HomeMy WebLinkAbout01-19-2023 Ad Hoc Truth and Reconciliation CommissionAd Hoc Truth and Reconciliation Commission Agenda
Thursday, January 19, 2023, 7 PM
Emma J. Harvat Hall
City Hall
410 E. Washington Street
In order to encourage input from the public, the Commission intends to offer the opportunity to
participate in the meeting remotely. However, this meeting is in -person, and those wishing to ensure
their ability to participate should attend the meeting in person. If you instead wish to participate
remotely, you may attempt to do so by joining the below link. Please note that the meeting link and ID
for the first Thursday of each month is different than the link and ID for the third Thursday of each
month.
First Thursday Meetings httl)s://us06web.zoom.us/webinar/register/WN cMlaaV6cTxGwO1Wu2-hFHg
I D: 867 2424 8095
Third Thursday Meetings https://us06web.zoom.us/webinar/register/WN ICII811PSRo1u0XPIL-1Ew
ID: 895 3695 0485
If you have no computer or smartphone, or a computer without a microphone, you can call in by phone
by dialing (312) 626-6799 and entering the meeting ID when prompted.
Meeting Agenda:
1. CALLTOORDER
2. ROLL CALL
3. READING OF NATIVE AMERICAN LAND ACKNOWLEDGEMENT
4. APPROVAL OF MEETING MINUTES FROM JANUARY 5, 2023
5. PUBLIC COMMENT OF ITEMS NOT ON THE AGENDA (TRC MEMBERS SHALL NOT ENGAGE IN
DISCUSSION WITH THE PUBLIC CONCERNING SAID ITEMS)
6. A PRACTICAL GUIDE TO PLANNING COLLABORATIVE INITIATIVES TO ADVANCE RACIAL EQUITY
SECTION EDITION 2022 DISCUSSION
8. ICCSD ELEMENTARY SCHOOL PERFORMANCE INCIDENT
9. FACILITATOR SERVICES PROPOSAL
10. ANNOUNCEMENTS OF COMMISSIONERS/STAFF (TRC MEMBERS SHALL NOT ENGAGE IN
DISCUSSION WITH ONE ANOTHER CONCERNING SAID ANNOUNCEMENTS)
11. ADJOURNMENT
MEETING PACKET CONTENTS:
1. AGENDA: THURSDAY, JANUARY 19, 2023
2. DRAFT MEETING MINUTES: JANUARY 5, 2023
3. NATIVE AMERICAN LAND ACKNOWLEDGMENT
If you will need a disability -related accommodation to participate in this meeting please
contact the Equity Director, Stefanie Bowers, at 319-356-5022 or at stefanie-bowers@iowa-
city.org. Early requests are strongly encouraged to allow sufficient time to meet your
accessibility needs.
Native American land Acknowledgement
Prepared for the City of Iowa City's Ad Hoc Truth and Reconciliation Commission and Human
Rights Commission
PURPOSE
Iowa City owes its existence to the many Indigenous Peoples who were the original stewards of this land
and who were subjected to manipulation and violence by non-native settlers, invaders, and governments
in order to make this moment possible. Acknowledgement of this truth is central to our work toward
reconciliation across all barriers of difference and injustice. Starting with a Native American Land
Acknowledgement, this Commission will bear witness to the legacies of violent displacement, migration,
and settlement that have marginalized those who were the first inhabitants of this land. We must also
address the mistreatment and exclusion that Native Americans continue to face today. The Ad Hoc Truth
and Reconciliation Commission and the Human Rights Commission encourage the community and City of
Iowa City to join us in these efforts through the use of a Native American Land Acknowledgement.
LAND ACKNOWLEDGEMENT
To be read at all public meetings and events:
"We meet today in the community of Iowa City, which now occupies the homelands of
Native American Nations to whom we owe our commitment and dedication. The area of
Iowa City was within the homelands of the Iowa, Meskwaki, and Sauk, and because
history is complex and time goes far back beyond memory, we also acknowledge the
ancient connections of many other Indigenous Peoples here. The history of broken
treaties and forced removal that dispossessed Indigenous Peoples of their homelands
was and is an act of colonization and genocide that we can not erase. We implore the
Iowa City community to commit to understanding and addressing these injustices as we
work toward equity, restoration, and reparations."
LEARN MORE
Native Governance Center Guide to Indigenous Land Acknowledgement
US Department of Arts and Culture: Honor Native Land Virtual Resources and Guide
Meskwaki Nation - History
Special thanks to the University of Iowa Native American Council for their work and guidance, as well as
members of the public, for their input.
January 5, 2023
Draft Ad Hoc Truth and Reconciliation Commission (TRC) Minutes
Emma J. Harvat Hall, City Hall
Commissioners present: Mohamed Traore, Chastity Dillard (via Zoom), Clif Johnson, Marie Krebs,
Kevo Rivera, Lauren Merritt, Eric Harris, Sikowis (Christine Nobiss) (Via Zoom).
Commissioners absent: Wangui Gathua.
Staff present: Stefanie Bowers.
Community members who spoke at the meeting: V Fixmer-Oraiz.
Recommendation to City Council: Yes.
Whereas the Iowa City Ad Hoc Truth and Reconciliation Commission has received a letter with the
subject "Re: Ongoing racial discrimination towards Indigenous Peoples sanctioned by the City of
Iowa City and the Iowa City Community School District;"
the Commission recommends that the City of Iowa City and ICCSD support the requests made by
members of our Indigenous community in this letter. These requests include but are not limited to
-funding the provision of more educational resources to teaching staff in ICCSD, such as the book
"Rethinking Columbus,"
- providing annual anti -racism training to educators and city officials for better understanding of
Indigenous Peoples, and
- planning and enacting a community celebration for Indigenous Peoples Day.
The Commission also recommends that City officials and ICCSD leaders meet with the letter
writers for more collaboration on how best to execute these actions, so as to include input from
Indigenous community members moving forward.
Meeting called to order: 7:10.
Reading of Native American Land Acknowledgement: Merritt read the Land Acknowledgement.
Approval of Minutes from December 1, 2022: Rivera moved, and Harris seconded.
Motion passed 8-0.
Public Comment of Items not on the Agenda: None.
ICCSD Elementary School Performance Incident: Krebs has attended some of the ICCSD Equity
Committee meetings. The group seems to want to work to improve and makes things right to
create a better culture in the schools. Johnson County has said they were going to do an
Indigenous Days event in 2023. Rivera moved, and Johnson seconded to send a statement to the
City Council and ICCSD Board of Directors. Motion passed 7-0. (Harris is not present).
Facilitator Services Proposal: City staff will be sending each consultant the City's General Terms
and Conditions, and staff will also begin developing the scope of services. When the agreements
are completed, they will be sent to the consultants for review and signing and then the TRC will
review them to confirm this is what they want. Following this, the item will be placed on the
Council agenda.
Books and Materials Sent by Divided Communities: Traore prepared the following summary for
chapter one.
Support for advancing racial equity in the US is widespread.
Many believe that advancing racial equity can strengthen communities, expand the
workforce, increase consumer spending, and improve productivity.
• Multiple cities have established multi -pronged initiatives, such as truth and racial healing
commissions, to address inequities and facilitate collaboration, public engagement, healing, and
implementation over several years.
These initiatives aim to offer opportunities for all and to recognize that people and
communities have different starting points.
US initiatives, which are distinguished from "truth and reconciliation commissions" in the
context of transitioning governments, seek to achieve change through persuading existing
government officials and community leaders to offer support and to address truth -telling,
remediation for harm, community engagement, and healing.
Successful initiatives prioritize immediate changes, increased public understanding, and a
clear path to action.
Summary: In sentences
Support for advancing racial equity in the United States is widespread and businesses have shown
increasing support for it as well.
Many have come to the conclusion that advancing racial equity will lead to stronger communities
and more opportunity for all. It is also believed these efforts can play a role in expanding the
workforce, increasing consumer spending, and enhancing productivity.
In order to address existing inequities, multiple cities have established multi -pronged initiatives
such as truth and racial healing commissions.
Initiatives differ from short-term task forces as they facilitate a collaborative problem -solving
approach, with elements of: public engagement, healing, and implementation over several years.
Many of these initiatives also aim to offer opportunities for all while remaining steadfast in
recognizing that people and communities have different "starting points" (frames of reference
and experience with actively dealing in such topics).
More key components:
These initiatives also invite community members and public officials to work together. While
these initiatives are inspired by international models such as truth and reconciliation
commissions, they display differences in these approaches. Examples include: seeking to
persuade existing government officials and community leaders to offer support rather than
identifying officials from a prior regime for prosecution or amnesty.
In order to be successful, these initiatives prioritize immediate changes, increased public
understanding, and a clear path to action.
They also focus on creating a shared narrative of the past, promoting healing, and creating a
record of historical and current inequities.
In order to achieve lasting change, it is important or imperative for these initiatives to have the
support of government officials and to have a plan for implementing recommendations. These
plans may be concrete, or fluid, but it is important that they are a focus in the beginning stages,
rather than being an afterthought.
It is also crucial for the initiatives to engage diverse communities and to address intersectionality.
Meeting Procedures and Protocols: Merritt and Dillard would like notice of any agenda items
that commissioners want on the agenda by the second Thursday of each month. Commissioners
also discussed ways they could attract more visibility —billboards, social media, emails.
Commission Announcements: Johnson wished everyone a Happy New Year. Rivera mentioned
the upcoming MILK Human Rights Week. Nobiss spoke on the need for increased advocacy as it
relates to the building of pipelines.
Adjourned: 8:29 PM.
City Board and Commission meetings are recorded and can be viewed in their entirety by
visiting this link.
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Stefanie Bowers
From: Annie Tucker <annie.h.tucker@gmail.com>
Sent: Thursday, January 19, 2023 5:47 PM
To: AdHocTruth
Subject: Update re Facilitator Services Proposal
A
** This email originated outside of the City of Iowa City email system. Please take extra care opening any links or
attachments. **
Dear TRC Commissioners,
Regretfully, none of us on the team from the Facilitator Services Proposal are available tonight to attend the TRC
meeting.
We know the Facilitator Services Proposal is on your agenda.
We want to let you know what we have heard from the City regarding their processing of the proposal.
In response to our questions, Geoff Fruin responded on Friday, January 13, that the City is currently reviewing the
proposals and expects to have a number of questions for us. We have not received them yet.
They hope to get the answers from us by the end of the month. At that point, they expect to return to the TRC to
confirm that you understand it and don't want to explore any further changes.
From there, he said they will plan to have the agreements with the facilitator entities ready to present to the City
Council.
That is what we know about the process right now.
As always, if you have questions, or if some of you want to meet with us, please feel free to email one or all of us.
Thank you,
Annie Tucker, for the people and entities involved in the Facilitator Services Proposal
Geoff Fruin <GFruin@iowa-city.orr;>
to Stefanie, Eduardo, V, Larry, Annie
0 _.
Fri, Jan 13, 4:41 PM
Thank you for checking in with us. We are currently reviewing the proposals and will have a number
of scope and deliverable clarifications that we need to make with each of the four firms in order to
solidify service agreements. We hope to get those clarifications out by the end of the month. Once
we fully understand the scope of services being proposed we will likely return to the TRC to make
certain they have a shared understanding and do not want to explore any further changes. From
there we will plan to have the consultant agreements presented to the City Council.
It is hard to provide any exact timing, but we aim to keep this moving as quick as we can.
Background
*** Recommended to read this chapter in full - very detailed and informative ***
Planning for community initiatives should be tailored to the specific context, goals, opportunities,
and challenges of the community.
What shapes the path and form of initiatives:
• History and legacy of efforts
• The planning undergone in development stages and sequences
• Degree, character and extent of community infrastructure and organization will.
Each initiative needs to be responsive to the goals and special character of the community or
state in which it is located.
What helps to achieve highest priority goals and optimal "operations" of the initiative:
• Detailed assessment of the community's:
o Concerns and problems
o Stakeholders
o Patterns of practice
o Processes
Shaping the Planning Process
The planning process should be iterative or flexible to make changes as the initiative proceeds.
Creating the Planning Group
• Critical components of planning group(s), a mix of:
o Backgrounds and understanding of the community and government
Elements or characteristics of planning group members to consider:
o Understanding of the community
o Ability to work well and efficiently together
o Preparation and support they will need
To establish goals, a series of initial questions can help, such as:
o What is the group's collective vision for a more equitable community?
o What would have to change for each person in the community, regardless of
race, to thrive and feel protected and respected?
o What would the planners like this initiative to accomplish?
Structuring: Important Checkpoints
The geographical area and subject matter concentrations that are likely to emerge should be
considered.
Take into account the goals and planners' understanding of the community
• Opportunities and challenges that the initiative will face should be identified:
o Opportunities for residents' broad awareness of the need to enhance racial equity
o Desire to reduce polarization and achieve mutual respect
o Challenges: backlash by a portion of the community or disagreement about the
targets of new programs
The scope and mission should be worded to engage a broad group of people and match
the initiative's influence and geographic reach.
Goals should be tentatively listed and prioritized, take into consideration:
• The time needed to achieve goals
• The likelihood of government officials seriously considering the changes recommended.
o Will the powers that be make a good faith effort to implement the
recommendation(s)? What happens if they don't?
The initial membership list may communicate to the public whether the initiative is a serious
endeavor with the power to bring about needed change.
• Commission members should have personal abilities and preparation that match their
need to bridge likely differences in discussions and decision -making
o Have expertise or assistance in: structuring the initiatives or plans, dispute
resolution, administrative, legal, and counseling
• The combination of members should encourage people to trust the seriousness of the
process - membership or outreach should help to alleviate answers to questions like:
o How will it enhance racial equity?
o Why should people believe that the community's diverse views will be
represented?
Organizational issues
• Convener and Host Institution (sponsor or host of the initiative, organization or
programs)
o Operating in public meetings can be made difficult in the following ways:
■ A bitterly divided community
■ Active social media comments about the initiative or related work
• Leadership and Staff
o Commission members are typically layering their commission work over already
demanding work and personal schedules and are usually volunteers.
o Leadership for the group should be experienced
■ Have the confidence of both public officials and broad segments of the
community
Generational and political differences among commission members
■ can increase diversity and potential clashes in approach to the task(s)
■ can also offer the potential advantage of anticipating a broader set of
political reactions and increasing support for the initiative
• Funding
Planners can help to alleviate issues for commission members and staff by.
• Committing to providing counseling, communications, and facilitation assistance
• Establish support for commission members and staff, anticipating that some are not
accustomed to public criticism and arguments voiced during public meetings.
• Prompt advice from legal counsel regarding the applicable public meeting laws and how
commissioners can achieve their goals without violating the letter or spirit of the laws.
An advantage of the multiple -organization approach is that each committee can be constituted
with a narrower subject focus in mind.
Groups in Initiatives or Research
Some of the community initiatives or organizations mentioned in the section - might be worth a
look or some outreach to learn more from them
• Director of Political and Civic Engagement for Indiana University
• Social Justice, Race and Equity Commission
• NYC Racial Justice Commission
• Vermont Truth and Reconciliation Commission
NOTE: Some communities chose to use advisory groups rather than public commissions. These
groups have less public authority and no power to compel disclosures or appoint staff.
Examples of initiatives and processes
(from pages 23 through 25) included below
Departing from the organizational structure featured in this guide
The government -community. multi -pronged and sequenced initiative that has been the focus of this guide
may not fit the goals and context of all communities. In fact this guide cites mntributions by a number of
groups that depart from this model but are advancing racial equity.
Multiple, single focus groups.,
Though this guide assumes a multi -pronged, sequenced initiative, several communities have chosen to assign
a particular focus to a variety of different commissions or committees. For example, city officials in
Bloomington. Indiana created one committee that focused on police -community issues and another for other
racial equity issues, both of which issued interim reports in 2022." Sanford Florida, convened several
committees after Trayvon Martin's death in 2012. They began by creating an interfaith leaders' committee
and a committee to select anew police chief. During the decade that followed, city staff helped organize
groups to advance equity within the community, including efforts to increase entrepreneurial success in low-
income neighborhoods, expand youth employment and educational opportunities in under -served parts of
the city, and commi rate civil rights advances "An advantage of this multiple -organization approach is
that each committee can be constituted with a narrower subject focus in mind. The sequencing in this
situation would he left to the public officials who appointed the groups.
Advisory groups rather than public carnet ioru:
This guide focuses on commissions with public authority, some of which have the power to compel
disclosures or appoint staff. By contrast, the mayor of Providence. Rhode Island began his initiative by
working with advisory committees and nonprofits. Only later did he appoint a public commission (Chapter I) -
The advisory groups may not have to follow public meeting requirements, which allows for more spontaneity
and candor in meetings. On the other hand, the creation of an advisory committee may not gain the public
notice and engagement nor he taken as seriously by the public as would he a new public commission with
some ability to act independently.
Community -formed rather than publicly appointed groups:
Community groups have sometimes provided an opportunity for progress when officials refuse to address an
issue. The privately organized and funded Green sborc Truth and Reconciliation Commission investigated and
reported on the role of police in the killings of demonstrators by members of a white supremacy group. It
played a n importa nt role i n both raisi ng public unde rstand i rig of what occurred and bring i rig together the
community on other civil rights issues"Cincinnati's private National Underground Railroad Freedom Center
plays an educational role. In addition, the hoard can speak out on civil rights issues because it is privately
organized and funded-" Examples include a national consortium. the New Pluralists'"and All -In Cincinnati, a
com mu hill ndation consortium focused cn hu i[ding thrivi rig and equitable nel gh ao rhoods.'e As discussed
in Chapter 1, a drawback of private initiatives can lie in the lack of prior pin all commitment to work with the
group to achieve legal. resource, and policy shifts.
23
PLANNING ILLUSTRATIONS
Brookhaven, Georgia's SXW Justice, Rece and Equity Cmnmimian consultants:
City staff contracted with a nonprofit
facilitator, the Chrysalis Lab, and arranged
consulting from the Kettering Foundation
to advise the commission as it began.
These consultations resulted in initiatives
that brought the commission members
quickly together and engaged city officials
and the larger community. The
Brookhaven. Georgia commission
members created a bockclub that met
periodically with the goals both of learning
and getting to know each other. The
commission hosted 41 dinners with other
city residents and participated in a full -day
police department training.
The Brookhaven Commission
created a book club, hosted 41
dinners with city residents,
participated in apolice training,
joined in a public speaker series,
engaged city staff members in
committee work, met with city
leaders regularly, and developed a
common schedule of their wo rk.
Members attended and invited the public tojoin them in a speaker series related to racial equity. To
maintain interchange with city officials, commission committees engaged pertinent city staff members as
participants in their committee work To further aid city -community relations, commission officers met
regularly with city leaders_ Early in their work commission members, working with the Chrysalis Lab and
a consultant from the Kettering Foundation, developed a common approach to and schedule for their
tasks, under the acronym "GOAL" below."
G O A L
24
New York City commission's membership, starting mission, values:
In March 2021 New York City Mayor Bill de Blasio announced the NYC Racial Justice Commission
and its 11 commissioners, designating its chair and vice chair before the commission's first meeting.
Commissioners included a deputy mayor and
leaders from nonprofits, universities, and labor.
The announced goal was to propose "policy
and programmatic changes to the powers.
structures. and processes of New York City 29
governmentthat underlie sources of Inequity"
The approximately ten -person staff prepared
members, arranged public sessions, conducted
research, and provided drafting. By its third
meeting in May 2021. the commission had
announced Its mission, vision, and goals,
geared at improving the city for all persons_ For
example, it announced:
"The Racial fustice Commission, empowered with the legal
authority ofa Charter Revision C inew inn,storyt idea
A mission: tranrfarmarive potential of this moment in history to identify
and propose structural changes and signifuant policy
reforms that wiff advance racial justice and equity and begin
to dismantle structural racism for aA New Yorkers.
"The worth, talents, and rontributions of all people in society
Its vision fora are valued and recogniwd. Race is not a determinant of
better future: economic, political, social, orpsychological outcomes, as it
neither confers privil ege nor denies opportunities."
"Inpursuit of racial equity, the Commission will examine
NYC Charter and City agencies to identifystructural
practices
and
Its focus: institutional laws, regulations, policies, and practices that by
design, implementation, or impact enable and perpetuate
inequitable power, access and opportunity, and will put
forward ballotproposals to both redress these injustices and
ensure Ciry adherence."29
i
Stefanie Bowers
From: Marie Krebs <mariekrebs4@gmail.com>
Sent: Friday, January 20, 2023 10:17 AM
To: Stefanie Bowers
Subject: Truth and Reconciliation
RISK
** This email originated outside of the City of Iowa City email system. Please take extra care opening any links or
attachments. **
13
TRC letter of support
13
Indigenous Community Members...
Greetings,
I would like to provide notice that I will be attending the next School Board meeting to address acts of racism within the
school district. I have been in contact with the Equity Committee and Eliza Proctor regarding an incident that took place
at Shimek School involving cultural appropriation. The Indigenous community of Iowa City are bringing to your
attention the need for education and change within our school district. I have attached a letterthat was written by
Sikowis Nobiss, Executive Director of Great Plains Action Society. She is part of the Shimek school family and witnessed
the event which prompted this course of action. I have also attached a statement of support from the Iowa City Truth
and Reconciliation Commission. We look forward to working with you all to address these issues and create a safe and
inclusive environment for all of our community members.
Marie Krebs
mariekrebs4@email.com
(319)936-1573
Marie Krebs
mariekrebs4@gmail.com
(319)936-1573
Ad Hoc Truth and Reconciliation Commission
410 E Washington St
Iowa City, Iowa 52240
319-356-5022
January 12, 2023
To Whom it May Concern,
Whereas the Iowa City Ad Hoc Truth and Reconciliation Commission has received a letter with
the subject "Re: Ongoing racial discrimination towards Indigenous Peoples sanctioned by the
City of Iowa City and the Iowa City Community School District;"
The Commission recommends that the City of Iowa City and ICCSD support the requests made
by members of our Indigenous community in this letter. These requests include but are not
limited to
- funding the provision of more educational resources to teaching staff in ICCSD, such as the
book "Rethinking Columbus,"
- providing annual anti -racism training to educators and city officials for better understanding of
Indigenous Peoples, and
- planning and enacting a community celebration for Indigenous Peoples Day.
The Commission also recommends that City officials and ICCSD leaders meet with the letter
writers for more collaboration on how best to execute these actions, so as to include input from
Indigenous community members moving forward.
Sincerely,
The Ad Hoc Truth and Reconciliation Commission
Indigenous Community Members of Iowa City
412 Kimball Road
Iowa City, IA 52245
Phone: (319) 331-8034
Email: sikowis(c-ogreatplainsaction.org
Monday, December 5, 2022
Ruthina Malone, President, ICCSD Board of Education
Laura Gray, Executive Director of Diversity & Cultural Responsiveness, ICCSD
Matt Degner, Superintendent, ICCSD
Bruce Teague, Mayor, City of Iowa City
Chasity Dillard, Chair, Iowa City Truth and Reconciliation Commission
Iowa City Human Rights Commission
Re: Ongoing racial discrimination towards Indigenous Peoples sanctioned by the City of
Iowa City and the Iowa City Community School District
Dear Leaders of the City of Iowa City and the Iowa City Community School District,
We, the Indigenous Community Members of Iowa City, are writing to demand change in City and
School District policy concerning the treatment of Native American Indigenous Peoples. It is the
duty of our schools to educate our children with truth and compassion as well as the duty of this
city to stand for justice and end racism. When our children are taught false narratives in school
and activities sanctioned by the city it is doing them harm. When they are exposed to
disrespectful behavior, that behavior is normalized.
We appreciate that the School District and Iowa City has every intention of providing for all its
students and citizens and is not actively seeking to engage in anti -Indigenous activities, but
unfortunately it is. The problem is that a non -Indigenous framework is inadequate for fully
understanding the impact of certain beliefs, actions, and behaviors on children within the school
system and those that live in Iowa City. Furthermore, it is not just Native children that are
harmed by anti -Indigenous racism, all children are wronged by exposure to it. In recognizing
that the exposure to racism is something that is harmful to all children, it should be clear that the
work of rooting out racism is work we should be actively focusing on. Because much of the
racism we need to address is racism of ignorance, not malice and a first step will involve
illuminating instances of racism that might not be recognized as such. White supremacy is
effective because it is really good at hiding itself. It has embedded itself in our (American)
culture, our language, and our social structures. Deeply entrenched as it may be, white
supremacy must be eradicated. Because it harms everyone.
Here is a list of recent accounts of racism within the City and School District:
1. a) Testimony by Eloisa Roach
In the 2019-2020 school year, the first assignment for my American Studies class was to
"design a colony." We were told that it was set in the year 1620 in order to not have to deal with
issues of slavery, which is obviously not historically accurate, but the reasoning my teacher
gave. When I expressed discomfort with the idea of creating a colony in which we would have to
steal Native land in order to create it, my teacher said that the land was already settled and that
land theft was not an issue. Again, this is not historically accurate. I decided to advocate against
it strongly and was given an alternative assignment.
Throughout the following week as my white and non -Native classmates were working on this
assignment, many would loudly make comments about how a solution to deal with "the Indian
problem" was to kill them. They would do this only when around me and laugh when I got visibly
upset. I did not feel comfortable talking to my teacher about this and these same classmates
would continually make derogatory comments that went unaddressed by my teacher throughout
the year, even when he was aware of them. I recall frequently hearing my teacher telling
students off for talking during his lectures but he never discussed the blatantly discriminatory
things they were saying.
I thought that the assignment was confined to my classroom, as my teacher had developed
those materials more than 20 years ago, but later that year my friends in other classrooms,
including SEJH's CASTL program also participated. My friends attempted to band together to do
an alternative assignment, but were unable to due to their teachers. Those friends' parents
decided to not get involved so they were required to do the assignment or take a zero on a
major assignment. I do not know if this assignment is still being utilized at SEJH, but the
ignorance and reluctance to change that it demonstrated are a part of a larger problem.
1. b) Testimony by Eloisa Roach
In American Studies 8th grade, the same class discussed above, during the week we learned
about Indigenous peoples of North America, my classmates would loudly and incorrectly imitate
traditional/powwow singing. When I told them to stop, as it was incredibly culturally insensitive,
my teacher told us both to be quiet. Throughout that week, the same people would mock the
ceremonial and cultural songs, without interruption from the teacher. We continued to watch a
stereotyped and inaccurate video about the five tribes he decided were relevant and
representative of Indigenous people. One of those tribes was my own and I knew that there
were many things that he discussed and taught us that were inaccurate or overgeneralized,
such as our ceremonial practices and removal history. However, I felt deeply uncomfortable
discussing the issues with anyone. This was because when my family and I attempted to reach
out to the school admin, they either would say they were working on it and not provide any
information about the process, eventually not replying to emails. Other times the admin would
respond saying it was out of their hands because they did not oversee curriculum.
1. c) Testimony by Eloisa Roach
During the 2020-2021 school year, my AP U.S. History teacher began his first lesson with a
slideshow describing why colonizers perceive Native Americans as inferior. There was incredibly
limited information given on Native peoples, with the primary focus being on colonial
perceptions. The very first piece of information offered about Indigenous People was an
estimate that there were 2-6 million of us prior to colonization throughout all of the Americas.
Most modern sources point this number to be closer to 60-100 million in North America alone.
This type of misinformation about Indigenous people continued throughout the class.
1. d) Testimony by Eloisa Roach
On December 6th, 2022, my teacher used a slur against Inuit people in order to make a
derogatory joke about their experience as arctic Indigenous people. When my friends and I
called her out on it, she removed the joke but refuted any wrongdoing. Later in that same class
she engaged me in an over 15 minute conversation that lasted until the end of the period about
me being overly "defensive."
2. a) Testimony by Marie Krebs
In October 2019, 1 signed my son up to play football with the RedZone League here in Iowa City.
He was assigned to the Redskins team. Redskin is a racial slur used against Indigenous
peoples. I reached out by email and phone to discuss this with someone at the League. I was
completely ignored. No one responded. I spent a football season not knowing how to cheer for
my son's football team, sitting through people yelling racial slurs. This month, I was sent a video
of a performance at a local school showcasing an act in which students were guided to perform
what was supposed to be Native American music and dance. The children had been instructed
to drum and chant sounds. Non -Indigenous people playing Indian is a mockery of ceremonial
ways. After the colonial invasion, legislation had to be passed in order for these ceremonies to
be held by each nation. The American Indian Religious Freedom Act was passed in 1978.
3. a) Testimony by Sikowis Nobiss
On November 16, 2022 1 was so excited to see my daughter perform at Shimek Elementary as it
concerned the Frybread book that they had been reading, which is about Indigneous culture and
food. The illustrator had even come to Iowa City to do a reading for all the Iowa City School
District First and Second Graders. As an Indingeous parent with Indigenous children I was
surprised at first as there has never been anything like this in Iowa City since my children have
been a part of the system that uplifted our culture like this. I dressed my daughter in her ribbon
skirt, braid and hair ties with pride only to be disappointed and disrespected. I had to watch the
children "play Indian" by enacting our sacred drumming practices while singing gibberish and
dancing into the room like they were in a powwow. Immediately after the event was over, I
asked the teacher where she got this idea from and she told me that she had Native American
friends in Chicago —I didn't even know how to respond as that is a non -answer.
After further investigation, the Shimek Principle, Chris Pisarik confirmed that the teacher had
also reference a book where she learned to drum, sing whatever came to mind and dance.
Please see the attached screenshots of the pages she referenced from the book Moving Within
the Circle, by Bryan Burton. The excuse was that the book was written by a Native American
person, but just like all populations, Indigenous Peoples also vary and not everyone is working
to make things better for our cause. Also, just because something is written in a book, it does
not mean it is legitimate and/or meant for white folks to emulate. My daughter and Chris Pisarik
also confirmed that the children watched a powwow video to learn how to dance. Firstly,
drumming is sacred and like a prayer. Folks that sit a grandfather drum need to be in a certain
mental state and place in life so they can pray this way. To see children sing gibberish words
and smack sticks on a snare drum and some big plastic play drum was hard to watch. There
was also dancing whereby the children danced on to the gym floor like they were doing Grand
Entry at a powwow, which bothered me as well, because all our dances mean something and
this was erasing the meaning and cultural importance of these dances. To truly make a point,
my co -parent said, 'how would they feel if Native kids went up on stage and mocked a catholic
mass ceremony?'
As a commissioner on the Iowa City Truth and Reconciliation Commission and Executive
Director of Great Plains Action Society, I am an expert in matters of racist acts towards
Indigneous folks such as tokenization, romanization, Playing Indian, erasure, and violence. In
fact, I consulted with the ICCSD Diversity & Cultural Responsiveness Committee on February 16,
2022 and told them I was available to consult. I also told them to buy the book recommended
below for teachers. The fact that teachers know that they have access to this committee who
has access to Indingeous experts like myself with children at the school in question is upsetting.
Are teachers not required to consult with this committee before stepping into such tricky
territory? I find this unbelievable and ask that the demands below be granted.
3. b) Testimony by Sikowis Nobiss
When my son was in preschool or Kindergarten at Shimek Elementary, which is about seven
years ago now, I told the teacher that I would take my son out on days that mythologies of
Thanksgiving and Columbus might be taught, I also mentioned that I would not be ok with
children wearing costumes that mock Indigneous regalia. Every year, I give my kid's teacher the
book Rethinking Columbus: The Next 500 Years so they can teach about Indigenous histories
and issues properly. Unfortunately, when I went to pick up my son during the Thanksgiving
season, I noticed that the teacher had made a felt board with velcro laminated pieces of paper
that had pictures of pilgrims, Indians, tipis and tomahawks. She was teaching them the false
mythology about Thanksgiving after I had told her not to do this with my son present. This is the
type of racism that is Insidious and sanctioned by the state and the school system itself and it is
what causes continued violence and erasure of my people. I made a complaint but nothing was
done about it. Please read the Letter to the Editor that I wrote in 2016 for Little Village.
3. c) Testimony by Sikowis Nobiss
I took a look at my son's Social Studies textbook when he was in fourth grade and it described
the building of a city, which I think was either Seattle or San Francisco. The book started with a
ship showing up to Shore and building on empty land. Of course we know this is false and it is
another attempt to whitewash and erase the history and Legacy of indigenous peoples on this
continent. This is what I would consider, propaganda that is being instilled in our children's
minds so that they will grow up and do the same thing. I complained about this and nothing was
done about it.
4. a) Testimony by Alicia and Daniel Velasquez
On November 17, 2022 at Mann Elementary School a tokenizing incident occurred that mocked
Indigenoius culture. At the end of enacting the book, they played Native American powwow
music (with drumming and singing) and the kids were encouraged to move their bodies to music
like an interpretive dance. This is problematic because there is a specific way based on long
held cultural and traditional beliefs in how we dance to certain songs and a "white' interpretation
is offensive and, again, taking things into their own hands. The teacher said she sent numerous
emails to local Indigenous folks asking for consultation, but this is a problematic answer as the
City of Iowa city School District has a Diversity & Cultural Responsiveness Committee that is
accessible to all teachers and staff. Furthermore, Sikowis Nobiss, Executive Director, Great
Plains Action Society, had consulted with them months prior on how to better for Indigenous
children in the district so they were well aware that consultants are readily available.
End of Testimony
We understand that these events and ongoing behaviors are a result of ignorance due to
racism, erasure, whitewashing and stereotyping, but we are letting the City of Iowa City and The
Iowa City School District know that, as of right now, institutionalized racism towards Indigenous
Peoples will no longer be tolerated.
By no longer tolerated, we mean that we demand that all teachers and affiliated teaching staff
receive the book, Rethinking Columbus: The Next 500 Years. This teaching resource can be
used for K-12 and "the new edition has over 100 pp. of new material, including a role-play trial of
Columbus, materials on Thanksgiving Day, resources, historical documents, poetry, and more. It
will help readers replace murky legends with a better sense of who we are and why we are here
-- and celebrates over 500 years of the courageous struggles and lasting wisdom of native
peoples." If this is something that the school board cannot afford, we are willing to go to the truth
and reconciliation commission for the funding or to another source in Iowa City.
We also want anti -racism training specifically for understanding Indigenous Peoples and their
cultures and how to properly interact with them. We would like this to occur annually for ICCSD
staff and teachers as well for the City of Iowa City staff and supervisors. We would also like to
see Iowa City invest in a proper Indigenous Peoples Day celebration in the same way they
invest in Junteenth or Latino Fest. Furthermore, the Iowa City Truth and Reconciliation
Committee was set up to hear from folks like us and it cannot do so if it is continually being
undermined by city politics. We would like the City of Iowa City to fast track the TRC budget so
consultants can start the Truth and Reconciliation process that we deserve.
Iowa City Indigenous Community Members
Sikowis Nobiss
Plains Cree/Saulteaux, George Gordon First Nation
Executive Director, Great Plains Action Society
Commissioner, Iowa City Truth and Reconciliation Commission
Eloisa Roach
Shawnee Tribe/sawanooki
Student, City High School
Marie Krebs
Apache
Commissioner, Iowa City Truth and Reconciliation Commission
Jessica Engelking
Descendant of White Earth Band of Ojibwe
Representation Director, Great Plains Action Society
Alicia Velasquez
Chiricahua Apache
Owner, House of Dotfizhi in Iowa City
Daniel Velasquez
Pascua Yaqui
Owner, South Side Street Foods in Iowa City
Excerpt from Moving Within the Circle, by Bryan Burton as referenced in Sikowis
Nobiss' testimony 3. a
I NTE RTR1 BAL DANCE
P,BSwows, with minor differences.
i ffPer n Wow, 1990, '91, '92; frequently heard at east coast and Canadian
ho en or theg
roupto sing Mixedgroup
itw s known t Of whoever chose
to take pan around the drum This song was
everyone present
REG0RDIN6: "Intertribal Dance" on companion tape
gAGK6ROUND:
This song is representative of the modern intertribal style popular at pow -wows. Ile style of
song is derived from the Plains traditions, but the vocal style is influenced by the tribal preference of
the perfommng group. Because of the widespread usage of this tune, lyrics vary considerably from
performance to performance. Sometimes only vocable
will be used with even the choice of vocables
determined by the performing group's preference while to er
oer times lyrics in the language of the
perfomtirtg group may be used. The version given here is popular in themid-Atlantic region. Over the
years, I have heard it sung in many versions at the Baltimore Pow -Wow, which is typically held late in
November of each year, coinciding with Thanksgiving weekend.
The function of this particular song also varies according to performer preference. It may be used
as a grand entry song at a pow -wow when all dancers and dignitaries formally enter the arena for
opening ceremonies. Dancers are grouped by type and each group enters dancing its particular style. It
is truly an inspiring spectacle.
At a less formal gathering, an intertribal song may simply be used to get everyone dancing
regardless of style (traditional, fancy, jingle, shawl, etc.). Dancers may or may not group themselves
by style —grouping by family, friends, or tribe is not uncommon. On occasion, an intertribal song may
be used as a specific type of social dance, e.g. Round Dance, Two -Step, or Forty-Niner, particularly if
the singers come from different drums and need to use commonly -known ears of contactsongs for pe blending has e
modem pow -wow includes many tribal styles, but because of many y
begun to take place where the stylistic edges blur, and what is known as the panIndian style is
common.
Excerpt from Moving Within the Circle, by Bryan Burton as referenced in Sikowis
Nobiss' testimony 3.
FRIENDSHIP DANCE
OBSERVED: Flagstaff Pow -Wow" Arizona; July, 1990.
CROUP: Western Apache ache singers on the
RECORDING: "I Walk in Beauty" as performed by Western on the Apache
page. Almost any soci,,
companion tape.A transcription of this song is incluazdeudcularly those of the Navajo and Apache
or round dance song is appropriate for this dance, p
ion, songs from numerous recordings
listeddin the discography may bee
used,tincludingcthose ton Music of the White Mountain Apache
(Canyon).
BACKGROUND:
Although the group I observed performing this dance in Flagstaff were Apache, the
dance itself is quite common among most western and Plains tribes. Dances designated as
"friendship" dances have been documented from the mid -nineteenth century forward. The
movement in each of these dances varies from the steps given below to a round dance version to
more complicated couple dances. However, the theme of unity and friendship is common. This
dance was learned at the Flagstaff Pow -Wow when I was selected to perform with the troupe by
friends who had worked with me the previous summer —these Apache were the same who had
given medical aid to the rather clumsy researcher (me) who had the misfortune to step on a
sleeping rattlesnake. The observers had a thoroughly good time enjoying a newly discovered
version of the snake dance before giving help (the snake's fangs had become caught in the shoe
leather and the victim was vigorously trying to shake the snake loose!!)
DANCE INSTRUCTIONS:
This dance allows great individual freedom for the participants by using the simplest
version of the Friendship Dance;
• A person may dance as an individual, as part of a couple, or as part of a larger group. The
groups may be mixed gender or single gender.
groups of friends. Groups are frequently couples, families, or simply
• Members of the group may join hands, link arms, or let the arms hang freel
• Dancers or dance groups may —or may not —move forward and back
• The exact number of steps forward and hack may v Y by the sides.
Because of this flexibility,Y vary With each dancer or group
the same time.
the Apache Friendship Dance may effectively Ap Of dancers.
group movement to young students, including those reluctant to participate in a
Y be effectively used to introduce
situation. The purpose , the dance, to the Native American, is to express friendshi
special group of people, all dancers, or simply dance
respected. P Y all humankind Individual differences Wtth a
May we all seek to walk in balance on the Earth Path
th and truly walk in are deeply
Pathway of Beauty,
Class project referenced in Eloisa Roach's testimony 1. a
Introduction to Colony Project
Name J `fly C"V\
You have landed in Virginia. It is 1620. You are about to set up your own colony.
As you watch the excerpts from "Colonial House", feel free to write down some
ideas in your graphic organizer. Within your colony, you have 50 people — 20 Y1
men, 20 women and 10 children (all under the age of 12). The adults must include
at least one governor and three indentured servants — that doesn't mean one of you
will be the governor, only that you have to have one. To be more realistic, you
might want to have twenty or more of the adults be indentured servants (see
definition below).
Each group will be responsible for setting up its own colony. You will need one
person to act as recorder for your group and to type up the proposal. You will need
to convince me, the investor, to spend money setting up your colony. If you can't
convince me, you will stay in England, and England was not a particularly nice
place to live in those days.
Each member of your group is expected to contribute. Points will be earned on an
individual basis — this means that each member of the group will earn his or her
own grade, based on contributions made. There are 50 points possible. Use the
graphic organizer on the back side of this sheet to write notes. Use these notes to
construct a one page written summary of the plan for your colony. Each group will
turn in one summary. In addition, you will draw a map. detailing the plans for the
colony. This will be done a separate sheet of paper from the written summary and
will also be turned in with your summary. Make sure the names of all group
members are on both sheets of paper.
Indentured servant: a person (not a slave) who agrees to work for a period of
time to pay off the cost of his or her voyage to America. Usually, they worked
i from four to seven years.
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