Council strives to appoint a diverse membership on aIl commissions, especially on the RHRC. Throughout the years the RHRC has sponsored many activities to raise awareness about racial issues. Recent activities include ar� annual Human Rights essay contest for seventh and eighth grade students, community forums on racial issues and training opportunities for City staff and elected officials. The RHRC also monitors allegations of discrimination and works to educate individuals and the community about discnminatory actions_ The RHRC is buitding a Humart Rights Network within the City of Roseville. The Network includes Coznznussion members, all Roseville religious communities and businesses and individuals who have expressed interest and concern over human rights issues_ The RH.RC operates with limited �nancial resources_ Connmission members generously donate their time to promote human rights in the commt�zzity. To enhance our effectiveness, the R�-IRC wilI partner with the Roseviile Area Schools {letter of support attached) to widen the circle of influence and to increase the RHRC's role in fighting racism in the community. The RHRC will work with �dgerton Elementary School, part of the Roseville Area Schools System. The Principal is John Ahern. Edgerton is a Kindergarten to 6`h grade building with students (425, last year's enrallment number} fram ages 5 to 12. Edgerton is the most diverse elementary in the distnct, with 41.fi% of thc student body being students of color (according to 2�01-2002} statistics. The breakdown in racial grougs is as follows: American Indian 1 _S% Asian/Pacific Tslander 21.6% Hispanic 5.5% Biack not Hispanic t2.7% White not Hispanic 58.4°/a The RHRC has held preliminary discussions with Illusion Theater which has extensive experience working with children in an educational setting to develop and produce theater presentations on a variety of issues. In addition to formal working relationships, the RHRC wi�l collaborate with other human rights groups including the Human Rights Rcsource Center (www.hrusa._ QI.�) for assistance in developing a school curriculum for an elementary schooi. The Human Rights Resource Center has several frce curricula that address human rights issues. Currently, none of the curricula uses theater as a method for teaching children about racism. The RHRC wi�l work with the local cable aceess consortium (CTV) to tape the second play. The production will be shown on Roseville's Cable Channel 16 and CTV 15, and the tape will be available ta other schools and groups interested in discussing issues of racism. CTV is a non-profit consortium #hat provides public access programming to 10 suburban cities. City staff will work with CTV staff to tape the performance. COMMUNITY IMPACT The RHRC believes ihe project will impact our community on three levels — Classroorrt, Educational System and Communzty. • In the classroom, st�adents and teachers will directly deal with and tliscuss issues of racism_ Students will work with professional actors to develop a play or a series of vignettes that discusses the impact of racism on a school and community_ �� Human Righis Commissiort St Panl Foundation Creating an An4-Racist Comnturuty Grant Application Page 2 of 5 • This project will encourage the Educational System to address issues of racism. The teachers and actors along with advice from Commission members will create a curriculum that addresses racism. The RHRC will promote the cuzriculum in the Roseville Area School District and in other school districts outside of Roseville_ Other students, parents artd �-eater Roseville community will benefit from this project. Parents and other students will hear about and see the initial play. This wili open opportunities for discussions about racism. In addition, members ofthe community will be invited to the play that is develo�ed in the fall. Following the production, the RHRC wi11 lead discussions about the messages in the play/vignettes and about issues of racism in the community_ PROGRAM The RHRC will work directly with (na�ne of school) and a local theater to get students to write and perform a pIay that adc�resses issues of racism that students either experienced themselves or have seen in the community. We plan to work with the school throngi�out the year 2003, so that two classrooms of students will create two separate plays, ane in Spring 2003 and one in FaII 2003_ In the Spnng 2Q03 we will work with the teacher(s) and the theater cornpany to develop a curriculum thal can be used in future years. Students will then perform the play for fellow students and parents. In Fa1120Q3 we will again work with the teachers and theater company to refine the curriculu�n and to get a new cIassroom of students to write a new play addressing issues of racism. 5tndents vvili perform this play for feilow students, parents and members of the community. Following the community perfornnance, Human Rights Commission mem�ers will hold roundtable discussions for anyone who wants to discuss issues in more detail. � The RHRC believes that racial opinions and community attitudes are learned and by reaching children and youth we can he�p youngsters to think about racism, to question their attitudes and those of the community and to counter misconceptions that are perpetuaEed through the media or heard in the community. By producing two plays in two classrooms, our own Commission members will leatn more how our youth interpret events and the world around them. We will take the experience from the first production and develap educational topics to discuss with students, parents and community members following the fall production. �,� J�, Hunnan Rights Commission St Paul Foundation Creating an Anti-Racist Couununity Grant Application Page 3 of 5 T�MELINE January 2003 Finalize work plans with Roseville Area Schaols. Finalize contract with theater company. February 2003 Review materials available from Human Rights Rcsource Center. Provide educational materials to teacher(s). Teacher(s) work with theater to set schedule arid develop cunriculum. RHRC members are available to provide research and offer assistance, as needed. March — Apri12003 Theater works with siudents and teacher(s) to write and rehearse play/vignettes_ Late Apri120U3 Students perform play/vignettes for students and parents. .Tune-August 2003 RHRC members expand community networking, contacting businesses, religious communities and others about the theater efforts. September 2003 Tcachcr{s) work with theater to refine curriculum. September- October 2003 Theater works with students and teacher(s) ta write and rehearse play/vignettes. RHRC members refne discussion topics to follow production. Late October 2003 Students perforcn play/vignettes for students, par�nts and comtnunity. RHRC members lead discussion groups following performance. November 2Q03 RHRC, teachers and actors critique efforts and make improvements. RHRC and Roseviile Area Schools deveIop plans to distribnte cumculum within the school district and to neighboring districts. �� ..�., _I 1 Human Rights Commission St PauI Foundation Creating an Anri-Racist Community Grant Application Page 4 of 5 MEASURING SUCCESS Immediately following the firsk production we will solicit feedhack through a written survey from th� students, teachers and parents. We will use that information to rt�easure our success in engaging students and teachers in discussing racism and changing attitudes. Based on the feedback we will strengthen our efforts and make changes, if needed. We wili measure success by the reaction from discussion groups following the fall production. We will also measure success by the number of schools that �se the cumculum that is developed. A final rneasurement wiil be the number of individuaIs, religious organizations and businesses that join the Human Rights Network. BUDGET The City of Roseville will disperse al1 funds. The RHRC will follow all City protocols to spend any funds_ Contract with Theater $4,000 Supplies for students/teachers $ 500 Publicity — mailings, ads, postage $ 500 CTV Taping $ 100 Cantin�y $ 500 TOTAI^ $5,600 Contract with Theater —$4,000 will be used to contract with the theater to work with the school. Supplies for students and teachers -$500 will be used to purchase castumes, decorations, paint and other supplies needed to develop and praduce the plays. Publicity — mailings, ads and postage —$500 will be used to publicize the play through direct mailings and ads in the local newspapers. CTV Taping -$10� will be used to cover incidental costs in taping the production. Ttus includes tapes and other supplies and staff salary. Contingency -$500 will be used to cover any unforeseen expenses. Any monies not used will be retumed to the St. Paul Foundation by the end of 2003. �� Flun,an Rignts cumm;ssiue St Paul Founda#ion Creating an Ant�-Racist Community Grant Appiication Page 5 of 5 Rose�ilie City Council Kysylyczyn, Mayor John 3083 Victoria 5t N Roseville MN 55113 Home: (651) 484-1384 Nm Fax: (651)493-1217 E-mail: johnk@usfamily_net Notes: Term Expiration: O1/O1/00-i2/31/03 Klausing, Craig D. 447 Rose Place Roseville MN 55113 Nome: (651) 490-9514 E-maii: Klausing, Craig Notes: �raig045b@attbi.eom 7erm(s): O1/22/01-12/31/O1 O1/O1/�z-12/31/05 Kough, Tom 2931 Asbury S[ Roseville MN 55113 Home: (651) 639-82fi8 E-mail; Kough, Tom Notes: tom.icough@ci.roseville.mn.us Term: 01/Q1/02 - 12/31/U5 Maschka, Dean 1695 Millwood Avenue Rase�ille MN 55113 Home: (651) 633-1671 E-mail: dmaschka@qwest.net Notes: Prefers to ta�Ce calls at business: 651J636-3353 Term Expiration: 89? 1/90 - 12/93 1/96-12/99 1/00°12/03 12/31/03 Schraeder, Greg 2b46 Matilda St Roseville MN 55113 Home: (651) 49D-0757 E-rnail: gregoryschroeder@attbi.com f�otes: Term: fll/61/02 - 12/31/05 Little Canada Coundl meetings are on the 2nd & 4th Wednesdays of each month.... 7J26�2002 10:31 AM a �. �RAFT Cit� Coun��i �Iiau�es ��F'T' Work Session - Regular Meeting August 19 2002 The City Council met on the above date with Acting Mayor Kough 5:30 p.m. and Councilmembers Maschka and Klausing present. Roll Call Roll Call: (Voting 4rder) Maschka, Kough and Klausing. Mayor Kysylyczyn and Councilmember Schroeder were absent. Acting Mayor Kough called the meeting to order at 5:37 p.m. Work Session 5:3U p.m. I. Review of Regular Meeting Agenda Regular Meeting There were no changes to the Consent Agenda portion of the Agenda Review regular meeting. II. Presentations A. School District 623 Operating Levy Referendum School District _ Acting Mayor Kough advised that Dr. John Thein, I.S.D. 623 Operat�ng School district No. b23 Superintendent would not be Levy available for a presentation at the meeting. Referendum B. Dispute Resolution Center Presentation Execurive Director, Jeanne Zimmer, of the Dispute Resolution Center (DRC) provided a bench handout summarizing their program, and requested continued f nancial support to assist their services in the community. Ms. Zimmer introduced several representarives of the Center: Ms. Jessica Kupka-Miller {SP) and Larry Bohler, a volunteer with the DRC, as well as a Roseville resident and member of the City's Human Rights Commission. City Manager Beets advised that the City provided $800 per year to the DRC, and stated that staff had included Dispute Resolution Center Presentatiou 5:0� Ro� City Counci! Minutes — 08/19/02 Page 20 C. Consaidear Auth+�ri�in� I��ma� �fgh� Commts�n Gr�nt A�p�i�atioa to St. P�ui Foundat�on Communicarions Director Carolyn Curti spoke briefly of the request, estimated to be less than $5,000, with application due by September 20, 2002. Kough moved, Maschka seconded approval for the City's Human Rights Commission to make a one-time grant application to the St. Paul Foundation to establish an educational program that addresses racism. Roll Ca[1 Ayes: Maschka, Kough and Klausing. Na.y�: None. D. Consider Maximum Tax Levy Resolution Finance Director Miller spoke to additional information received today, and provided a revised draft resolution for Council Consideration, establishing a Preliminary Levy in the amount of $9,070,055. Acting Mayor Kough expressed concern regarding the proposed Housing and Redevelopment Authority (HRA) being included in the proposed resolution, as the HRA had yet to be established, or requested funding. Councilmember Maschka concurred. Kiausing moved, Kough seconded amending the draft resolunon to replace the wording "Housing and Redevelopment Authority" with "Conringency Fund" in a preliminary levy amount of $1 Q0,000. Roll Call Ayes: Maschka, Kough and Klausing. Nays: None. Maschka moved, Klausing seconded adoption of Resolution No. 10024 enritled, "Resolution Subm�thng the Preliminary Properiy Tax Levy on Rea1 Estate to the Ramsey County Auditor for the Fiscal Year of 2003," Human Rights Commission Grant Applicatio� Request Resolution 1Q024, 10025 & 10026 2003 Budget Consider Maximum Tax Levy Resolution ��❑ L�JD❑ .Roseville Ar�a Schools + District GZ3 �� sz3 Serving the Cammunities ofArden Hills. Falmn Heights. Lauderdale. LitUe Canada. MaplewocuL RoscNille, and Shomvie�v September i 9, 2002 To Whom It May Concern, [ am writing in support of the grant that Roseville's Human Rights Cammission is applying for from your foundatian. As Roseville Area School's Diversity Coordinator, I believe it is critical for the students, staff, and community-at-large in Roseville to begin the journey of addressing, ]earninb, and celebrating Raseville's growing and diverse population as arp tners. Awarding this grant to Roseville's Human Rights Cornmission wil] give us the opportunity to begin to pursue this important journey together. The elementary school that I have chosen for the grant supported theatre praject has the largest student of color population in our district. Because of Che rich diversity at Edgeirton Elementary, the students and staff wouid greatly benefit from working with the choser� theatre troupe to continue to address the issues of diversity that are present in such a diverse school. We know that consistently working with and reflecting upon the strength of our diversity will ultimately ►-esult in a more stable academic environment for all of our students. Because this is my first year as Roseville's Diversity Coordinator, this is my first oppo�-tunity to begin bE'idge building hetween the school comm�nity and the community at large--an impoi•tant Step to take as bot� communities work with Roseville's rich diversity. Both comrnunities wi11 need to rely upon one another for the sake of student achievement in our schools. I am hopeful that we will receive a grant from you, and I thank-you for your consideration. I believe that the bene�t on both a micro and macro comrnunity levels is obvious--and most ii�pc7rtantly, this grant is about our children? Sincerely, �� Jahanna Eager Diversity Coordinatar Roticville Area 3chnnl Districl is an equal Opponunilylaffirmaiive aciion educamr and employcr, camroitted to a culturally diverse warkfnrce. 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Essay Contest — Set schedule to review essays III. Committee Reports A. HRC Brochure — Martha Hardesty and Steve Zorn B. Improving and increasing education and outreach -- Phillip Crump and Karen Vnuk C. Provide leadership on Human Rights Issues-- Mark Chapin and Hannah Neprash D. Build new and strengthening existing partnerships with community and businesses -- Thelma McKenzie and Larry Voeller IV. New Business V. Adjournment Human Rights Cammission Meeting Minutes, Uctober 8, 2002 Present: Chair Thelma McKenzie, Phillip Crump, Martha Hardesty, Steve Smith, Karen Vnuk, Larry Voeller, Howard Wagner, Steve Zorn, Abscnt: Mark Chapin and Hannah Neprash Staff: Carolyri Curti Others: Marion Helland, Johanna Eager, Harold Torrence The meeting was called to order by Phillip Crump at 7:07 p.m. Howard Wagner mQved to accept the minutes of September 14 and Steven Zorn seconded the motion. Minutes of the previous meeting were approved withoui changes. Essay Cantest Update Howard Wagner reported that he visited ihe area schools and distnbuted the question. Martha Hardesty said that she visited �arkview Schools and talked with three classes of eighth grade Social Studies students. One studcnt indicated that he wanted to be acknowledged for participating in last year's essay. The Commission members discussed ways to acknowledge studenEs who participate but do not win. The Commission expects to get about 200 essays fram the Middle Schaol and 80 from Parkview in addition to other schools that participate. As in past years, all essays wi11 be read by a Commission member and the best essays are then sent on_ All Commission members review the top essays and assign points. The top point getter wins. League of Minnesota Human Rights Commissians Annua! Meeting Howard Wagner spoke briefly about the meeting. Karen Vnuk was the emcee. The rrzeeting was well attended, about 100 participants. They offered several different workshops. (Chair Thelma McKenzie arrived) Marion Hel�and Phil Crump intraduced Marion Helland. Marion told about herself and her involvement in human rights issues since the 1960s. She was a teacher and is active with the Golden Valley Human Rights Commission. Marion presented information about how to cannect with schools. • Ga#her Knowledge Meet with the superintendent and bring a 3-ring binder with information that the Commission wants the schools Eo know. For example, include list of bylaws, essay contest winners, photagraphs, members list, etc. • Give Something to the Sct�ools Leave something with your name on ii. Examples include baoks on human rights issues witli a label from the Roseville Human Rights Commission, bookmarks, brochures, calendars etc. • Get Cornmission Members on 5chool Committees Integrate, collaborate and initiate. Commission members should recognize their talents and do what they da best — whether it's getting on a speakers' bureau, making posters, teaching, distrihuting literature. Turn kno��vledge into wisdom. Get siudents involvcd. Roseville Area Schools Larry Voeller intraduced Johanna Eager, Diversity Coordinator for the Roseville Area Schools. Johanna said she sees many opportunities to work together. She is lookin� for a representative to serve on the District Diversity Cornrnittec. The District is also planning to set up a Curriculum Committee and sees the Commission having a role in that_ lohanna said that some of the challenges that the District faces include almost exclusively Caucasian teaching staff and an inereasing percentage of students of color. She is looking to broaden teac�ers' cuttural understanding_ She aIso wants to recruit and keep teachers of color. .lohanna sees an eagerness amon� most teachcrs wanting information about issues of racism. Teachers think this is an issue relevant to them. Johanna said she also wants to involve parents in these issues and decisions. Commission members discussed difficulties ihat occur in tl-�e school system. Thelma asked if anyone is interested in serving on the Diversity Committee. Karen Vnuk expressed interest. The Commission will get back to Johanna. Committee Reports Since time was getting late, Thelma asked Commission members to submit their ideas to xneet committee goals to Carolyn and she would distribute befare the next meeting. HRC Brochure -- Martha Hardesty and Steve Zorn Improving and increasing edncation & outreach --- Phillip Crump and Karen Vnuk Provide leadership on Human Rights Issues-- Mark Chapin and Hannah Neprash Build new arid strengthen partnerships with community and bt�sinesses -- Thelma McKenzie and Larry Voelter Thelrna gave a special thanks to Karen Vnuk and Mark Chapin for their help at the League of Minnesota Human Rights Commissions ,4nnual Meeting. HaraId Torrence introduced himself. He is from Vene�uela and is a graduate student at Hamline University_ He attended the meeting for one of his classes. Phil moved to adjourn at 9 p.m. Howard seconded and the mot�on passed. �� m�t�ee '�.e � � r -�- From Thelma McKenzie and Larry Voeller Just a brief follow-up from our last Human Rights meeting. You and I were going to put our heads together and come up with a more focused goal under the heading of "Build new and strengthen partnerships with community and businesses." My basic thoughts are to simply get more specific so we'll know when we have accomplished fihe goal and so we make some de�nitive progress. I believe one partnership we have already initiated this year is with the Raseville schools. With Marion and Johanna Eager joining us at our October meeting, I believe we will develop some more specific actions that will support their efforts. I would iike to see us establish one more contact like that this year...either with a business ar other com�munity group. So my initial thoughts for a more focused goal would be something like this... BUILD NEW AND STRENGTHEN PARTNERSHIPS WITH COMMUNITY AND BUSINESSES Make formal contact with the RosevilIe schools and one other Roseville business or cornmunity group in order to {a} understand the issues they face in creating environments that support diversity and effective �uman relations and (b) determine speci�ic actions that the Roseville Human Right Commission can do ta support those efforts. Action to be taken: SetWUp a"Partnership Workshop" at one of our meetings or do it in the day with whichever HRC Mernbers can altend. The contents of the workshop would be for our Cornmission to listen to them. • their needs and ideas of worlcing in community; • find common grounds to work together; and • present how we want to partner with them and what we are asking of them, how we want them involved. Our work will be refining and developing this workshop to rneet the goals we are setting as we will nced partners to help with programs and finances in some instances i.e. underwrite the essay contest awards both for students and teachers......... My thoughts are to first contact via letter [we can ci�a$ send to members for input and refine then sendj • new HRA Agency in Roseville; • Parks and Recreation; • Police Commissian; • whatever Chamber of Cornznerce Roseville is now a part of; � League of Women Voters; • Council of Churches specifically Roseville area churches; • we akeady are in the schools, however, the same letter to the school superintendeni of our District and to each contact we have at any of the schools; • the compat�y who operates Rosedale Shopping Center; o Key Businesses in Roseville, large and small; also specifically "Advance Circuits" (they were the recipients of our last HRC Award given. As I recall they were very willing to come az�d work with the commission and in eommunity. They had a partnership with Fairview (�`ommunitv Center when w� aave them the aw�r�l EAST METRQ: Diversity coordinatars settling in at schaols TwinCities.corn Posted on Man, Oct. 21, Z002 Page 1 af 2 ' i l " ` �,� EAST METR4: Diversi�y coordinators settling in at schoois BY NATALIE Y_ MpDRE Pioneer Press People ask Tania Chance why her new diversity coordinator position is needed in White Bear Lake schools when the minority student populat+on hovers around 7 percent. She tries to answer in a global sense. "It's for al! students to be competent in this diverse world," Chance said. School districts throughout the East Metro have recently hired diversity coordinators charged with e�suring inclusi�e curricula and creating a welcoming space for all. Many �ame on board this year. But some taxpayers are scratching their heads: Why are districts, many of them gaing to voters hat in hand this fall, spending preciaus maney on a new program, a new employee? The answer, say school officials, is that diversity coordinators are not paid through a distritt's general fund but rather through earmarked state desegregatian dolfars. But even that answer doesn't sit well with some taxpayers. "To me, that money the state is spending on this cultural coordinator position could be spent on something eEse that is much more important," said Bob Kingdon, of Roseviile. "I don't think the state or school districts or anybody else should be imposing these phony programs." DIVERSITY MONIES SACRED State law daesn't allow diversity funding to be used to buy mare textbooks or to rehire a beloved teacher if a district finds itself in fnancial skraits. "The revenue can only be used for activities that suppart integrated learning environments," said Barbara Zahn, acting director of the state education department's o�ce of equity. The state doesn't have the power to teil distiricts how to spend the money, but school ofFi�ials must prove to the bepartment of Children, Families ancf Learning that the funds are used solely for diversity programs. Suburban districts can receive up to $130 per stt�dent from the state, depending on the size of their minority student enrollment. Local diversity coordinators have a relationship with the Eask Metro I�tegration District, a consortiurr� of St. Paul schools and nine suburban district neighbors. EMID began 13 years ago when urban and suburban kids were brought together in immersion programs as a way to fight segregation. The voluntary collaboration has matured and leaders figured schools needed to develop strategies within their own districts. The first- and second-ring suburban districts that comprise EMID are vastly different. West St. Paul- http://www. twincities. com/ml ci/pioneerpress/living/educ ation/43 29849.htm?temp late=co... 10/21/2002 EAST METRO: Diversity coordinators settling in at schools Page 2 of 2 Mendota Heights-Eagan has many students of color whereas Mahtomedi does not. Yet inter-district deafings allaw for the sharing of teacher training and other resources. The other districts involved in EMID are South St. Paul, Stillwater, Roseville, White Bear Lake, North St. Paul-Maplewood-Oakdale, and South Washington. There is a comparable west metro collaborative, too. BOTTOM LINE: ACHIEVEMENT Despite some grumbling about the pf�ilosophy behind diversity specialists and how they are paid Far, many coordinators say the �ammunity is with them in their endeavors. Diversity coordinator Johanna Eager knew the doubts awaiting her when she joined the Roseville staff. The district is in debt. It recently received voter approval to levy an additional $1.7 million in taxes each year for the next five. But in ftoseville schools, one-fifth af the student population is non-white. And, as districts face rising enrollments af students of color and struggle to recruit teachers wha represent the changing �ommunity, the diversity coardinator plays a key role. Teachers must be trained to work with students and families from unfamiliar cultures. 7eaching strategies need to be broadened. IYs all about making schools inclusive and closing the achievement gap, say local diversity coordinators. "Statistically, in suburban school districts, 80 to 90 per�ent of the students pass the MCA (achie�ement tests) the first time," said Lisa McCleod, diversity coordinator for South Washington County schools. "In urban school districts, 70 to 80 percent do nat pass the first time. And when those same students of color ... come into suburban school districts, they stiif don't pass at that same rate as if they were in urban schools so ... we can't totaily say it's economics and it has all to do with housing and so forth. We definitely have to iook further and think about race and race issues." Among the strategies for closing the achievement gap cited by diversity coordinators at a recent round- table: training for teachers, parent outreach, setting high expectations for all students, recruiting teachers of color to be role models for aEI students. That's what they say they are spending the state diversity funds to do. "This is work that had to be done. This money is such a benefit to districts; it's about student achievement," said Roseville's Eager. Natalie Y_ Moore covers north su6urban education. 5he can be reached at nmoore@pioneerpress.com or (651) 228- 5452. :i'. �p�,l piunecrp��:ti� anS xirc �rr� fre �nurrc.. ASI iii;ht- R�;cn�cJ. hFIr3. \ii:\=.1�;lSICIl1i�.L'�Ifll http :l/www. twincities, cozn/mld/pioneerpress/l iving/educ ation143 298 49. htm?temp l ate=co... 10/21/2002 SUBURBAN SCHOOLS: Diversity coordinators vent at raund-table discussion Page 1 of 4 TwinCities•corn Pasted on Man, Qct. 21, 2002 �� f' a� �� i r��. SUBURBAN SCHOOLS: Diversity coordinators �ent at round-table discussion The Pioneer Press convened a round-table discussion of subur6an school district diversity coordinators. Attending the discussion, in addition to local news editors and reporters, were Hami�ton Bell, Inver Grove Heights; Tania Chance, White Bear Lake; Dan Forrest, West St. Paul-Mendota Heights-Eagan; Lisa McCleod, South Washington County; Joy Mueller, North St. Paul-Maplewood-Qakclale; Tracey Pyscher, Mahtomedi; and Johanna Eager, Roseville. The following is an edited transcript of that discussion: Why do we need diversity coordinators in the suburbs? Tania Chance: To better prepare our students for a changing worEd. In less than eight years, our population will have no majority — we need to learn how to interact with one another. A Eot of the suburbs are predominantly white. Those students don't have opportunities to foster their interattion skills and learn abaut other cultures. They'll be at a disadvantage when our new world emerges. Hamilton Bell: If you're a person of color and you happen to work as a diversity coordinator down in the suburban setting, you are a role model, not only far the students of eolor. You're also a roie model for a lot of Caucasian students who never have seen anybotfy in a leadership rale outside of their race. Joy Muelfer: In the last 10 years, North St. Paui enrollment of students of color has increased 203 percent. Our teaching staff is prEdominantly white. We have five schools out of our 15 schools at over 20 percent of students of color. So we really need to have sorne great staff devefopment going on for our teachers to understand how to work with students and parents of �olor so that we can eventually bring that achievement gap together. Dan Forrest: Our picture is very much the same. Tert years ago, we were about 3 percent, naw we are very rapidly closing in at 25 percent (students of coior). Yet our staff remains well, it's as close to 100 percent as they �an get. There's usually a pretty big correlation between students of cotor and leve�s of poverty, transience, parents trying to find affordable housing anci it tends to be those kinds of issues that are reftected in the test scores, not color. I'm wondering if you're seeing the same kinds of characteristics of students of color in the suburbs as you see the growth or is it different demographics? Lisa MeLeod: I know that we have a lot of statistics that say that poverty and economics and things like tf�at play into achievement and so forth but definitely race and ethnicity, that plays a gigantic role in achievement. Because, statistically, iro suburban school districts 80 to 90 percent of the students pass . - � .. . _ . � . . , - - - � first time. And when tf�ose same students of color or "protected-class st�dents," as the state defines http://www.twincities.com/mld/pioneerpress/living/education/4330425.htm?template=co... 10/2l /2002 SUBURBAN SCHOOLS: Diversity coordinators vent at round-table discussion Page 2 of 4 them, come into suburban school districts, they still don't pass at that same rate as if they were in urban schools_ 5o we can't totally say it`s economics and it has all to do with housing and so forth. We definitely have to iook further and think about race and race issues, prejudicial treatments and biases, whith I fnd in our district plays a big role. So, is one of the answers making the school staffng reflect the population of the students? Lisa McLeod: Very much so. That is one of my priorities. We cannot just go after the achievement gap alone. There's a lot of variables leading up to closing the achievement gap. Of course, we have to look into social programs. Joy Muelfer: OK, I'd like to address that. That's because I don't befieve that. I beiieve that if a teacher is trained, no matter what race� and they believe that every chifd can achieve and have high expectat€ons, that that achievemenk gap can be closed. OK, so let me just foilow up then: Are the teachers naw setting different expectations for different classes of kids? ]oy Mueller: No. What it is, is that teachers don't k�ow how to deal with students of color and that`s the part where we need to train them how to deal, how to feel camfartable walking through that door and stepping into another culture. And I believe once ail teachers are trained like that, then we're going to see that achievement gap close. What are some other examples of 6ias? Lisa McCleod: I don`t think (teachers) are intentionally biased. I think their bias is from a lack of knowledge. We have to train our teachers. But our teachers have to have a desire to want to be trained ta be culturally competent.We hear a lot of tirnes: "Oh my god, another new program. What do we have to do now?" And tha# attitude, that mindset, we have to dispense with that if we're going to say that we're educators for all children. Tania Chance: I think that teachers are feeling overwhelmed and for very good reasons and teachers know, good teachers knaw, that teaching is a process of continuous improvement and knaw diversity isn't another program. It's a reality. Now do you get teachers on board? �oy Mueller: OK, I'm going to go back just a little bit because I want to come from the teacher's perspective on a positive end. I have teachers that call me up constantly and say, "]oy, how do I deal with the situation I have? I have this wondertul student sitting right in front of ine, very polite, smiles, nods their head and doesn't understand a thing I'm saying. How do I assess and how do I work with this child?" So, I'm coming from the perspective that there are teachers out there that really have the attitude and the passian. If you fooked at al1 your teachers, how many would you say, what percentage are resistant? Dan Forrest: Well, in our district it's zero. If we would walk in with the staff deveioprnent day — you know, state law sets aside three — and we said, "One of these days would be devoted to diversity, is that �K with you?" They would say fine. . . ...a,.. . .. .. __,..�.. . . . _. . . � ........ .. ..�,�_. _.. ��.�..�� . �. ..�.+.��..� that didn't have very many students of color and it was a real problem irying to tell them that this was http://www.twincities.com/mld/pioncerpress/living/education/4330425.htm?template=co... i0/21/2002 SUBURBAN SCHOOLS: Diversity caordinators vent at round-table discussion Page 3 of 4 an issue for white folks. And now I'm in Roseville and I've got a number of elementary schaols that are over 40 percent students of color. Those teachers don't have to be convinted that there`s a feeling of incompetence tt�ere. And that's why the big buzzword right now in diversiky is cultural competence. A bunch of us are getting training on how to measure cultural competence. There's a new assessment toal out there. So, for one thing, I feef like when there is a number vf students of color present in the classroom, the teachers are more than willing. My goal is to be an amoeba in the district and whether it's staff development or a curriculum, you name it, I'm there. And I'm always saying: what's the diversity twist on this? We are about teathing and learning. Reatly. Everything we do in our districts. What's the diversity twist on this? So I always go in and say: I'm a resource for you. I'm not going to add anything to your plate but wt►aYs the diversity twist on this? And I really fee[ like they're really receptive. In your diversity plan, did you a�l earmark money for substitute teachers? 50, teachers can actually do training? ]ohanna Eager; Yeah. I'm all over the place. For exampie, we're working on our social studies curricuium. We're looking at models of how do you really have a truly integrated curriculum where the norm isn't a wi�ite history and white faces and what would a curriculum look like if it were truiy integrated? Well, obviously, there would be no norm in the curriculum that dictates history. It would be the history of all people. So, I'm working in that area. Would it ever come to this point where you could look at a set of data — a teacher where the performance af students of color is dramatically lower than the white students or #he rate of discipline is dramaticaUy higher �or students for color than it is for white students — and you go up to that teacher and say something's wrortg here, you have to do sornething. Hamilto� Bell: You have to open up lines of communication, and now 10 years of being there, i've opened up lines of communication with parents, cousins, aunts, uncles, whatever and people come and tafk to me about a lot of different things and this year, I've been put into a divErsity and administrative role so students are approaching me about a lot of different things, but the trust factor has to be there. You have to understand the community you're deafing with. I understood Inver Grove Heights — I'm from Minnesota. So, I just understand the dynamics of Minnesota and how to deal with certain individuals, And yes, that Minnesota nice, does that get in the way? You bet is does. But it all goes back to one thing. Dr. King said the content of your character above culture, race and gender is what you have to demonstrate when you are in these positions. If you don't demonstrate that every day you come to work, you shouldn't be in this profession. Dan Forrest: Most of us have been in this job for a year or less and to go back to what Hamilton was saying, I don't think we have the trust of the stafF to do that. It is the principal's job. A fot of your positions are new. What has the community's response? Tania: I just wanted to say that it's all about the trust. You don't go in and be the diversity police because you're going to find yourself at a desk job fistening to yourself typing things up. I think that community members are supportive. I think there are a lot af questions surrounding the funding and that element is rnisunderstood, especially since Go�. Ventura pretty much put public schools in a hard situation and we're coming back to our voters with local levies and referendum issues. Joy Mueper: Does everybody understand it in our community? i�o. So I think you need to have that communication so they understand but you afso need to bring every stakeholder in to be a part of that pianning or they're not going to understand it. What abQut the larger group of parents? http:/Iwww.twincities. com/m ld/p ioneerpress/living/ed�cation/4330425 .htrn?template=co... I 0/21/2002 SUBURBAN SCHOOLS: Diversity coordinators vent at round-table discussion Page 4 of 4 Tracey Pyscher: Wel1, the comments that I hear, and that`s ane of the Frst questions that I asked, the first time I met with this group: What is your perspective on people who live in this community? The community members who are involved in my group have shared with me that people are ready for tnis. That oven�vhelmingly, at least at Mahtomedi, people are ready. Tania Chance: White Bear Lake had community members that already had a program or a Eittle club, if you wifl, that they started called "Praject Respect." So, they were already in the community doing this. So, the community has already spoken in that they are respectfu! of diversity initiatives and things 19ke that. There's no hate mail or bad phone calls and my number is public and accessible. If you want to look at it from a negative angle, I haven't experienced any of that. .'.tHYlpinncri�,ir=-,:mdu�src•:ri��:cc.�ur:•c.: \IfIL��lit.,Re,�n�c�l. http �i��t Miwitr��.ium http://www.twincities.com/mld/pioneerpress/livingleducationJ43 3 0425.htm?templa#e=co... 10/21/2002 e;��;� � >;;� ' ''�' s":�. s.r�� ?��` �,v � . 5F. .... .. ,� . , .,:. , ., :: .,:. . , .` , E,....,, x ,;r'' �` "�r 'pr ii �� < :° ''"',::... :,� ;,y :;_;��: % +�k: • . .: .., y . . .. .� . . .. ., ; ... . . s ' : a�' •� , . . . ...... ..: . .. . . . . :. . .. ..s .. � �� ''� � i �i i . � �.: .�: , .. ,. � ; ,, � :i �� :. � : 1 ,;�; . ` ,:1 � ::: 1 ,'�° ::o ':�.: ::: Pho[o by Pau! Rigneff These youth from the Falcon Heights area recenity placed second in a quifting contest co-sponsoeed by the i4osevtlle Human Righfs Commission and Colorful Qu�lts �Textiles, a Rosevi��e business.T�ey maci� the quilt during a Falcon Heights �ity recreation prograrn last summer. ihey include (trrant, I. ta r.} An- cirew FNeier, Catie Kpettel, Brianna Bickler, Andrea Meyer, �iose Gangl, Mar�elline Cangl, Larissa Grai�am and Miki Abeler and �bac�, f. to r.) ICristin FCuhens, Madeline TF�un anct Erica RbeEer, See siory on page 3. www.foc►sseews.corm r�a tu BY PAUL RIGNF,LL Srnv Focr�s s The art of quilting is one that has been shared by par- ent and child for many generations. Last summer, it was shared by many children and several of theirparents in a program coordinated by the Falcon Heights Recreation Departm.ent. A.ided by the experience and encouragement of those parents, li area students — most of them in fourth grade — took three two-hoiar sessions to make a rag quilt desi�ned to resemble the United States flag. Using a photo transfer process, the quilters filled each of the 54 stars with an image depicting their li�es as young people --� including photos taken at school, at famiiy events and ai at.�letic contests. Aamsey County $un•Focuslfhursday, Qctober 1 � , � � ��, 1 _ I , ;; Summer q�iIting course instructor Cyndi Meier, reading of an opportunity to enter a Roseville quilting contest, asked her class �if they were interested in com• pe#ing. They worked hazd, and earned second place in the contest co-sponsored by Roseville business Colorful Quilts & Textiles and the Rosevilie Human Rights Cora- mission. First place and $240 went to Roseville resident and quilter Nita Whyte, said 5usan Stein, owner of Colorful Quilts & Textiles. The Falcon Heigh#s area youth split their second- place prize of $150. Team tnembers included Larissa Graham, Kristin Kuhens, Rose Gangl, Marcelli.ne Gangl, Andrea Meyer, Brianna Bickler, Miki Abeler, Erica Abeler, Madeline ?002 � � ;°i - a:R�:., Thun, Catie Kuettel and Andrew Meier. T. range from third to eigh#h grade. Seventh-grader Allie Meier volunteered Zeader/helper, according to her mother, thc structor. Cyndi Meier notes that the youth were tr creators" of their prize•winning quiit. "I v,- pressed with the teamwork, and imprassc thought they put inta choosing photos." Meier also compliments the Roseville are� was sutprised at what #hey (the youth) kne� U.S. flag," said Meier. � Parents volunteers included Amy ,Fo Kt� Gangl, Diane Meyer and Masumi Abeler. students � a junior :ourse in- "primary � very im- with the chools. "I aboutthe ans, Ruth � �� ►1 t �� HUMAN RIGHTS COMMISSION AGENDA December 10, 2002 7:00 p.m. City Council Chamber i. Approval of November Minutes II. Human Rights Day Report III. St. Paul Foundation IV. Human Rights Commission Vacancy Update V. Essay Contest --- Review Essays VT. Committee Reports A. HRC Brochure Martha Hardesty and Steve Zorn B. Improving and Increasing Education and Outreach -- Phillip Crump and Karen Vnuk C. Provide Leadership on Human Rights Issues-- Mark Chapin and Hannah Neprash D. Build New and Strengthening Existing Partnerships with Community and Businesses -- Thelma McKenzie and Larry Voeller VII. New Business A. ADA Complaint against Local Deparhnent Stores B. 2003 Meeting Schedule VIII. Adjournment Humao Rights Commission Mee�ing Minutes, November 12, 2002 Present: Chair Thelma McKenzie, MaFk Chapin, Steve Smith, Karen Vnuk, Larry Voeller, Howard Wagner and Steve Zorn Absent: Phillip Crump, Martha Hardesty and Hannah Neprash Staff: Carolyn Curti The meeting was called to order by Chair Thelma McKenzie at 7:00 p.m. Approve Min�tes Steve Zorn moved to accept the minutes of October 8 as corrected to reflect that Mark Chapin acted as Parliamentanan at the League of Minnesota Human Rights Commissions Annual Meeting. Larry Voeller seconded the motion. Mi�utes of the previous rneeting were approved. Ess�y Contest Update Commission members reviewed process to collect and evaluate essays_ Howard Wagner agreed to pick up the essays frorn the schools. Carolyn Curti will copy and distribute an equal share of essays to ail Carnmission members as soon as they become available. Members will read the essays and select their top three essays by the December 10 meeting. City staff vvill make copies of the top 30 essays and distribute. Commissioners will read the top 30 essays and rate before the January meeting. Winners will be selected at the January meeting. Winners will be honore� at a City Council meeting in February. Commissioners discussed ways to thank teachers and to aclrnowledge cssay contest participants. Carolyn Curti will find out the cost of placing an ad in the local newspaper. Committee Reports HRC Brochure — Steve Zorn discussed the current brochure. It does not say what the Commission does. Steve distributed some general suggestions for a brochure but said it may be too early to develop since the Commission is srill defining itsel£ Howard Wagner asked what the purpose of the brochure is and how it will be distributed. Commissioners discussed the mission statement, and Mark Chapin poinied aut the duties as prescribed by City Ordinance. Improving and Increasing Education and Outreach — Karen Vnuk reported that she and Phil Crump discussed improving the Commission's presence on the web. The Commission could add important links and include information about what the Commissian is working on. This is an easy way to keep the community informed about what is going on. Carolyn Curti indicated that time constraints limit the amount of time staff has to work on web pages, but if Commissioners provided appropriate links, staff would be able to add thai information. Karen reported about the RAS Education Comrr�ittee. She said the �rst meeting was very interesting and members are working very methodically. Currently they are discussing how people lcarn. The rnembers are very committed to improving diversity. Providing Leadership on Human Rights Issues — Mark Chapin provided census data information. He noted that Roseville is more diverse than most people think. The data gives us a better understanding of our community, but isn't a complete look. He is looking for ways to gather more information about City businesses and housing. What kinds of jobs are in the City and do they encourage a diverse work place? Is affordable housing available? Do housing practices encourage diversity? Mark wiIl contact Roseville's Economic Developmcnt Specialist Cathy Bennett to see if she has additional information. Thelma asked how and where do Commissioners hear what the issues are. She is cancerned that adults' experiences are different from youths' cxperiences so Comrnissioners may not fully understand what is happening in the community. Commissioners discussed possible ways to get information from the community including a survey. Building New and Strengthening Existing Partnerships with Community and Businesses — Thelma and Larry discussed their ideas to work with a business to lay the groundwork for a partnership. Larry asked about ways to find businesses that would be good to approach. He wi11 contact Cathy Bennett for suggestions for businesses to approach concerning Human Rights. The Commission must figure out what we have to affer at the same time as Ciguring out what businesses need. Thelma said she wants to look for ways the Commission can partner with businesses, look for ways they can underwrite Commission projects. Commission Members discussed that we were back to the question of the purpose of the Commission. St. Paul Foundation Grant Carolyn Curti reported that the Commission will hear about the Grant by the end of November. New Business Human Rights Day Thelma McKenzie invited Commission members to attend the December 6 Human Rights Day 2Q02 sponsored by the Minnesota Department of Human Rights. Contact Carolyn Curti if you are interested in attending. Holid�y Event Steve Snnith suggested that in the spirit of the season the Commission volunteer in some way as a group. Commissioners supported the idea but suggested that we do more pre-planning and l�ok for ideas in winter 2003. Meeting adjourned at 8:45 p.m.