Official JAG competency wording: Demonstrate team membership
Category: Leadership & Self-Development
Source themes: collaboration, group work, cooperation
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
E26 — Demonstrate team membership
Explore E26 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · The Oceti Sakowin Circle - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker links individual responsibility and sharing knowledge with a stronger circle. This supports examining initiative and contribution while keeping OSEU 7.3’s continuation of the way of life explicit.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We are all individuals in the circle, but as individuals, we have the responsibility to carry on the teachings, to do what needs to be done, to continue to make that circle strong. And that is what I think Oceti Sakowin is, and that as an adult who can speak the language, who has some knowledge of the teachings, it is my responsibility as an individual to share that so the circle becomes stronger, and I believe that is what that essential understanding is. We are the same as anybody else. We do have rights, as all South Dakota citizens do. We do have the same needs, desires, and some are different because culturally we are diverse. But my prayer is that as an educator, as a member of the Oceti Sakowin, that someday we will all have the understanding of each other. Not just that they understand us, but that we also understand our neighbors within this state of South Dakota.
Learn About: What responsibility does Stephanie Charging Eagle describe for an individual within the circle?
Learn From: What is something you know or can do that could contribute to a group’s work?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0181; video 4KErY_ZfZUs; passage containing: as individuals, we have the responsibility to carry on the teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Douville describes mutual sharing as necessary for moving ahead together. Students can identify contributions that make team membership reciprocal rather than simply dividing tasks.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports E26 by inviting students to consider participants’ contributions to a shared activity.
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, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider participants’ contributions to a shared activity? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · Caring for Parents & Grandparents with Irene Eagle Thunder-Skunk - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk recalls staying home and caring for parents and grandparents with her sister. This supports E26 by inviting students to consider shared contributions to family care.
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.
A lot of people, a lot of kids got sent to boarding school, but none of us went because our dad had bad heart trouble. And then our mom wasn't well either, so we just stayed with her. I'm just glad though. I'm just thankful that I stayed with my sister and I, and lived with them until they all passed on. Because my older sister got married and moved to White River. My sister, Katherine, and I stayed at the old, we just stayed there until our dad passed away. A lot of kids went to boarding school. I don't know about boarding school, people talk about boarding school, but I'm... You probably wouldn't know your language if you went to boarding school because they wouldn't allow us to... I know they used to always say that, but I don't know anything about that because I didn't go to boarding school.
Learn About: What details in this passage support the speaker’s account of care and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider shared contributions to family care? 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-0054; https://www.youtube.com/watch?v=lU0xP7JAPHg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports E26 by inviting students to examine how participation affects a group.
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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine how participation affects a group? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1
Reviewed teaching connection (Supporting): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports E26 by inviting students to identify contributions to shared family work.
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.
And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.
Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify contributions to shared family work? 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-0128; https://www.youtube.com/watch?v=uMsfIt7zH-o; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 13: Fostering Collaboration and Community in the Classroom
Reviewed teaching connection: Reviewed connections: E26. Also supported by E26 competency. Use a shared task with meaningful roles, turn-taking, paraphrasing, and feedback.
Human Shaped Learning with Front Matter.docx · Ch. 13, actual manuscript pp. 99–105; Practical Strategies for Collaboration
Plan with these recommendations and select more HSL chapters.