Official JAG competency wording: Base decisions on values and goals
Category: Personal Skills
Source themes: integrity, goal alignment, ethical choices
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
F33 — Base decisions on values and goals
Explore F33 · 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.
F33 — Base decisions on values and goals
Explore F33 · Productive Use of Reservation Land - Lydia Whirlwind Soldier - OSEU #7 · OSEU 1
Reviewed teaching connection (Supporting): The discussion of collective land ownership and benefits provides an example of values shaping stewardship decisions. OSEU 1.3 explicitly addresses communal stewardship; students should study this particular account before making a personal application.
Updated for Proposed August 9, 2024: Communal stewardship moved from former 1.2 to revised 1.3; treaty impacts are now 1.2. Original JAG–interview approval retained.
On our reservation, our Tribal Council is really struggling to bring jobs to the reservation, but we also have to think about the impact those companies have on our land. And with owning a million acres, we have to start thinking about the use of that land. How are we going to use it so it's productive, and how is it going to benefit our people? And we still have that tribal way of living that we are responsible for one another. And we have to make sure that everyone is taken care of, the children, the elders. And they come first. They always come first in all our decisions that the Tribal Council makes. They talk about the elders, what the elders need and what the children need. And the people in the middle are supposed to take care of business. So our tribe has a casino, and that casino supports the communities. They provide money for medical travel, for any kind of emergencies, funeral expenses, and all that. And they provide for children's or the community children's activities for entertainment and all of that. And so the casino has really helped our people. And also we have Tribal Land Enterprises. We're the only tribe in the whole United States that has Tribal Land Enterprises. And that is a collective ownership of land, and that's that million acres. And the tribe buys land as it becomes available, if they can afford it. And that land goes into TLA, Tribal Land Enterprises, and that benefits the entire tribe. So the lease that comes off of that land goes to the tribe. And also we as tribal members can apply for land to live on. And so the Tribal Land Enterprises, I think, are really beneficial to our people.
Learn About: How does Lydia Whirlwind Soldier describe the relationship between collective land and community benefits?
Learn From: What shared resource could a group care for, and what agreements would help it do that responsibly?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0023; video iW4KLHeABw8; passage containing: that benefits the entire tribe.. Teaching interpretation is separate from official wording and the interviewee’s account.
F33 — Base decisions on values and goals
Explore F33 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): The passage connects fortitude to staying with problems. Students can explain how a value might influence a decision to continue, seek support, or revise an approach.
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.
F33 — Base decisions on values and goals
Explore F33 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports F33 by inviting students to connect action with values and long-term goals.
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.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect action with values and long-term goals? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; 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: F33. Also supported by F33 competency. 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
Chapter 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on F33 competency. Offer students choices connected to their interests and acknowledge their ideas before guiding the task.
Human Shaped Learning with Front Matter.docx · Ch. 2, actual manuscript pp. 21–27; chapter opening and conceptual discussion
Chapter 3: Building Trust in the Classroom
Suggested teaching connection: Suggested teaching connection for trust, based on F33 competency. 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.