Official JAG competency wording: Comprehend written communications
Category: Basic Competencies
Source themes: reading comprehension, instruction following, literacy
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
D22 — Comprehend written communications
Explore D22 · Biased History Texts - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): The speakers describe supplementing a textbook with narratives and Native literature to broaden perspective. Students can practice comparing source accounts; reading and internet-research techniques need explicit instruction.
Updated for Proposed August 9, 2024: The passage contrasts textbook perspectives with Native narratives, supporting revised 5.3. Original JAG–interview approval retained.
Right now our textbooks and our textbooks in school that we actually use are teaching a slanted history that is slanted towards the non-native, the colonialism, and we just, it's just not the truth. It doesn't give a perspective on both sides. It doesn't give a fair value of this person to that person. It's not only the native cultures, it's the other ethnic groups also. There's the Spanish and the French and different people that... right now our textbooks are pro-American, which are there for a reason, but it's pro-American and we never can get, we can't get a fair shake out of the history books. It's a perverted, twisted history that we're really getting, and so when we bring teachers in and if we have non-native teachers teaching, you know, we have to work with our teachers and educate our teachers on what is it, the truth that you want to bring out there, but you also want to bring it out and not create other... From all perspectives. Yeah, and not create biases from any other lens either. So we might use a textbook as a base foundation in our social studies curriculum, but we supplement a lot, and we supplement just from narrative and verbal, which would still be some storytelling, and then we also have some good native literature that you can supplement some information from there. There are stories and essays that really have a good perspective from the native perspective, and you can bring that in to supplement it and make it a more, less biased curriculum.
Learn About: Why do the speakers supplement textbooks, and what kinds of sources do they name?
Learn From: What other source or perspective could help you evaluate a claim you encounter?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0086; video DnGzcszhv4U; passage containing: we supplement just from narrative and verbal. Teaching interpretation is separate from official wording and the interviewee’s account.
D22 — Comprehend written communications
Explore D22 · Oral Tradition- Victor Douville - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): Victor Douville describes revising his approach to balance oral tradition and written learning and attending to language meanings. This supports D22 by inviting students to read written information in relation to its context.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
Oral tradition is one of the things I grew up with. My intention was to learn as much oral tradition as I could. And I found that also once I learned about that, then I'll go to the next step, which is to look at the other side, which is the written side, which is reading books to be able to balance those. The first mistake I made was to rely on written sources. When I was going to school, I read when I came to teach at the university in 1970. And by 1980, I began to realize that I'm going about it the wrong way. I should be able to set the oral source as the foremost. I've been doing the other one, written sources. I couldn't find any written sources back then, so I switched the other way and found that oral sources also lead to interpreting words, semantics and etymology, which is looking at the root words. And there you can find the true meaning of it.
Learn About: What details in this passage support the speaker’s account of oral and written knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you read written information in relation to its context? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0028; https://www.youtube.com/watch?v=Vuk8Lzojaj0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D22 — Comprehend written communications
Explore D22 · More Valuable than Money - Victor Douville - OSEU #6 · OSEU 6
Reviewed teaching connection (Supporting): Victor Douville contrasts tribal and government perspectives on treaties and describes education in relation to land exchange. This supports D22 by inviting students to read agreements with attention to whose perspective is represented.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
The student must know the content, as we understood them, not as the government understood them. Because when the treaties were first made, that's what the government said. The court said they have to understand the meaning from the tribal's perspective, not from the government. They reneged on that. So now we have to know the contents of them and find out how we're funded. Because we had to give up about 100 million acres, but we brought them to court, our initial lawyer that handled Black Hills case, and then the 40 acres of unceded Indian country, that they gave away 40 million acres in order to get us on DACA for 60 million. So we have to understand that, how those treaties progressed, and what do we get from them? We get education. We get a lump sum for that. And for every 100 people, we should get a doctor. And then for every 40 students, we should get a classroom.
Learn About: What details in this passage support the speaker’s account of treaty perspectives? What would you need to hear in the full interview before interpreting it?
Learn From: How could you read agreements with attention to whose perspective is represented? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0032; https://www.youtube.com/watch?v=6KNlQKQtR8A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D22 — Comprehend written communications
Explore D22 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports D22 by inviting students to compare how reading and listening convey meaning.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.
Learn About: What details in this passage support the speaker’s account of listening to story values? What would you need to hear in the full interview before interpreting it?
Learn From: How could you compare how reading and listening convey meaning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0121; https://www.youtube.com/watch?v=CCbv0bg3n-Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D22 — Comprehend written communications
Explore D22 · Story of Audrey - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports D22 by inviting students to connect reading comprehension with understanding a task.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.
Learn About: What details in this passage support the speaker’s account of reading and lifelong opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect reading comprehension with understanding a task? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0123; https://www.youtube.com/watch?v=2ms_UZpCAyQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 3: Building Trust in the Classroom
General facilitation approach: General facilitation foundation. Use consistent expectations, attentive listening, and invitations for students to offer ideas.
Human Shaped Learning with Front Matter.docx · Ch. 3, actual manuscript pp. 28–34; What Trust Looks Like in the Classroom
Plan with these recommendations and select more HSL chapters.