Official JAG competency wording: Demonstrate ability to assume responsibility for actions and decisions
Category: Personal Skills
Source themes: accountability, independence, reliability
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker explicitly links values with accountability for actions. Students can examine responsibility and impact without treating one speaker’s perspective as universal.
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: How does Sidney Byrd connect accountability with the teachings he describes?
Learn From: What could taking responsibility look like after a mistake in a situation you choose?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: one day, we're going to stand accountable for our actions.. Teaching interpretation is separate from official wording and the interviewee’s account.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · It’s Up to You - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis describes drawing on a foundation and remembered teachings when meeting obstacles after treatment. This supports reflection on choices and sources of support. Students need not discuss treatment, trauma, or private family experiences.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
When I left treatment, they told us, all of us that were there, you know that it's up to you what you're going to do. This is your foundation. So, whatever you take with you and however you use it, that's how you're going to walk. And even though there was so many struggles and obstacles that got in my way… that tried to get in my way, I always go back there. Or I think of mom and her teachings, and know it's going to get better… and it always gets better.
Learn About: What does April Fallis describe returning to when she encounters an obstacle?
Learn From: What learning or resource could a fictional person return to when deciding on a next step?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0115; video Z0O0_jvIbK8; passage containing: I always go back there. Or I think of mom and her teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · Stewardship of Mother Earth - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #1 · OSEU 1
Reviewed teaching connection (Supporting): The speakers distinguish stewardship from ownership and connect care for land with future generations. This offers a shared-responsibility case for thoughtful choices. Scientific claims in the interview remain attributed statements, not newly verified findings.
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.
Dr. Sherry Johnson: In this day and age of our oceans… with their increase in their temperatures… the strange behaviors of our sharks in the ocean… because of that… as a result of that, we need to take that kind of stewardship of our Mother Earth more important now. And that's a basis of all of our teaching. It should be a basis of all of our teaching… because this is we're taking care of what are going to last for our future is what our children are going to have to look at… have to work with. Dr. Nadine Eastman: And I think if this is taught in across the state of South Dakota, there would be a bigger understanding of why some native people and native students feel so connected to Mother Earth, and why taking care of it is important. And really why historically, we weren't land grabbers… and we had an opportunity where a lot of natives could have ended up with a lot more land. But they didn't… because it wasn't about ownership. It was about stewardship, and it was about taking care of it together. And it belonged to everybody, and it belonged to no one, you know. And so, they could learn about that historical perspective.
Learn About: How do Dr. Sherry Johnson and Dr. Nadine Eastman distinguish stewardship from ownership?
Learn From: What effects on other people or future users would you consider before changing a shared resource?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0085; video mDpJfPoIosA; passage containing: It was about stewardship, and it was about taking care of it together.. Teaching interpretation is separate from official wording and the interviewee’s account.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · The Importance of Stories - Duane Hollow Horn Bear - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): Hollow Horn Bear explicitly connects making decisions with being responsible for them. Students can explain a choice and its consequences without treating the story as a rule they must adopt.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
But we make decisions in our lives, and we have to be responsible for those decisions. So hear the stories, be open to them.
Learn About: What does Hollow Horn Bear connect with openness to stories and responsibility?
Learn From: How could a story inform a choice while leaving responsibility with the decision-maker?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0189 · video ID j_KeSBj28Oo · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · The Story of the Girl and the Wolf - Pearl Kennedy-Colombe - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): Pearl Kennedy Colombe tells of a girl who forgets a promise to a helpful wolf, apologizes, and resumes bringing food. This supports F35 by inviting students to connect a promise with responsibility for one’s action.
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.
Another story they tell, it happened over across the river. This girl was going to school at Stephane and she was sickly. She had TB and she ran away. She didn't like it, the nuns were kind of mean to her because of her being sickly, you know. So she ran away. And at that time, there were still a few wolves around. And she made it into that creek by the river, she made it there. And it was getting dark and it was like an autumn time of the year, cold. And she was really feeling bad and here this wolf came up. And he told her, and they talk native, you know, Dakota. And he told her, I'll help you. If I help you, what would you do for me? So she told him, I'll bring you meat every day. I'll bring you something to eat. And leave it, you know, a certain place. And here, that went on for, you know, about a year. And here, she was still getting, you know, sick. So here one day she forgot.
Learn About: What details in this passage support the speaker’s account of promises and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect a promise with responsibility for one’s action? 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-0044; https://www.youtube.com/watch?v=yZcG9bCrRiU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · 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 F35 by inviting students to discuss responsibility within relationships.
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 discuss responsibility within relationships? 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.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · After Treatment - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis describes returning from treatment, changing her own behavior, and wanting to be a better parent. This supports F35 by inviting students to identify responsibility for one’s own 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.
When I was in treatment, they told us that when you go home, everything is going to be different. You are going to be the one that made the change. So everything is going to be the same. So when I went home, I was like “Oh my gosh.” And you realize… you realize… I realized now I know what they were talking about, what they meant. When I was using, that didn’t mean nothing to me. So when I went away and I got ahold of myself…and I got a second chance…the grandfather’s gave me another chance to come back and to show my kids, who were still little, that I wanted to be a better parent… a better mother. And so, I started doing that…and I seen…that you can get tested… still to this day, ya know. I always told my kids… when I got out of treatment… I always told them… my life… and I told them that I cannot change them… I cannot tell what to do… them how to run their lives when they got older.
Learn About: What details in this passage support the speaker’s account of personal change and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify responsibility for one’s own 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-0109; https://www.youtube.com/watch?v=EuHs2IzWGOM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · 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 F35 by inviting students to consider responsibility when making a choice.
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 consider responsibility when making a choice? 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 14: Conflict as an Opportunity for Learning
Reviewed teaching connection: Reviewed connections: F35. Also supported by F35 competency. Explore a fictional disagreement; practice expressing needs, listening, accountability, and repair.
Human Shaped Learning with Front Matter.docx · Ch. 14, actual manuscript pp. 106–112; Strategies for Supporting Healthy Conflict
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Suggested teaching connection: Suggested teaching connection for participation, based on F35 competency. Give students a meaningful role in a shared task and let them make decisions about how to contribute.
Human Shaped Learning with Front Matter.docx · Ch. 5, actual manuscript pp. 42–48; Agency Emerges from Trust
Chapter 25: Moving Forward—Creating Human-Shaped Learning Communities
Suggested teaching connection: Suggested teaching connection for shared ownership, based on F35 competency. Invite students to shape a shared goal, choose responsibilities, and reflect on how the group learns together.
Human Shaped Learning with Front Matter.docx · Ch. 25, actual manuscript pp. 180–186; chapter opening and conceptual discussion
Plan with these recommendations and select more HSL chapters.