Great Year in Review
With your help,
the 1995-1996 Partners in Human Rights
Education Program was a great success!
In 1995-1996, 100 new team participants
joined the program. New teachers, lawyers,
and community representatives were trained
in one of 9 introductory training sessions.
These new members, along with the 249
participants returning from last year,
taught approximately 3500 elementary
and secondary school students.
The Partners Program
held 3 trainings for continuing participants,
4 follow-up workshops, 1 student workshop,
and 16 site visits. The Partners Program
also conducted two Enrichment Workshops
this year. In November, partners learned
about the use of technology in human
rights education, and in January members
explored the connection between human
rights and the arts.
The Partners Program
celebrated the conclusion of the school
year with its annual Human Rights Fair
at Como Park Pavilion. Despite the rainy
weather, more than 600 students attended,
an almost threefold increase over last
year's fair. More than thirteen workshops
were offered, including an interactive
play, art displays, and videos presented
by schools attending the fair. In addition,
students learned how to make dream catchers,
create poems with human rights themes,
and paint faces with peace symbols.
The Partners Program's
activities were made possible this past
year in large part by the generous donations
of several companies and individuals.
The following foundations gave grant
money to the Partners Program: First
Bank Foundation; Grey, Plant, Mooty
and Bennett; Medtronics; The Otto Bremer
Foundation; Piper Jaffray; St. Paul
Companies; and US West. What's Happening
Now: We need your help in order
to accomplish all the work necessary
to finish 1995-1996 and to make the
upcoming year successful! First, Please
fill out your 1995-1996 evaluation form
if you have not done so and mail it
to the Partners Program. These evaluations
are an essential part of understanding
what you experienced in 1995-96 and
are invaluable for making 1996-97 an
even better year.
Secondly, talk to
your family, friends, and co-workers
about joining the Partners Program.
You know best the people who would make
great Partners Program participants.
Talk to them yourself or refer their
names to us and we will get in touch
with them about joining in the fall.
A grassroots organization like the Partners
Program will continue to grow and thrive
only if all of us try to bring in new
people each year!
Thanks for making
1995-96 such a successful year and we'll
see you in the fall!
the B.I.A.S. Project
For ten weeks during
the summer of 1995, I worked as an intern
on the B.I.A.S. (Building Immigrant
Awareness and Support)
Project of Minnesota Advocates for Human
Rights (MAHR). The B.I.A.S. Project
is a grassroots initiative that collaborates
with immigrants, refugees, and other
community groups to confront destructive
stereotypes by disseminating accurate
information about the impact of newcomers
on American society. The B.I.A.S. Project
is also being followed by the United
Nations High Commissioner for Refugees
staff, who are recommending it as a
model for other communities around the
As an intern for
the B.I.A.S. Project, I composed immigrant
fact sheets to be used as part of the
initiative to dispel myths by distributing
accurate information. I also edited
a bibliography of resource materials.
Through the Partners Program, I have
contact with sixth-graders, but it was
fun to delve deeper into human rights
issues with older students. In addition,
two months after my internship ended,
I conducted a workshop on refugee and
immigrant issues for students at St.
While at MAHR, I
tracked congressional debate on immigration
and asylum reforms for use in the B.I.A.S.
Project's public advocacy campaign.
Further, I developed a plan for evaluating
the effectiveness of the B.I.A.S. Project
programs and materials. I have written
several reports on our findings, which
were very positive. These reports have
been used in efforts to raise additional
funds for our project.
Perhaps my most
challenging task of the summer was drafting
an amicus brief on international
human rights standards. This brief will
be submitted on behalf of several human
rights organizations as part of the
Proposition 187 litigation. I have remained
involved in this project, and plan to
continue to work on the brief in the
My experience at
MAHR gave me insight into the many different
aspects of the operations of a human
rights NGO: fund-raising, public advocacy
and education, investigation of human
rights abuses, and representation of
human rights victims. I would like to
thank the Partners In Human Rights Education
Program for giving me the opportunity
to work for MAHR on the B.I.A.S. Project!
Into Human Rights Education: Where Do
Studies Dept. Chair/ Global Education
International de Caracas, Venezuela
Human Rights Education
will become part of many school's curricula
worldwide as a result of the recent
U.N.'s resolution, proclaiming the decade
1995-2005 as the decade to promote Human
Rights Education. As individual nations
and cultures disagree about which human
rights are most important, teachers
will have a difficult challenge in the
instruction of human rights issues,
consequently making any discussion on
human rights inherently controversial.
However, there are many effective ways
to promote understanding and overcome
some of the controversial issues surrounding
de Caracas (CIC) decided to initiate
its Human Rights Program by designating
the week of October 23-27 as "Human
Rights in the Arts Week." The arts
were chosen as a vehicle to facilitate
the initial contact with human rights
issues because there seemed to be many
activities, both visual and audio, that
lent themselves to easy understanding
of basic issues. The student body (K-12),
as a whole, was involved in discussions,
simulations, and activities designed
to stimulate their interest in basic
human rights issues. The coordinators
of the event were Kim Barrozzi in the
secondary school and Sherilynn Perez
in the elementary. It was critical to
divide the work load to insure that
activities and materials were designed
for the appropriate age level and that
all of the activities provided a continuity
with previously established ideas. The
established guidelines were two articles
from the Universal Declaration of Human
Rights, articles 1 and 25, stating ideas
of: brotherhood, right to shelter, food
and medical care. These articles were
chosen by the coordinators of the event,
as the themes lent themselves more easily
to the design of meaningful activities
for all grades and abilities. Some pupils
drew pictures, drama students performed
skits, and the choir sang songs with
verses like "...A candle of hope
will continue..." But of most impressive
activity was the human hand "rope."
Each student left his/her hand imprint,
name and country in paint on the outside
wall of CIC. The elementary and secondary
students worked side by side on this
activity, and stimulated a true feeling
of brotherhood, which was exactly one
of the main themes highlighted that
week. The idea of the hand chain originated
from the design of hands on the T-shirts
that were worn throughout the week by
all of the CIC student body and staff.
The Human Rights
Program that began in October of '94
will continue to be a part of the school-wide
curricula at CIC in the future. Global
education is critical for instilling
attitudes of tolerance, flexibility,
and an understanding of multiple perspectives.
This week is just a beginning. It is
just one effort to help educate students
about vital global issues and their
role in actively partaking in the decision-making
of our collective future.
The Partners in
Human Rights Education Program is looking
for qualified trainers to facilitate
trainings for new and continuing volunteers.
Experience or interest in human rights
education is essential. In addition,
candidates with backgrounds in training
adults and students are preferred. The
Partners Program encourages applications
from all parts of Minnesota. Emphasis
will be placed on selecting trainers
who reflect the diversity of the community.
These trainers will
be conducting a minimum of two trainings
in September and October as well as
an enrichment training sometime later
in the 1996-97 school year. Trainers
will be paid a consultation fee of $250
dollars for training in your local community
and $300 for training in an area outside
of your local town. All trainers will
co-facilitate in teams of two. Trainings
will be held in the Twin Cities, Bemidji,
Fargo, Grand Rapids, St. Cloud, and
Worthington. The Fall trainings will
be held on Saturdays and all travel
and hotel expenses will be covered by
the Partners Program. All trainers will
be required to attend a two-day orientation
on September 21-22, 1996.
guidelines please contact the Partners
Program office at (612) 626-0041. All
applications must be received by August
A Look at A Book!
The Words of Peace: Selections from
the Speeches of the Winners of the Nobel
Peace Prize. Revised Edition. Edited
by Irwin Abrams, Newmarket press. Now
in convient pocket paperback form. Selections
from the acceptance speeches and lectures
of the 52 Nobel Peace Prize winners
since 1901. Includes Mother Teresa,
Lech Walesa, Eli Wiesel, Rigoberta Menchu,
Yitzhak Rabin, among the rest. 144 pp.,
4" x 6" $6.95. Order from:
Wilmington College Peace Resource Center,
Pyle Center Box 1183, Wilmington OH
45177. (513) 382-5338
Human Rights For Children: A Curriculum
For Teaching Human Rights To Children
Ages 3-12. Amnesty International,
1995. This manual teaches universal
rights and encourages the development
of self-worth, understanding, and multi-cultural
awareness. It is organized in ten sections,
one for each principle of the UN Declaration
of the Rights of the Child. The interdisciplinary
activities and exercises are divided
into developmental age groups. 80 pp.,
spiral bound, $14.95 + $4.50 s/h. Order
from: Hunter House Inc. Publishers,
PO Box 2914, Alameda CA 94501. (800)
Why do People Move? Grade level:
6-10. This curriculum unit is a carefully-sequenced
series of visuals complimented by activities
which provide an excellent framework
for studying basic questions about immigration.
The area of focus is Latin America.
Lucia Nunez, Leland Stanford Junior
University Board of Trustees. Available
in Partners in Human Rights Education
Library for check-out. (612) 626-0041.
Rights Events Calendar
Note: Please submit
any activities that your students and/or
school are involved in and that are
open to the public. FFI means contact
for further information.
The Healing Gardens Tour.
The fourth annual Healing Gardens Tour
will be held on July 13-14 for St. Paul
and selected suburban areas and on July
20-21 for Minneapolis and selected suburban
areas. Participants will receive a list
of garden addresses and a map with the
garden locations. Participants may visit
as many gardens as they like. The tour
will benefit the Center for Victims
of Torture. Advance tickets: $25.00
for individuals and $40.00 for families.
Day of the event tickets: $30.00 for
individuals and $45.00 for families.
To order by phone call (612) 625-6426.
To order by mail, send a check to the
Center for Victims of Torture, 717 East
River Road, Minneapolis, MN 55455. FFI
Sing-a-long Concert and Spaghetti Dinner.
This is a benefit for Friends for a
Non-Violent World. Minneapolis Meeting
House: 44th Street and York Ave., Minneapolis.
Tickets available at the door. FFI,
FNVW at (612) 321-9787.
at a Crossroads: A Nation Divided Prepares
for Elections. A week-long
travel seminar will focus on the political
and social challenges Nicaragua has
faced over the past 17 years. FFI, Center
for Global Education, (612) 330-1159.
to Violence Project, Basic Training.
This is an experiential workshop covering
conflict resolution, community building,
and nonviolence. FFI, Friends for a
Non-Violent World, 321-9787.
Discussion Group. The
group meets from 7-9 p.m. and provides
an open opportunity to integrate theory,
practice, and personal reflection on
nonviolence. At the Friends for a Non-Violent
World office. FFI, 321-9787
Poor, Yet Making Many Rich. A Curriculum
Development and Transformative Education
Seminar. A eight-day
seminar in Mexico built around field
trips and excursions will explore the
Mexican people's struggle to create
effective responses to the challenges
of poverty, racism, sexism, social discord,
and environmental degradation. FFI,
Center for Global Education, (612) 330-1559.
Breakfast. Peace Breakfast
is an open gathering of all who are
working for peace and justice in the
Twin Cities to meet, socialize, and
strategize. At St. Martin's Table, sponsored
by Friends for a Nonviolent World. FFI,
17-18 4th National
All Liberian Conference. The theme
of the conference is "Dialogue
for Peace and Development into the 21st
century: Choosing the Ballot over the
Bullet." The conference will focus
on achieving open, fair, and democratic
elections in Liberia in the face of
warlords and warring factions which
threaten the current peace process.
The conference will be held at the Hubert
Humphrey Center at the University of
Minnesota Minneapolis Campus. FFI, Nohn
Kidau at (612) 822-2214 or Dag Monjue
Discussion Group. See
Meeting of the MN League of Human Rights
Commissions. The meeting
will discuss program ideas to counter
bigotry and improve intergroup understanding
and mutual respect. It is being held
at Land O'Lakes in Arden Hills from
8:30 am to 4:00 pm. FFI, Morton Ryweck
On Beijing Conference. A
day-long gathering of Midwest women
and girls (and their male allies) happening
on the one-year anniversary of the U.N.
Fourth World Conference on Women held
in Beijing China. The purpose is to
relate the issues debated at the World
Conference to the every-day lives of
women and girls. The conference is being
held at the Fairview Community Center
in Roseville, MN from 8:00 a.m. to 8:00
p.m. FFI, Mary Sue Lobenstein (612)
Breakfast. See August
for Proposals to be Presented at The
National Conference On Peacemaking and
Conflict Resolution. This
conference is an evolutionary peacemaking
journey, and will be held in Pittsburgh,
Pennsylvania from May 23-27, 1997. Contact
Linda Baron, Executive Director, NCPCR,
With Africa: Dispelling The Myths.
Dialogue, discussions and workshops
on such topics as Historic Perspective
on Money Management in Clans and Families,
Sustainable Agriculture, Post Colonial
Literature in Africa, Traditional and
Modern Religion, Contemporary Investment
in Africa, Does Africa Need a Lingual
Franca?, A Glimpse of African Wisdom,
Cyber Africa. FFI, Metropolitan State
University, 700 East Seventh Street,
St. Paul, MN. (612) 871-4980.
The Partners in
Human Rights Education Program is currently
seeking applicants for the Executive
Committee. Among many responsibilities,
the Executive Committee is responsible
for strategic planning, and overseeing
the Partners Program's five subcommittees.
These committees are Fellowship; Training,
Curriculum Development, and Follow-Up
Workshops; Media, Communications, and
Marketing; Human Rights Fair; and Evaluation.
The Executive Committee is expected
to attend the Committees meeting (approximately
once every month), the Fellowship Reporting
Meeting in October, the Human Rights
Fair in May, and the Annual Meeting
of the Advisory Board in June. Please
contact the Partners Program office
by August 12, 1996 at 626-0041
if you are interested in receiving more
information about, or applying for,
Sharing lesson plans
is an excellent way to help generate
ideas and to share classroom experiences
with other Partners Program members.
If your team has not already submitted
at least one lesson plan, please complete
one before August 15, 1996. The
lesson plan can be an activity for one
class or an entire unit. The Partners
Program has additional template forms
for lesson plans. Please fill out the
"Lesson Planner" form and
fax it to the Partners Program at (612)
625-2011, mail it or drop it at the
Partners Program Office.
Lessons will be
compiled in a three-ring binder and
available in the Human Rights Education
Library. Let's share our successes and
ideas with each other!
A brief note about
Community Action! Projects. Please call
or send in your students' projects to
the Partners Program by August 15,
1996 for inclusion in the next editions
of both the Explorer and the
1996-97 Community Action! Manual.
Action! Grants Available
Exciting News! The
Otto Bremer Foundation has provided
the Human Rights Center with funds so
that we are now able to provide Partners
in Human Rights Education teams and
their students with small grants to
create effective Community Action! Projects.
Through the Community Action! Fund,
teams and students can plan and execute
creative Community Action! Projects
that will benefit their local communities
without being unduly hampered by financial
considerations. Each Partners Program
team is eligible for one $50 to $400
grant per semester or half of the school
year. Grants will be reviewed on a rolling
basis at the beginning of each month.
$2,500 is available for allocation per
semester and will be distributed on
a first come, first serve basis. If
you are interested in receiving the
Grant Proposal Guidlines for the Community
Action! Fund, contact thePartners Program
at (612) 626-0041.
Diversity Partnership Project
West School and Bug-O-Nay-Ge-Shig School
Grand Rapids, MN and Cass Lake, MN
Peg Schwob (Grand Rapids) and Marolyn
Losh (Cass Lake), Teachers
Patty Jo Erven, Resource Specialist,
Indian Education ISD 318
Cynthia B. Driscoll and Charlotte Neigh,
The goal of the
project was to expose the children of
each classroom to a different cultural
experience in a safe and open atmosphere
where discussion and ideas were encouraged
and diversity was respected. The hope
was that the children would be left
with an interest in learning about,
and respect for, different ways of living
within the human family.
In August 1995,
the Grand Rapids adult participants
traveled to Cass Lake to meet with Marolyn
Losh to discuss the project and subsequent
planning meetings were held among the
Grand Rapids contingent. At the beginning
of the 1995-96 school year, Peg Schwob
informed the parents of her students
about the project and encouraged their
participation. Some of the parents did
attend the various activities, including
helping to chaperone the children when
they visited each other's school.
In October, after
getting to know new students, Peg Schwob
introduced the project to them, explaining
that: 1) the two classrooms would be
exchanging letters and photographs;
2) they would be hearing stories and
tales about the Native American culture;
3) they would do some activities with
Native American artists; and 4) each
group of children would visit the other
at their respective schools. Patty Jo
taught the children some greetings in
the Ojibwe language.
The children were
asked to draw pictures of how Native
Americans dress, live, play, and work.
The children were then divided into
four groups, each working with an adult,
and developed lists of ideas regarding
Native American: appearance, speech,
location now and long ago, schools,
fun, dress, food, work, and concerns.
These ideas were listed on the blackboard
so that all the children could see what
the other groups had developed. This
was the basis for assessing the children's
beliefs about Native Americans at the
starting point of the project and evaluating
how their beliefs had changed by the
end of the project.
The project continued
throughout the school year, during which
1. The children
exchanged group and individual letters
and photographs; greetings for Valentine's
Day and Easter; and a thank-you after
the Southwest children visited the Bug-O-Nay-Ge-Shig
2. Cynthia and Charlotte
delivered the initial letters to the
Bug-O-Nay-Ge-Shig School and helped
to engage the children there in the
3. Patty Jo visited
the Southwest classroom several times,
teaching Ojibwe greetings, names for
animals, and other words and telling
stories including those of Chiefs Bug-O-Nay-Ge-Shig.
She also displayed a dance outfit and
demonstrated some traditional dance
steps to Native American music.
4. Three Native
American traditional artists visited
the Southwest classroom: Storyteller
Alan Wilson brought in various articles,
including the Peace Drum and told the
story of how it had averted bloodshed
between the Ojibwe and the Sioux in
the 19th century, as well as telling
other stories; Carol White, Beadworker
and Art Instructor at the Bug-O-Ne-Ge-Shig
School, displayed some typical work
and then helped the children to make
some beaded jewelry; and Fluteplayer
and Dancer Bradley Downwind demonstrated
his talents in full regalia.
5. Cynthia and Charlotte
visited the classroom various times
to read Ojibwe stories to the children,
which sometimes led to discussion of
Ojibwe history and culture.
6. Peg used everyday
opportunities to reinforce the concept
of respect for individuals and different
By the time the
students from Bug-O-Nay-Ge-Shig School
visited the Southwest School in March,
the children were all very excited to
meet each other. Even more exciting
for the Southwest students was their
visit to the Bug-O-Nay-Ge-Shig School
in May, when they participated in a
pow-wow and were honored by a special
Over the course
of the project, the Southwest students
enjoyed learning about Ojibwe language
and culture while also learning about
many similarities between the children
of the two cultures. This was demonstrated
by the changes in their drawings of
how Native Americans dress, live, work,
and play, and especially by their perception
regarding what a Native American school
is like. At the beginning of the year,
they suggested that in a Native American
school the children would: write with
a stick in the dirt or with a charred
twig; sit on the ground; have dirt floors
in the classroom; have a giant tepee
for a school building; and wear fringed
deerskin clothing. At the end of the
year they reported that the Native American
school has: floors; tables and chairs;
a nice, big building; two pet fish in
the classroom along with a plant greenhouse
and "cool" rocks; and most
impressive of all, a "great"
Partners Program Dates to Remember
July 18, 24 Recruitment
Open Houses for Interested Individuals.
Partners Program Office at the University
of Minnesota Law School, Room 439. 2:00
p.m. - 4:00 p.m.
September 7 New
Recruits Training for New 1996-97 Participants.
University of Minnesota Law School.
10:00 a.m. - 12:00 p.m.
New Recruits Training for New
1996-97 Participants. University
of Minnesota Law School. 5:30 p.m. -7:30
Training of Trainers. University
of Minnesota Law School. 10:00 a.m.
- 1:00 p.m.
Working and Action Sessions.
University of Minnesota Law School.
10:00 a.m. - 1:00 p.m.
October 5 Working
and Action Sessions. University
of Minnesota Law School. 10:00 a.m.
- 1:00 p.m.