Official JAG competency wording: Identify the process of decision-making
Category: Personal Skills
Source themes: problem-solving, judgment, reasoning skills
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
F34 — Identify the process of decision-making
Explore F34 · Productive Use of Reservation Land - Lydia Whirlwind Soldier - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes weighing jobs, land impact, and community responsibilities in tribal decisions. That gives a specific decision-making case, with OSEU 7.2 emphasizing community actions; it does not supply a universal decision model.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. 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: What priorities does Lydia Whirlwind Soldier describe when the Tribal Council considers jobs and land use?
Learn From: In a fictional community decision, whose needs and what effects would you want to consider?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0023; video iW4KLHeABw8; passage containing: we also have to think about the impact those companies have on our land.. Teaching interpretation is separate from official wording and the interviewee’s account.
F34 — Identify the process of decision-making
Explore F34 · What is Your Chapter Going to Say - Duane Hollow Horn Bear - Storytelling · OSEU 5
Reviewed teaching connection (Supporting): Hollow Horn Bear describes learning step by step and his grandmother asking him to understand how the curtains were assembled before taking them down. This supports F34 by inviting students to consider the task and consequences before deciding.
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.
To encourage. My relatives. Into homeland. After Homeland and even those that perhaps are incarcerated because of the lack of knowledge of their own history. History. That's the starting point. That's the starting point is to go back to the basics first and realize why I was born in this culture? Who am I? Begin with knowing your history first and taking it step by step by step. Learning. I believe you don't want to try to grab everything all at once and say, okay, I got it down. No, you got to begin to live it. You gotta start to practice it. Knowing your history. From the beginning. Where did Native people come from? The creation story. The creation story. The social system. The spiritual system. Slowly take these a little bit at a time. I think that's a starting point.
Learn About: What details in this passage support the speaker’s account of reflective learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider the task and consequences before deciding? 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-0002; https://www.youtube.com/watch?v=nZzQwShp20A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F34 — Identify the process of decision-making
Explore F34 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports F34 by inviting students to weigh circumstances before a career decision.
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 played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you weigh circumstances before a career decision? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 15: Incorporating Reflection into Daily Practice
Reviewed teaching connection: Reviewed connections: F34. Offer a brief reflection on evidence, strategies, strengths, and one next step.
Human Shaped Learning with Front Matter.docx · Ch. 15, actual manuscript pp. 113–119; Why Reflection Matters / Types of Reflection in the Classroom
Chapter 18: Trusting the Process: The Journey of Learning
Suggested teaching connection: Suggested teaching connection for learning process, based on F34 competency. Return to a learning goal after an attempt; reflect on progress and revise the next step.
Human Shaped Learning with Front Matter.docx · Ch. 18, actual manuscript pp. 134–140; The Role of Patience and Reflection
Chapter 19: The Role of Silence in Learning
Suggested teaching connection: Suggested teaching connection for quiet processing, based on F34 competency. Offer a quiet pause after the interview and before discussion; students may think, write, or draw privately.
Human Shaped Learning with Front Matter.docx · Chapter 19: The Role of Silence in Learning
Plan with these recommendations and select more HSL chapters.