STRATEGIC PLAN Created By 3E: Anishinaabe Engagement, Education, and Empowerment July 7-9, 2016 Kitchi Gammi Club Charter Room Duluth, MN Strategic Plan to Facilitate Education about Governance and Encourage Engagement and Empowerment Facilitated by Contents This report contains the results of the 2016 strategic planning of the 3E Team. There are six sections to this report. 3 – 11 Organizational History & Current Environment This section of the report holds the results of five conversations designed to begin the strategic planning work planted in the history of governance and understanding of Nationhood These include responses to questions on basic data, trends, accomplishments and advantages. 12 - 15 Practical Vision This section of the report holds the 3E Team’s Vision. If tribal governance is done well, what is in place in 2026 that serves the community and the Minnesota Chippewa Nations? The group’s consensus and motivating image of the future is stated, along with where the Vision moves the effort to bring about positive change. 16 – 18 Underlying Contradictions Workshop This section of the report represents the group’s analysis of issues and obstacles blocking progress toward the Vision. This insightful look at contradictions assists the group in assuring its development strategies are grounded in reality. 19 – 21 Strategic Directions Workshop This section documents the two-year development strategies targeted by the 3E Team. The actions are woven into strategic directions that provide the group with clear statements of the priorities driving decision making. 22 – 36 Small Team Implementation Sheets, Targeted Achievement Calendar This section documents the accomplishments targeted for completion in Year One, along with the calendared effort and individual implementation sheets completed by the small teams who self-selected to work on task arenas. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 2 by Indigenous Collaboration, Inc. 37 – 51 Education & Marketing Material Audience Profile, Next Steps, Participant List This section records the group’s thoughts on education materials to develop, who the target audiences are and what the group knows about the audiences. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 3 by Indigenous Collaboration, Inc. History & Current Environment Scan In completing a scan of the environment, it is important to create a “snapshot” of government formulation as it currently exists in the consciousness of the communities to be involved in the effort to bring about positive changes in governance. And, to understand that this ‘snapshot’ of governance is shaped by the history and experience of the people, the community and their readiness to participate in participating in and shaping governance structures. The group generated data and information to discuss this history as it lives in the memories and stories of participants, along with the current day reality in which the vision of the group will be developed. In this session participants shared information on the history of Ojibway Tribes in Minnesota and their experiences with ‘governance’, Basic Data, Trends that impact the 3E Team’s work, Advantages and Recent Accomplishments that 3E or the Tribes have achieved in the past 2-3 years. These discussions help set the stage for the creation of a practical vision that is grounded in the reality of 3E, the Ojibway Tribes and their stakeholder communities. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 4 by Indigenous Collaboration, Inc. History Grounding 3E Team Vision 1880s & Before 1900 - 1919 World  WWI Native Ways of Knowing Not Viewed as Legitimate – Put in Box & Introduction of Religion and Education Not Allowed to Go Back to Circle Individuals  Traditional knowledge is valued by our people, individually  Indians as U.S. Veterans in WWI  All responsible to village, clan  Knowledge  Living a traditional way of life  Allotment/Land Stolen  Respect for traditional order  Formal Education & Religion influence worldviews Creating Reservations, Combining Bands ~ Creates Divisions;  Churches & missionaries taking over Community  Sense of belonging to Clan system Family & Churches v Tradition  Keeping community and family balance  Everyone knows their role within the Tribe  Respect for elders Pre-Assimilation: Clan System: Clan, Council, Family; Leadership  Broken promises (Native – Not State, Fed, etc.) & Leaders Flourished; Societies Assimilation Era: Hopeless, Lost,  Traditional Chiefs took care of clans/families Christianity, Boarding School, Split Up, Confused  Annuities  Traditional Culture  Governed by Clans Leadership  1837 Treaty Land  1854 Treaty Bois Fort, Grand Portage, Fond du Lac  1867 Treaty White Earth  Ceremonies outlawed  Leaders informed everyone of changes  First contact with Europeans  1855 Treaty: Mississippi, Leech Lake, Mille Lacs  Accountability of leadership Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 5 by Indigenous Collaboration, Inc. 3E Vision Team History (Continued) 1920 - 1939 1940 - 1959 World  Great Depression  WWII  Korean War  Parents begin to relinquish child-rearing responsibilities Parents Think Traditional Knowledge is Not Valuable,  “Dumb Indian” syndrome….if you spoke Ojibwe you weren’t viewed Feel Best Thing is for Kids to Receive White Education; as smart, picked on & treated bad Alcohol Means of Escape, Symptom of Spiritual Distress  Incest, child prostitution, violence – white men coming onto Rez, & Oppression Individuals forcibly pouring alcohol down women’s throats & raping them  Right to vote as U.S. citizens  Women sterilized  Individual’s feel included  Kids adopted out – parents drinking  Boarding schools  Less self-sufficiency as living/surviving becomes easier in 50’s  Running away from Boarding school and Beyond  Poverty & unemployment for lack of resources  Conflicting values  Kids rounded up forcibly sent to Boarding schools Increased Off-Reservation Population, Looking for Jobs, Military  Dysfunction within community and family Community  Poverty-limited jobs Family &  Ignoring our old Chiefs  Loss of family ties  Punishment for speaking language, want to blend in easier way  Alcohol influences individuals and family structures  Belonging  BIA control – Constitutions were adopted Relocation Era: Angry, Hopeful, Loss of Control, (Native – Not State,  Controversial “government” changes Survival, Promises; Termination Era:  Anishinaabe leadership disbanded Dislocation/Disconnect, Loss of Identity Leadership Fed, etc.)  Minnesota Chippewa Tribes (MCT) 1936  Commodities  Foreign Government system  Miriam Report 1928  Leadership also lost identity  IRA 1934  Roberts Rules of Order  Bois Forte leaders occupied hotel in DC  109 Reservations Eliminated  Leadership maintained language Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 6 by Indigenous Collaboration, Inc. 3E Vision Team History (Continued) 1960s 1970s 1980s World  Vietnam  Interstate built  Apartheid ends  Dam Construction  Energy Development / OPEC  Energy Crisis Self-Determination; False Sense of Native Pride: AIM, Leonard Peltier Taking Steps to Help Ourselves: Jobs, Control, Broken System Healthcare. Some Did, Others Kicked Back; Welfare Individuals  Crab in a bucket syndrome  Parents choosing to send kids to boarding  We were on welfare  Vietnam war, Veterans service to the school  More local clinics, healthcare U.S. and citizenship  Board school enrollment at its peak  Indians going to college and not making it  Seeking identity for individuals  Controlled leadership  Loss of language  BIE school stand still Family & Community Blood Quantum Requirement for Drugs/Alcohol Prevalent; Families Need Gaming, Corruption & Fear; Money Citizenship – Splits Families Help Tied to “Indians”; Decisions on Who Is and Isn’t Indian  Relocated to cities  Indian Child Welfare Act (ICWA)  Half tribe disenrolled to get control of mafia  People off-reservation being left out  Cultural revitalization begins gaming machines  Split families  Families banding together  System of spoils  Ceremonies re-established MCT Construction Revised – Revitalization of Language, Culture and Revitalization Governance, Resource (Native – Not State, Fed, Language Loss, Family Votes/Favors Opportunities (‘70s – ‘90’s)  Lack of resources to take care of people  Corrupt leadership Self-Determination: Revitalization, Leadership  Committee system for resources (1040’s  Blood quantum implemented Advocacy, Control by BIA, Divide & etc.) -1990’s)  Indian Religious Freedom Act – 1978 Conquer  Limited decision-making  “Progressive” leaders – divided culture  Loss of direction  System of spoils  “Power” came to light  Indian Self-Determination Act of 1974  Fight for treaty (fishing) rights  War on poverty & CAP programs all about  Making compacts for Gaming $ Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 7 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 8 by Indigenous Collaboration, Inc. 3E Vision Team History (Continued) 1990s 2000s World  Internet & World Wide Web  9/11  Fall of Soviet Union  Desert Storm Value to Realize Potential – Individuals Feel:  College visits – Tribal support for individuals, intuition, books, fees – “I can’t do it & I don’t have time” priority to develop people  Increased education opportunities Individuals  Younger generations experiencing ignorant racism: “You’re Indian? Can you sing and dance for me?”  Spear fishing controversy; not getting served in restaurants – blatant racism  Per capita comes with casinos  Language revitalization  Residency requirements  Jobs created by gaming – less unemployment Fear of Losing Language – Big Part of Who We Are Community  Continue to pass on traditions Family &  Minnesota Indigenous language symposium  Language awakening Revitalization of Language, Culture and Revitalization  Division of services (Native – Not State, Governance, Resource Opportunities (‘70s – ‘90’s)  Status quo Leadership Fed, etc) Self-Governance: More to Say With Block Grants; Freedom, Competition  Casino brings change  Stone case (PL 280) 1995? Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 9 by Indigenous Collaboration, Inc. 3E Vision Team History (Continued) 2010 - 2015 2016 World  Internalized oppression hating our culture Awakening Governance & Systems Not Working for Us Individuals  MCT becoming restrictive controlling with policies & We Need to Do Something  Hopelessness  Oppressing culture and language  Families in power that oppress others  Spiritual leaders, elders shunned unless government approved &  Anxiety – about being the last language speaker paid  Convoluted communication – exclusive, internalized racism Community Family &  Reclaiming identity “Coming Home”  Purging of Tribal politics in Native Communities  Referendum on White Earth constitution ignored  Lack of knowledge  Money valued over culture  Loss of direction  Tribal government supporting sulfide mining  Charter schools created Developing Relationships With Other Systems (Native – Not State, Leadership Fed, etc) Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 10 by Indigenous Collaboration, Inc. Environmental Scan: Basic Data These are facts, measurable information and statistics about the current reality for MCT  We are still reliant on the federal government  6 Bands make up the Minnesota Chippewa Tribe and we know who they are  We know our land base – Counties, acres, allotments, Trust  We have access to our current constitution and amendments  We know many fluent speakers we have  White Earth population = about 18,000 and decreasing. Typical voter turnout = 10%  Minnesota has the lowest native graduation rate in the U.S. but Iron Range has 100% for last 5 years  Government is still our parent because sovereignty is still controlled by Federal government  We are still considered a domestic dependent Nation by U.S. government  MCT = Minnesota Chippewa Tribes – Red Lake is not part of MCT  MCT is recognized by the Federal Government as a conglomerate (a number of different things that are grouped together to form a whole but remain distinct entities) that has been given sovereign authority, and, each of the Nations who are part of MCT are recognized as distinct Nations  Growing movement around 1855 Treaty Rights  Too many members chose not to participate elections  6 Different treaties created our land bases  Between the 6 of us we are similar, yet different  Poverty prevails based on government decisions (system of spoils)  Members need access to information  Approximately 40,000 members spread throughout the world  Disproportionate shares of resources (within each reservation & among MCT) Environmental Scan: Positive (+) Trends Trends are shifts or changes that are occurring around us and are not done yet. Positive trends are beneficial to our forward momentum, like the crest of a wave that a surfer might ride. They provide lift and support our efforts.  We are passing on more language & culture to our children  More schools are teaching language and culture  Systematic hoops/bureaucracy are increasing  Increased interest in Tribal government by off-reservation citizens  Increased language & culture activities organized by community  Increased desire to take are of Mother Earth/ environment  We are working on bridging the gap between youth and elders  Our reservations function more independently Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 11 by Indigenous Collaboration, Inc. Environmental Scan: Negative (-) Trends Trends are shifts or changes that are occurring around us and are not done yet. Negative trends present obstacles that hinder our forward momentum. They complicate and diffuse our efforts.  Opiate abuse is on the rise & affecting babies being born  Social media is increasing isolation in families and communities  Noticeable disparities in Health, Education, Cancer, Diabetes, Obesity  Constitutional amendments are eroding the power of the people but increasing power of Councils  Dis-enrolling members  Enrolling fewer members  Population is decreasing  Limiting enrollment based on monetary resources  Systematic hoops are increasing (structure)  Tribal Councils enforcing censorship  We are losing our elder’s knowledge and advice  Tribal Executive Committee (TEC) granted themselves more power Environmental Scan: Advantages Advantages are strengths, resources or expertise we possess that position us to make powerful and significant strides.  We have access to social media as an educational tool  We have a personal interest in the decisions we have to make  Mutual experience and understanding  We live this!  Knowledge of past and current  We have a passion – really care about the future  Experienced researchers  We have access to resources: Tribal, funding, people, educational  We are trusted by our communities  Our concern for the people because we are descendants  We are bridge builders  We are risk takers  We have access to natural resources  We have access to land bases  Ceremonial knowledge & practices  Sovereignty & ability to exercise it  We have great teachers and orators  Our success and entrepreneurship is growing  We have determination and resiliency  We are willing to ask the hard questions  We are willing to do the work Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 12 by Indigenous Collaboration, Inc. Environmental Scan: Recent Accomplishments (2-3 year) Recent accomplishments give us a sense of confidence as we look toward our continued achievement.  Referendum @ White Earth had record turnout of voters  Red Lake has an embassy  White Earth digital storytelling & education effort (thecwen.com)  More people coming together – ex: Iron Range, this planning grant  Increased media coverage of Tribal politics  Tribal Executive Committee Secretarial Election upcoming  We are here!  Off-reservation Tribal offices established by: Boise Fort, Leech Lake, Fond du Lac, White Earth, Mille Lacs  Recent elections @ each reservation  Sovereign immunity re-affirmed via court decisions  Land buy-backs, which increases reservation land base  The appointment of Karen Diver to Presidential Assistant to Indian Affairs  Vanessa Northrup election at Fond du Lac  National recognition of American Cancer Foundation – powwow for Hope  Establishment of language program  Reacquired lot leases on reservation land which resulted in increased housing  100 new houses @ Mille Lacs  3 new hotels off reservation  Immersion camps & schools  Fond du Lac purchased Spirit Island Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 13 by Indigenous Collaboration, Inc. Practical Vision Everyone owns the vision of the future. We each hold it in our imagination. In this workshop, participants are invited to bring their imagination and optimism to the table and help weave a complete picture of how strategic governance should support, advance or positively impact the Ojibwe Nations of Minnesota and all of their constituents. The workshop moved the conversation to a broader scope, with participants talking about the motivating image of the future that compels action. Participants were asked to discuss and describe the desired future that would be achieved through the work of the Team to reframe the structures under which the Nations are organized as sovereign entities. It is this image of the long-range future that inspires and motivates progress over time. The focus question before the group was: What Is In Place in 2026 That Tells Us We Have Established Desirable, Appropriate & Accountable Systems of Governance? Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 14 by Indigenous Collaboration, Inc. Vision 2026 Consensus Vision Statements The following statements represent the group’s consensus after discussing the individual elements of the vision for tribal governance. The following Vision Elements capture the group’s insight on their collective intent in each arena. Towards Towards Applying Our Knowledge Wholeness in Spirit & Mind Towards & Values to Secure The Future for And In Balance With the Universe - Sovereignty, Freedom the Next 7 Generations & Beyond Minobimaadiziwin & True Nationhood Our Constitution Our Children Are Language, We, the Exercise Our Our Population Is Thriving Economy Creates a Thriving In a Culture & Ojibwe Sovereign Thriving, We Have Where Everyone Governing Culturally-Based Our Values People, Are Authority & Fair Distribution of Contributes & Structure That Is Environment That Are Empowered to Responsibility Wealth & Program Benefits, Culturally Includes All Aspects Modeled & Participate in to Assure Services Promote Relevant, Ethical, of Mind, Body & Integrated Government Mother Community Re- Driven By Traditional Fair and Spirit Created by Our Into Our Openly & Earth’s Rights Investment Values of Self- Responsive to the Anishinabe Experts Governing Freely to Be Sufficiency People & Knowledge Systems & Nurtured and Holders Individual Protected Lives From Desecration Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 15 by Indigenous Collaboration, Inc. Vision Brainstorm Data This is the brainstorm data that was the result of the first round of vision discussions. It represents the ideas of many people. The brainstorm data itself does not represent the consensus of the group but it is an important link to what people were thinking about as they discussed each of these vision clusters. The groupings emerged from this seed data. Some ideas are specific, others are more general. They all help us imagine the future 10 years from now. O UR C ONSTITUTION C REATES A G OVERNING S TRUCTURE T HAT I S C ULTURALLY R ELEVANT , E THICAL , F AIR AND R ESPONSIVE TO THE P EOPLE  Tribal sovereignty is strong & respected  Separation of powers  We have a new constitution  Restorative justice  Strategic Plan in place  Leaders accountable for decisions & behavior O UR C HILDREN A RE T HRIVING IN A C ULTURALLY B ASED E NVIRONMENT T HAT I NCLUDES A LL A SPECTS OF M IND , B ODY & S PIRIT C REATED B Y O UR A NISHINAABE E XPERTS & K NOWLEDGE H OLDERS  100% graduation rates  Fluent Ojibwe children  Students learn traditions along with western science  Our people are viewed as experts L ANGUAGE , C ULTURE & O UR V ALUES A RE M ODELED & I NTEGRATED I NTO O UR G OVERNING S YSTEMS & I NDIVIDUAL L IVES  More tribal government support/ consideration of culture and language  Mandated language classes for all employees and members  Practice the good life  Our people are living our values  Minobimaadiziwin W E , THE O JIBWE P EOPLE , A RE E MPOWERED TO P ARTICIPATE IN G OVERNMENT O PENLY AND F REELY  Broader citizen participation in general government (committees, elections, etc)  People openly participate in government  Freedom of speech  Safer communities Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 16 by Indigenous Collaboration, Inc.  People have more faith in government “We”, not “Me”  Off-reservation members are recognized  Happy consensus of residents  Freedom of the press W E E XERCISE O UR S OVEREIGN A UTHORITY & R ESPONSIBILITY TO A SSURE M OTHER E ARTH ’ S R IGHTS TO BE N URTURED & P ROTECTED F ROM D ESECRATION  Policies for Mother Earth  Restored land base  Intergovernmental meetings to discuss/decide how resources are shared  Inter-Tribal unity on resource protection  Tribal authority recognized and exercises on entire Treaty area  We manage our natural resources on Anishinaabe values O UR P OPULATION IS T HRIVING , W E HAVE F AIR D ISTRIBUTION OF W EALTH & P ROGRAM S ERVICES P ROMOTE C OMMUNITY R E -I NVESTMENT  Fair distribution of resources and wealth  We share resources – on and off the reservation  Culturally competent healing, wellness and recovery center  Our population is growing  Program services are reciprocal T HRIVING E CONOMY W HERE E VERYONE C ONTRIBUTES & B ENEFITS , D RIVEN B Y T RADITIONAL V ALUES OF S ELF -S UFFICIENCY  Sustainable without federal government; truly free  Self-sustaining & our economies are thriving  More Federal money allocate to higher population  Anishinaabe employment structured  Separate government from Gaming Board Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 17 by Indigenous Collaboration, Inc. Underlying Contradictions The focus of the Underlying Contradictions workshop is analysis. The underlying contradictions workshop asks the question: What are the Issues Blocking Us From Realizing Our Vision? Honest dialogue is required for this clear-headed analysis of the organization’s issues. The group’s analysis of contradictions is at the heart of this workshop. Participants grappled with the issues and obstacles blocking the 3E Team’s Vision for desirable, appropriate and accountable systems of tribal governance and determined that there were four underlying contradictions. These are shown in the swirl on the next page moving from the most distracting at the center to the least distracting. Underlying Contradictions Data W E H AVE A D ISPROPORTIONATE D ISTRIBUTION O F A UTHORITY D EFINED B Y O UR C URRENT G OVERNMENTAL S YSTEM C AUSING P EOPLE TO F EEL D ISENFRANCHISED & L IKE T HEY H AVE N O V OICE  Electoral politics have resulted in apathy & broken promises  Division / fragmentation cause hindrance to decision-making  Casual indifference to most matters that don’t directly affect money $$$  Unfamiliar with the process and purpose of the constitution  Unintentional abandonment of Anishinaabe Izhitwaawin leaves disillusionment  Disrespect stifles positive progress  Fear of responsibility: taking action / risk; being judged; failures; learning  Fear of change – we prefer the status quo  Fear of retribution  Squeaky wheels get the attention and action when others can’t get help, info, etc.  Conditioned to believe one way W E A RE M IRED I N N ON -A NISHINAABE S YSTEMS O F L EADERSHIP T HAT F OSTER G REED & A RE D ISCONNECTED F ROM T HE P EOPLE  Unclear vision disorganized  Tribal Councils have made decisions without consensus of the people  Unintentional decision-making leaves us with more problems  Conflicting interpretations of the constitution, etc.  Misguided leadership impacts us all Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 18 by Indigenous Collaboration, Inc.  Greed, rather than the good of the people, influences policy  Silo’d, inconsistent, inter- / intra- communication leaves people confused  Obsolete government docs hinder participation  Disproportionate resources create resentment among our people S PORADIC , D ISJOINTED E FFORTS T O S ECURE O UR T REATY R IGHTS L IMIT R ESOURCES & M AKE U S V ULNERABLE T O O NGOING T RAUMA  Broken treaties have caused disruption in all systems  The reservation cannot sustain all its enrollees so people live off reservation  Historical trauma spurs substance abuse thus broken families and poverty  Dependent government have caused us to doubt our sovereignty  Tribal government support of Treaty Rights is sporadic & given little attention over time I MPOSED W ESTERN E DUCATION S YSTEMS P ERPETUATE E THNOCIDE B Y D ISMANTLING O UR W AYS & C ULTURAL V ALUES  Education systems are based in Western culture & have caused great damage to our communities  Outdated & unrealistic education systems stifle “knowledge”  Inconsistent knowledge or truth  State curriculum supersedes our Teachings  Devaluation of culture & language  We’re incomplete – we’ve abandoned our collective circle Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 19 by Indigenous Collaboration, Inc. Contradictions “Swirl” The issues identified are plotted onto this swirl with those that are the most distracting at the center and working their way outward: W E A RE MIRED I N N ON-A NISHINAABE S YSTEMS O F L EADERSHIP T HAT FOSTER G REED & A RE DISCONNECTED F ROM T HE P EOPLE I MPOSED W E HAVE A W ESTERN DISPROPORTIONATE E DUCATION DISTRIBUTION O F A UTHORITY S YSTEMS DEFINED B Y O UR CURRENT P ERPETUATE G OVERNMENTAL S YSTEM E THNOCIDE B Y CAUSING P EOPLE TO F EEL DISMANTLING DISENFRANCHISED & L IKE O UR W AYS & T HEY HAVE N O V OICE CULTURAL V ALUES S PORADIC , DISJOINTED E FFORTS T O S ECURE O UR T REATY R IGHTS L IMIT R ESOURCES & MAKE US V ULNERABLE T O O NGOING T RAUMA Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 20 by Indigenous Collaboration, Inc. Strategies for 2016-18 In this workshop participants developed potential actions that could be taken in the next two years to launch the 3E Team Vision. The group then wove those action elements into strategies. The group identified actions that launch vision activities and actions that address the contradictions. The strategies then came together through group dialogue, which in-turn, led to consensus statements describing the strategic approach to the work moving forward. C ULTIVATING S EEDS O F A NISHINAABE K NOWLEDGE F OR O UR P EOPLE T O G ROW  Produce educational material.  Train the trainers in educating community  Creation of educational videos  Create an educational packet  Obtain and decipher gov. docs  Utilize social media to ask “what if” and create action steps based on answers  Locate and define knowledge keepers and experts in their field (rice, law, social)  Create culturally competent recovery / wellness center – Healing Through Education C ONVENING T HE P EOPLE T O C REATE C OMMON U NDERSTANDINGS T O L EAD T HE C ONSTITUTIONAL E DUCATIONAL E FFORTS A T A G RASS R OOTS L EVEL  Promote productive dialogue. Talk! “What do you think?”  Piggy-back on existing Tribal community meetings / gatherings to hold listening sessions on enrollment, residency, etc.  Keep convening 3E  Exploring avenues to continue this work  Network with other Shinobs (community meetings, sessions, talking groups, internet)  Hold meetings / discussions where all are welcome, valued & heard  Organize community meetings P RIORITIZING R EVITALIZATION O F A NISHINAABE I DENTITY T O G ROW & S UPPORT A S TRONG G OVERNMENT  Help people find their Anishinaabe success  Participate in and encourage cultural events that empower people to practice our values and learn language (e.g. gather medicines, Anishinaabe names)  Spread mind-body-spirit techniques to manage stress & trauma  Re-establish education as mind, body, spirit (coping, conflict resolution) Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 21 by Indigenous Collaboration, Inc. E NCOURAGING P OSITIVE P ARTICIPATION I N O UR G OVERNANCE  Vote in secretarial election! (Lead by example)  Train people from each reservation: facilitation skills, MCT constitution, treaties, etc (full time job)  Define ways of empowering people to create a positive future  Develop and administer ta survey related to governance and future. Include willingness to contribute to organizing  Recruiting participants to spread the word  Develop a community survey  Launch a social media communication  Practice. Do. Show, not tell. Now. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 22 by Indigenous Collaboration, Inc. Strategic Opportunities The group was asked to review the two year strategies and determine what the arrangement of the strategies would be if one particular strategy would be at the forefront of creating new opportunities, momentum or involvement in the overall work to achieve the vision of the group. The group acknowledged that ALL of the strategies are significant in the effort to move ahead and arrived at the following arrangement of two- year strategies. What Strategic 2-Year Actions Can We Take To Launch Our Vision And Address The Issues? The front of the arrow represents that effort which creates breakthrough opportunity for 3E; at the center are those which produce critical mass in the effort; at the rear are those strategies which create lift and stability to assure distance in the trajectory of the work. CULTIVATING S EEDS O F A NISHINAABE K NOWLEDGE FOR O UR CONVENING P EOPLE T O E NCOURAGING T HE P EOPLE T O CREATE G ROW P OSITIVE COMMON U NDERSTANDINGS T O P ARTICIPATION L EAD T HE C ONSTITUTIONAL I N O UR E DUCATION E FFORTS A T A G OVERNANCE G RASS R OOTS L EVEL P RIORITIZING REVITALIZATION O F A NISHINAABE I DENTITY T O G ROW & S UPPORT A S TRONG G OVERNMENT Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 23 by Indigenous Collaboration, Inc. Implementation & Next Steps Achieving meaningful change is a long-term effort that requires the coordinated, persistent involvement of many to launch the work that paves the way for community readiness, asset deployment and collective support and contribution to the process. In the implementation workshop, all participants are asked to identify what work needs to be done to move each of the strategies ahead as well as identify which piece of the puzzle they will work on to support the whole group’s effort. Participants self-selected onto small work teams, and mapped out the timeline of effort they will undertake – individually and together – to build momentum toward achieving their vision of the future. The timeline calendar lists the major accomplishments of each of the small teams, made up of individuals from different areas. This information is supplemented by the planning sheets of the small teams, spelling out who will do what in the first quarter of the calendar year to begin achieving and accumulating small successes that move toward the desired future articulated by the whole group. A blank planning sheet is included to assist small teams in continuing to meet, update small team plans and map out further tasks for implementation. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 24 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 25 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 26 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 27 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 28 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 29 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 30 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 31 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 32 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 33 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 34 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 35 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 36 by Indigenous Collaboration, Inc. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 37 by Indigenous Collaboration, Inc. 1 Year Implementation Calendar – 3E Team COMMUNICATIONS (created by: Karlene, David, John, Victor) Now Months 1-3 Months 4-6 Months 7-9 Months 10-12 Year 2 o Create 1 pg handout o Find o Create Educational o 2 Day Native Nation o Begin “Get Out the o Increase voter for talking points Marketing/Graphic materials (videos, Building Event Vote” efforts for turnout by 20% o Create Facebook person to assist handouts, etc) o Informal info upcoming election o Build relationships Page o Create website o Begin holding sessions w/pre & via multi-media and alliances o Identify 101 Topics o Review other Tribal informal info post surveys (newsletter, FB, o Multimedia used for o Letter to TEC & Constitutions sessions w/pre and o Build relationships website, etc.) communication tools RBCs o Define & prioritize post surveys and alliances o Build relationships o Build relationships educational materials o Engage Tribal o Multimedia used for and alliances and alliances o Create pre & post leadership communication tools o Multimedia used for o Share what we’ve survey for info o Organize summer communication tools learned with family sessions youth activity & friends o Build relationships (w/IPTF to create and alliances play) o Build relationships and alliances o Multimedia used for communication tools RESOURCES (created by: Baabiitaw, Donald, Sharon, Michaa) Now Months 1-3 Months 4-6 Months 7-9 Months 10-12 Year 2 o Gather governance o Recruit group of 10 o Assess survey results o Assess survey results o Assess survey results to documents (bylaws, facilitators to reevaluate info to reevaluate info reevaluate info sessions historical, etc.) o Develop wholesome, sessions sessions o Directory of assets and inspiring activities resources, allies, Next o Teach ceremonial Steps lifeline o Decipher governing o Conduct training for documents and provide facilitators, include: interpretations; community reconcile what we know engagement, with the wording ceremonial lifeline, contained in documents resources Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 38 by Indigenous Collaboration, Inc. FUNDING (created by: Lorna, Jill, Louie, Elyse) Now Months 1-3 Months 4-6 Months 7-9 Months 10-12 Year 2 o Finalize plans on o Submit grant o CLG Meeting o CLG Meeting o CLG Meeting o CLG Meetings July 23 application to o Communications o Communications o Communications o Communications o Write final report execute action plan with funders with funders with funders with funders for current 3E o Receive funding to grant continue efforts by o Identify fiscal Nov 30 agent o CLG Meeting o Write grant to o Communications execute this plan with funders by Sep 30 o Identify other possible funders o Core Leadership Group (CLG) Meeting Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 39 by Indigenous Collaboration, Inc. Education & Marketing Material Audience Profile The group diverted from their effort to formulate a Strategic Plan for their engagement, education, and empowerment movement to focus specifically on the different populations of people who make up the body of Tribal and community stakeholders. The group began by sharing their expectations of what forms their educational and marketing materials would take, then identified who the key participants are in the movement. Once the group had a sense of what they had in mind and who their targeted audiences would be for their educational and marketing effort to engage the group, they completed a process to describe what they knew about each of the constituency groups identified, including what attracts, repels and are issues of concern to the specific target audience. When the group had a more comprehensive sense of the ‘cast of characters’ in the educational process, they then brainstormed options to attract the different stakeholder groups by providing information that helps people feel/relate to tribal government, have hands-on experiences that help people discover their connection to tribal government, or provide specific sets of data, facts and information that help people analyze and assess their position in tribal government. Finally, the group identified the specific resource people, known to the group who could be recruited or called upon to assist in developing responsive, appropriate materials and content to engage the different constituencies represented in the audiences. This information is provided as a resource to assist the individual(s) tasked with taking the materials development effort to its next phases. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 40 by Indigenous Collaboration, Inc. Group Images on Content and Audience W HAT F ORM S HOULD M ARKETING AND E DUCATIONAL M ATERIALS T AKE ? Videos Humorous content Educational booths @ events Circle fold out opens like orange Somebody as a teacher Talk radio with reservation slices that open to see pie inside stations – interviews, Q&A Website – interactive Website that is multi-faceted “PSA” type commercials and scaffolded with information Oral presentations Story telling Informal kitchen table talks W HICH G ROUPS A RE R EADY TO B E C OMMUNICATED AND C ONNECTED W ITH The group was asked to consider three categories of people: 1) people among the tribes who are Committed to change, ready to show up, be involved and see change; People within the Tribes who are Undecided or unfamiliar with the topic, and; those among the Tribes who are resistant – for one reason or another. When the group had an image in their mind of who the stakeholders are who show up in these arenas, they were asked to consider what their collective intuition is about the percent of the stakeholders who fall into each category. The group discussed each category and agreed that the following percentages felt about right and consistent with what their own experiences tell them about where the people in their community fall: Committed (Those who show up ready to be involved and ready for change): 10% Undecided (Those disconnected, uninformed or without strong feelings either way): 75%- 80% Resistant or Non Committal (Those who are absolutely against constitutional change or are too fragile and at-risk to participate): 10%-15% Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 41 by Indigenous Collaboration, Inc. I DENTIFYING S TAKEHOLDERS Once the group discussed the body of folks in the communities and discussed their disposition, the group did a brainstorm on Who Are The Key Participants and Partners Who Can Help Plant the Seeds, Grow the People and Move the Movement of Constitutional Change? The group identified the following categories of people who are somewhere along the continuum of knowledge/experience in their readiness to be part of the effort to change the governmental structure of the Minnesota Ojibwe Tribes. For the purposes of the group work to build momentum, the effort will focus on educating and engaging the groups that make up 85- 90% of people who are ready or are undecided. Those who fall within the 10-15% who are resistant, not ready or too vulnerable to participate are set aside for now, not because they are unimportant but because they may not feel safe to participate until the political and economic environment shifts. The following constituents fall within this group are:  Members employed  Poor, low  Low social status by the system, income unhappy & at risk to be involved  Family leaders: men,  People  Family members who women, siblings, afraid of are not willing to invest gatherings retribution and commit Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 42 by Indigenous Collaboration, Inc. Audience Profile ~ What We Know About Our Target Audiences Youth * Completed by young participants in the session reflecting on selves & peers  Ages 11-14, males, females  Participants in the session, completed the data profile to reflect themselves, their peers We Like/ Are Attracted To: We Dislike or Avoid:  Ojibway language classes  Traveling around or going out of town – until  Lacrosse immersion camps we get used to it  Boys & Girls Club  Math  Video games  Some don’t like sports  Friends, relatives  Lessons -> formal learning (like in school)  Powwows and really pushy stuff, like “Tobacco  Lynx games Campaign” type stuff  Canoeing  School  Rice knocking  Cleaning up  Sugar Bush  Target Center  Basketball We Receive Info Best By / Prefer This Media, The Key Concerns / Problems Experienced By Method, Medium of Communication Our Peer Group  Facebook  Peer pressure around drinking, weed, nicotine  Chaz -> brings in artists, people who are  Being poor interesting  Bullies -> sixth graders worry about being  Class trip bullied when they go into 7th grade  Information at Ball Games  Gangs  Camps  Suicide  The papers in the doorway of the store  Rice sprouting – are we going to have any to  Friends our own age telling us something harvest?  Scared of losing their parents to drugs  Being abused by their parents Opportunities to Connect, Support Solutions to Key Messages We Want To Know or Be Our Issues (Address What’s In It For Me) Talked to About Are  Organized activities  Tell me what to stay out of  RTC activities  Tell me what to get into  Movies – especially on Sundays  Be Specific (don’t’ just get after me)  Boys and Girls clubs  Programs and experiences – how to get into  During storms – when we’re trapped indoors the language more  School free time Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 43 by Indigenous Collaboration, Inc. People Who Are Already In The Learning Mindset  College students  Indian Educators in High Schools, Public Schools, Colleges  School Boards  Tribal Colleges (current classes)  Parent Committees  Superintendents  Youth Staff: Niigawn, Native Youth Alliance (in East Lake) Like/ Is Attracted To: Dislikes or Avoids:  Talking to youth and kids  Bureaucracy and complications with it –  Teaching, giving lessons hoops  Participation  Limiting, controlling people and situations  Social situations  Curriculum that blocks their passion  Genuine, caring about stuff and people  Limited resources  High energy – straight forward  Misguided authority  Creative, innovative  Imposed teaching styles  Interactive  Non creative stuff  Native orientation  Opportunities for personal growth Receive Info Best By / Prefer This Media, Key Concerns / Problems Experienced By This Method, Medium of Communication Group  Experiential – active involvement  Materials, context and content for history and  Social, digital media information on this subject  Games/amusement  Finding, connecting to people who can help  Music, arts, travel them expand  Where they’re the creator…writing, making  Funding to do cool stuff plays, etc  Idea that you have one identity (Mexican,  Part of solution, being asked questions Indian, black – that you can only be “this”)  surveys  Antiquated resources/ info on subject  How to fit this information into my coursework Opportunities to Connect, Support Solutions to Key Messages We Want Them To Know, Do Their Issues (Address What’s In It For Me) or Feel In Our Efforts  Offer credit courses for teachers  Things can change in a positive way  Conferences, retreats, workshops  Teaches about opportunities to expand new  Digital story-making, writing: being part of horizons, ideas and options expression-makers, message designers  Opportunity to be in the driver’s seat  Environment to be asked for opinion &  Fun, unique learning environment creative environments of useful, meaningful  Entertaining, satisfying stuff Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 44 by Indigenous Collaboration, Inc. Resource People  Bush Foundation , NNI & Company  Technical production support (IT departments), video producers, social media managers  Media: news editors, communications  Media: Radio contacts, television  Elder committees  Technical writers: grants, resource materials Like/ Is Attracted To: Dislikes or Avoids:  Facts, data details  Scattered process, information  Results, clear goals  Unsubstantiated information  Organized stuff  Incomplete efforts  Influential to masses  Unenthusiastic participants, not willing to  Desire to help share  Research  Looking dumb or ineffective  Survey (monkey)  Negativity, controversy  Interesting topics  Helping effectively and creatively  Making an impact  Zhooniyaa - $  Schedule, timeline, deadline Receive Info Best By / Prefer This Media, Key Concerns / Problems Experienced By This Method, Medium of Communication Group  Written reports  Funding  Charts  Experienced people  Electronic!  Incomplete data  On-time, deadline  Clear direction  Face-to-face, dialogue  Positive results  Internet  Lack of appreciation for messy, bottom-up  Results community for change  Proposals with clear strategy  Published reports  Social media Opportunities to Connect, Support Solutions to Key Messages We Want Them To Know, Do Their Issues (Address What’s In It For Me) or Feel In Our Efforts  Clear communication  This will have a positive impact on the future  Invitation to information session (historic effort)  Opportunity to participate/ observe  Strategically building our youth and future  Support change  We need their expertise to assist us  RFP’s  They have a means of helping native  Stronger understanding of cultural ways and communities thrive concerns  We’re committed to doing this. Your help can  They read influential media (ex: Star Tribune) make it happen better, faster Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 45 by Indigenous Collaboration, Inc. People Who Have Experience, Context With “Governance” And Are Witness to The Landscape Change is Playing Out In  Current elected officials & ex-politicians  Tribal administrators, current and former  Long-time activists  Community members who are constitutional scholars  Attorneys and lobbyists (contractors and members, descendants) Like/ Is Attracted To: Dislikes or Avoids:  ATTENTION  Losing  What’s popular, applause  Controversy  Winning  Unpopular topics, issues  Constituents, taking care of them  Answering the hard questions  Work on Tribal issues  Anything threatening to them & their  Continue looking for more education/ administration’s power/control understanding of politics  Disorganized / wasted time  Being in the spotlight, sharing information  Making hard or controversial decisions  Positive change / legacy Receive Info Best By / Prefer This Media, Key Concerns / Problems Experienced By This Method, Medium of Communication Group  Emails  Blind-sided  Phone calls  Not having all facts  Meetings  Fractionation  Presentation  Unenthusiastic participants, negative attitudes  Social Media  Controversy  Key staff  Being re-elected  Surveys  One Pagers  Their constituents’ communication to them  Face-to-face  Relationships  Reminders Opportunities to Connect, Support Solutions to Key Messages We Want Them To Know, Do Their Issues (Address What’s In It For Me) or Feel In Our Efforts  Lobby – letters, emails, calls  Make a decision / do something  Multitude of meetings  Lobby individually  Newspapers  Social media  Social media  It’s about the future  Council meetings  People are committed to action!  One-on-one phone calls  We want them to be part of this action and not  Radio programs feel excluded  Satisfaction of accomplishments  Listen to the people, act on their wishes  Stand out in historical matter  Sovereignty requires all of our voices & gifts Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 46 by Indigenous Collaboration, Inc. People Who Want to Fit In, Don’t Belong, Don’t Know How & Feel Disenfranchised  Urban enrollees  Disenrolled & people who missed enrollment  JOM, native students, off reservation  Descendants who live on reservation & don’t have a role Like/ Is Attracted To: Dislikes or Avoids:  Belonging, connection  Being called they are “white Indians” – not  Inclusion in Cultural events (powwows, part of the Tribe/ band feasts, etc)  Being told they can’t participate in activities  Getting information on current events on the rez (newsletters, meetings, forums)  Not getting information about what’s going on  Feeling they’re a part of their community in the community  Being heart/ listened to  People claiming they only want benefits  Legacy – what am I leaving for the future?  Being excluded, discou8nted, not listened to  Seen for positive contributions  No communication  Want to be enrolled Receive Info Best By / Prefer This Media, Key Concerns / Problems Experienced By This Method, Medium of Communication Group  Social media  Information is censored before they receive it  Word of mouth (rumors)  Feeling of being singled out  Family members  Travel distance to the rez  Native newspapers (circle, Indian Country)  Not seen as anyone’s priority audience  Urban offices (why not engage ALL potential  Can’t get some Tribal services customers?)  Lot of misunderstanding  Electronic means  Opportunities to Connect, Support Solutions to Key Messages We Want Them To Know, Do Their Issues (Address What’s In It For Me) or Feel In Our Efforts  Willingness to contribute  Others willing to provide information  Call special meeting just for them  Be a part of us/ join  Develop special Facebook group  Have a voice, share with your people  Quarterly brown-bag gatherings to share  If all Ojibwe were ONE, we would be… information  You do belong  Electronic means Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 47 by Indigenous Collaboration, Inc. Cultural Spiritual Mindset / Journey  Spiritual leaders  Powwow emcees, participants  Established groups: community councils, ceremonial, Boys & Girls clubs  Drum Chief (carriers)  Ceremonies – cultural teachers in schools (AAC), community programs, garden programs, nutrition programs  Language speakers Like/ Is Attracted To: Dislikes or Avoids:  Committed beliefs to our traditional ways  Failure to follow protocol, or not having any  Travel to different ceremonial events  Pessimism/conflict  Sharing information, stories  Separate politics  Helping people, reconnecting people to  Not being called on as often as they could culture  Divide between culture/ tradition and  Revitalizing values, practices, culture, spirit conventional decision-making / governance  Maintaining Ojibwe identity & relate  Christianity & negative influence on information, teachings to spirituality traditional ways  Improving health of people  Turmoil  Revitalizing language  Distractions  Revitalizing ceremonies  Spiritual abuse  Like-minded people  Peace practices Receive Info Best By / Prefer This Media, Key Concerns / Problems Experienced By This Method, Medium of Communication Group  Asemaa (tobacco) offering  Fear being exploited culturally  Meetings (drums, word of mouth)  Feel exploited  Community Meetings, word of mouth  Not being understood  Talking points in both languages  Not being valued, respected, listened to  Storytelling  Communities not walking their talk  Songs – teachings in songs  Being invited to do blessing at event, then  In person dismissed  Under supported – monetarily Opportunities to Connect, Support Solutions to Key Messages We Want Them To Know, Do Their Issues (Address What’s In It For Me) or Feel In Our Efforts  Ceremonies, meetings  Help the nation return to roots in order to  One-on-one, always with tobacco move forward  Elder community meetings  We want to move in good direction with their  Elder forums support  Create videos to capture their wisdom  We want/need their input  Put our values and lifeways in the center of our nation and governance  Guidance in Spiritual connections  Appreciated; Keepers of Knowledge Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 48 by Indigenous Collaboration, Inc. People At The Front of the Movement – Early Adapters  Community heroes – those who are willing to speak up on behalf of people  Artists and musicians – do a play!  Elected leaders, school boards, Tribal Councils – who get it  Influential Facebookers  Writers who frame the context or the conversation Like/ Is Attracted To: Dislikes or Avoids:  Being first, “in the know”  Being wrong, having bad information  Taking a stand, speaking up  Obstacles/ opposition  Connecting with people, audiences  Doing nothing  Making friends and influential  Status quo  Center of attention  No action  Setting the trends  No follow up or results  Doing what is ‘right’  Ineffectiveness  Risk takers  Being cast as a “troublemaker”  Revolution  Recognition  Making a different, conflict Receive Info Best By / Prefer This Media, Key Concerns / Problems Experienced By This Method, Medium of Communication Group  Straightforward, direct, accurate!  Difficult to translate complex issues  More likely to read briefing document  Controversy  Internet / social media  Being patient with general population to catch  Writing up  Community gatherings  Getting the word out  Face-to-face, family, friends, constituents  Not understanding the whole picture Opportunities to Connect, Support Solutions to Key Messages We Want Them To Know, Do Their Issues (Address What’s In It For Me) or Feel In Our Efforts  Electronically (social media)  Help build initial awareness (“why”)  Events/public  Be at forefront of people’s movement  Popularity  Be creative in engaging people differently  Feeling of being in forefront  Be general, then get more specific  Clear message developed  Create a play/materials  Create visual materials  Input will be valued  PSA’s  Say it. Say it again. Repeat (minimum 7 contacts with message until it’s heard for the first time) Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 49 by Indigenous Collaboration, Inc. Making Meaningful Connections With Our Constituencies & People Before undertaking the brainstorm, the group was asked to consider what they – and the people they know – respond to and take action on. The group agreed that they tend to take action when they deeply feel something. The conversation then went to explore what helps people feel or personally connect to their own “Why?” for becoming involved. The group also considered the experiences that help people connect to their own “Why?” and, the group identified the facts and information that help people understand & have useful knowledge about Governance that can help them form their own “Why?”. When the group completed their individual and small team brainstorm, they brought the information forward to identify which information was most effective in each of these three arenas of Heart (feeling their “Why?”); Hand (do or have an experience that helps each person reveal their own “Why?”); and Head (the data, information that helps people think through their own “Why?”. ) The group brainstormed information on the following focus question: What do people need to know, learn or experience to be knowledgeable participants in framing and upholding their own governance system? Heart (Feeling)  Empathy  Needs of the people  Respect different perspectives  Share your beliefs  Feel fundamental sense of belonging: invitation, gifting  Tribal leaders need to experience disenfranchisement, empathy Hand (Do, Experience)  Games, share information  Kitchen table conversations to talk informally  Who they are (personal sovereignty)  Give people possible scenarios or encourage them to come up with ones that would make them feel good, included, hopeful  You can make a different – create a positive future  Consensus building skills  Open, safe environment for respectful dialogue  How government affects them (rights, benefits)  Envisioning the future  Describe what change looks like – have them do it Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 50 by Indigenous Collaboration, Inc. Head (Facts, Data, Information)  Understand the historic (pre IRA) systems of governance (including treaties)  What are the possibilities? What fits our needs today?  What are the pros and cons to any new proposals? No perfect system  Constitutional terms, concepts  Language provide World View  Anishinaabe History (IRA)  Understand a lifelong learning process  Government structure & models  Tribal and MCT governmental history  Minnesota Chippewa Tribe (MCT) and Tribal Executive Committee (TEC) – who are they and what are their roles?  Treaty information  Constitutions deciphered  It’s more than enrollment and services  Ideas and opinions of youth matter  Past efforts that have taken place – people have tried this in the past  The issues to open eyes  Sovereignty, Self-government  Understand current constitutional /systems we have now  What are the issues? What is working? What is NOT working? NOTE: The group recognized that the assemblage of people around the tables are highly comfortable and familiar with the information, data part of the effort to engage people, but that their personal knowledge on how to help people get in touch with their feelings and create experiences for people to discover their own opinions on constitutional change is less represented in the group. Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 51 by Indigenous Collaboration, Inc. Potential Resources To Advance the Effort The group identified specific people they know who have the capability to help them and identified those people by name and by their potential contributions to the educational and marketing efforts to engage the broader constituencies in the conversations on tribal governance. WHO WE KNOW WHAT THEY KNOW/DO Adrienne Benjamin People who can help us with heart/feeling messaging Joe Nay Heart/Feeling messaging Dorinne Day Heart/Feeling messaging Karen Drift Heart/Feeling messaging Liz Jaakola Heart/Feeling messaging Roxanne Delise Heart/Feeling messaging Jamie Adams Heart/Feeling messaging James Mehr Heart/Feeling messaging Curtis Kirby Theater with Youth – Do/Experience development Diana Lowrey Do/ Experience development Lowanna Green Sky, Laurie Eiden, Michelle Teacher/ youth Do/Experience development, Kerrigan work in Indian education Marianna Harstead DNR – Summer Star program, passionate about Leech Lake – maybe can help with shaping experiences Dana Logan Executive Admin for Council – knowledgeable about Tribal government Donald Chosa Cultural knowledge Daanis Chosa Cultural knowledge Sharon Day Cultural knowledge Lee Staples Cultural knowledge Byron Ninham Cultural knowledge Gina Beaudreaux Cultural knowledge Edye Howes Cultural knowledge Edward Minimum Education specialist Rick St Germaine Education specialist Brad Harrington Multi-talented “Doer” Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 52 by Indigenous Collaboration, Inc. Next Steps 1. July 18 Jill & Lorna receive Strategic Plan document from Paul and Lesley 2. July 19 Jill & Lorna distribute SP document to group 3. July 23 Group reconvene Team meeting – #1 choice: Hinckley for 1.5 days to allow for more full coverage of agenda items Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 53 by Indigenous Collaboration, Inc. Participants, 3E: Anishinaabe Engagement, Education, and Empowerment Strategic Plan July 7-9, 2016 Name Title / Role Email Donald Chosa, Jr Bois Forte Board Member dchosa@centurytel.net Karlene Chosa Boise Forte Tribal Council dchosa@centurytel.net Lorna LaGue White Earth Lague.lorna@gmail.com Louie Johannsen White Earth, Iron Range Council Chair Louiejohannsen3@msn.com Victor Aubid Grand Portage / East Lake David Cournoyer Plain Depth Consulting Dcournoyer33@gmail.com Melissa Boyd Mille lacs / Immersion baabiitaw@gmail.com Michaa Aubid East Lake / Mille lacs / Sandy Lake Michaa.aubid@gmail.com John Morrin Grand Portage Tribal Council jmorrin@grandportage.com Elyse Lawrey Grand Portage / Enrolled Member elawrey@gmail.com Jill Doerfler White Earth /UMD doerflj@d.umn.edu Sharon Day Bois Forte Band Member smarieday@aol.com Daebwae Chosa (12 y/o) Bois Forte Band Member daebmarie@gmail.com Anthony Drift (11 y/o) Bois Forte Band Member Ant.hidden.apex@gmail.com Isabelle Boyd (14 y/o) East Lake 20boydisa@isdl.org Indigenous Collaboration Lesley Kabotie Facilitator / Documentation ljkabotie@gmail.com Paul Kabotie Facilitator / Documentation pkabotie@gmail.com Anishinaabe Engagement, Education, and Empowerment Strategic Plan facilitated and documented for 3E Team 54 by Indigenous Collaboration, Inc.