Official JAG competency wording: Identify a self-value system and how it affects life
Category: Personal Skills
Source themes: ethics, decision-making, personal beliefs
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
F32 — Identify a self-value system and how it affects life
Explore F32 · Lakota Identity and Virtues - Stephanie Charging Eagle - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker connects virtues, roles, and doing one’s best with contributing to a larger circle. OSEU 2 foregrounds unique individual identity and strength. This is an ethical reflection context, not an occupational ethics code.
Updated for Proposed August 9, 2024: The account supports OSEU 2’s individual identity and strength; a traditional-to-contemporary continuum is not the specific focus of the passage. Original JAG–interview approval retained.
Most importantly, we have to acknowledge that there is a system in place that was… I guess you could say… forced upon us… to acknowledge who we are, you know…in that way. And that is with the blood quantum… and that is the reality. So, we have to work with that. But we… what we want our students of South Dakota… who use this curriculum… is that we consider ourselves people of the Oceti Sakowin… because we come from that land… we come from that lineage of people… who fought for that…who lived that life… who acknowledge spiritually who Wakan Tanka is… who Tunkasila is. If we were to… this is just my personal… I guess this is personal for me… if I were asked to pick people in my community who would be the people that would be acknowledged as Lakota… because of criteria, certain criteria…I would have to say first that they live the life of a Lakota person… which is a male or female… and to live that life as a Lakota person would. And that is, you know, all the teachings we've gotten as a Lakota woman…what I was taught were certain responsibilities… certain roles that I had to know and to be able to do as a woman… and that was my role in the circle… and the male is the same. So I wouldn't be like a male and the male wouldn't be like a female. The… our roles and responsibilities. So I would have to look at the individual and say, “They are… I would say they are Lakota because every day they live that life. They're generous in the way that we as Lakota people are generous. They are spiritual in the way that our Lakota people are spiritual.” And so it's all these very abstract virtues or characteristics. And then language… to be able to speak the language… not just surface language…but to be able to understand when we say, “tiospaye,” what does that mean? We know that means “extended family,” but what does that word really mean? And to have the language in that sense would be another very important criteria. The other thing is… to understand the spiritual part of who we are…to understand that we are one in a circle…but that to be the best we are in that circle individually is what makes us whole… strong as a whole. We are never an individual for ourselves, but that we do our best to be who we are. And that's what I believe… when we talk about variety and resilience, that is the key there… for me to be the best educator… not because I'm going to get lots of money. I never…I'll never be rich, you know…but to be the best educator…to be the best woman… to be the best in what I do because I'm doing it within the circle to make the circle stronger. And that I believe is the variety and the resilience of our people. And that's what we would like our students of South Dakota to see and understand.
Learn About: How does Stephanie Charging Eagle connect individual responsibilities with the strength of the circle?
Learn From: Which value would you want to guide your contribution to a group or task, and what action would show it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0196; video S5GCCDw08c4; passage containing: to be the best in what I do because I'm doing it within the circle. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Douville places generosity at the center of decisions about resources and relationships. Students can examine how a value changes choices without treating his account as a universal financial rule.
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.
F32 — Identify a self-value system and how it affects life
Explore F32 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Douville explicitly describes values taught to students and the role of fortitude in facing problems. This supports examining a value system as a guide for action rather than merely listing admirable words.
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.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · The Cost of Gambling and Alcohol with Duane Hollow Horn Bear – Storytelling · OSEU 5
Reviewed teaching connection (Supporting): Hollow Horn Bear describes sadness, loneliness, anger, coping, and listeners finding personal meaning in stories. This supports F32 by inviting students to examine the relationship between values and choices.
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.
Let's talk about our history, something in our history that we all need to know. Sometimes we are afraid of our history. We don't want to know it. I've come across this time and time again with young people who are afraid of history. Maybe the truth, from our perspective, these stories tell us something about what life has done to us and how we react to it, as all people do with any situation. The process of making decisions, emotions, we all have emotions that we all have to deal with every day. From the moment you wake up feeling sad, lonely, maybe angry, puzzled, or maybe happy, joyful. Throughout our day, these emotions, we deal with them all day long and into our dreams. Life is emotions we have to cope with, coping with life. We need stories such as these to learn from, to guide us. So I'd like to share a couple of stories with you today.
Learn About: What details in this passage support the speaker’s account of emotions and choices? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine the relationship between values and choices? 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-0010; https://www.youtube.com/watch?v=6RK3z2jzH34; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports F32 by inviting students to examine how values shape treatment of others.
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.
Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.
Learn About: What details in this passage support the speaker’s account of hospitality and values? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine how values shape treatment of others? 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-0059; https://www.youtube.com/watch?v=ETOjZKS3n4A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports F32 by inviting students to consider values expressed through art.
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.
Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.
Learn About: What details in this passage support the speaker’s account of arts across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider values expressed through art? 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-0098; https://www.youtube.com/watch?v=X9e0lg2OD6w; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3
Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports F32 by inviting students to examine values lived in everyday actions.
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.
This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.
Learn About: What details in this passage support the speaker’s account of language and identity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine values lived in everyday actions? 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-0103; https://www.youtube.com/watch?v=9bJTXfy30pk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · You Are Your Mother - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis reflects on her mother’s example and striving to care well for her children and grandchildren. This supports F32 by inviting students to examine values conveyed through a family example.
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.
We went to ceremony together. I told her…I was sharing in there…because it was soon after we lost my mom…I was sharing with her that, you know…I said my brother…one of my brothers told me that I looked like my mom. And that…he said, “Not only does she look like her and walk like her, but she laughs like her.” And so… when it was going around the circle…everybody was sharing… and then Patty said…she reflected back on what I had shared and she said, “You know, April,” she said. “You were talking about your mother.” And she said, “You are your mom.” This is really hard for me, ya know, but… I think what gets hard for me is… I want to walk the way she did… in a good way. With my kids, I tried the best I could. I did the best I could with them. I do the best I can with them. And then my grandchildren… being that grandma image here to these kids… I call them the “little free spirits.” At St.
Learn About: What details in this passage support the speaker’s account of role models and care? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine values conveyed through a family example? 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-0108; https://www.youtube.com/watch?v=4tMm3uU6_Ns; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · 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 F32 by inviting students to identify values within a story.
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 identify values within a story? 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.
Human Shaped Learning connection
Chapter 17: Identity and Learning
Reviewed teaching connection: Reviewed connections: F32. Invite an identity or values map using students’ chosen interests, experiences, or fictional examples.
Human Shaped Learning with Front Matter.docx · Ch. 17, actual manuscript pp. 127–133; Strategies for Centering Identity
Plan with these recommendations and select more HSL chapters.