Official JAG competency wording: Develop a healthy self-concept for home, school, and work
Category: Personal Skills
Source themes: self-esteem, confidence, adaptability
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Succeeding in Both Worlds - Jesse Taken Alive - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker gives examples of education, work, athletics, and language coexisting within identity. Students can consider interests and belonging without assuming career development requires abandoning cultural identity. Occupational matching still needs career information.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Everyone needs to know we do live in two worlds. I loved sports…I say loved because I can only talk about them now. As they do that, they say “The older you get, the better you were.” I loved to referee basketball until I got sick. To do those types of things…my late mother was an accomplished bowler…my late father was inducted into the South Dakota basketball hall of fame. I illustrate those things to let people know we do live in two worlds. You can succeed in both worlds. Of course, I’m just talking about athletics, but nevertheless, you can succeed in those. Like…our son… graduating from UND…working with the congressional offices out there…coming home and understanding our language. All of those wonderful things…working in a field that’s pretty tough right now…working with our suicide prevention department. Really tough. But we can and will continue, and we should continue, to live in both worlds. But as they tell us, “Be Lakota first.” Carry that with a lot of humility. I want people to know that you can do both, you should do both.
Learn About: What examples does Jesse Taken Alive give of succeeding in two worlds while retaining identity?
Learn From: What interests, strengths, or commitments would you want to carry into a future learning or work setting? You may use a fictional person.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0131; video VDxjrf_KsQk; passage containing: You can succeed in both worlds.. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Pride In Where I Come From - Victor Douville - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Douville links pride in where people come from with rebuilding self-identity. This invites reflection on sources of a healthy self-concept while preserving the specific tribal context of his account.
Updated for Proposed August 9, 2024: The short passage supports the overall understanding of identity and strength without establishing a traditional-to-contemporary continuum. Original JAG–interview approval retained.
So everybody has pride in where they come from… and that's really one of the things that we teach…try to teach the tribe members… because they lost that self-identity.
Learn About: What does Douville say about belonging and self-identity?
Learn From: How might a chosen source of belonging support someone’s self-concept?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0022 · video ID kq7VdO-W0JM · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Marshall explicitly connects extended relationships with feeling affirmed in who he was. This supports inquiry into how relationships contribute to self-concept without assuming identical family structures.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
And what it did is it enabled that sense of who I was. It affirmed it. It made me feel good about myself to have all these people there when I needed them, if I needed them.
Learn About: How does Marshall describe kinship supporting his sense of self?
Learn From: How might reliable relationships support someone’s confidence and responsibility?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0144 · video ID SP3q1DjUL4E · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · A Proper Grieving - Duane Hollow Horn Bear – Storytelling · OSEU 2
Reviewed teaching connection (Supporting): Hollow Horn Bear describes students responding to cultural losses and finding hope through discovering and using their gifts. This supports F37 by inviting students to connect strengths and belonging with self-concept.
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.
Stories such as this touch my people in many, many different ways. I have been teaching for 25 years. I had young students come to me and ask me, Mr. Hollow Horn Bear, what you are sharing with us, is this the truth? I said, yes it is. Mr. Hollow Horn Bear, I'm angry. I can't take this. I can't just sit here and listen to this. I'm going to drop this class. Maybe I'll come back next semester. It has happened. Students come back one semester, maybe the next semester, maybe three times. I tell my people, my students, all of us, all of us, native and non-native, we must all process through a grieving cycle, a proper grieving cycle, to look back in our history and identify those very significant losses. Culture, traditions, children, spirituality, language, and the big one, land. And we must begin to process these in a proper way. the proper way, we find hope within ourselves.
Learn About: What details in this passage support the speaker’s account of identity and hope? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect strengths and belonging with self-concept? 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-0011; https://www.youtube.com/watch?v=-YoOCPeDTFk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4
Reviewed teaching connection (Supporting): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports F37 by inviting students to consider how family history contributes to identity.
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.
So those are things that…as we grow up in this way of life, all our native children... we give them some…give them names and… their native names. It's like mine's Black Kettle. LAKOTA WORD. Black Kettle. And my… back in the day in the history… our family tree… my grandpa Black Kettle… he was the peacemaker…. peacemaker of the native nation. So even today, I go around try to make peace with people because we all come from one man. We hit somebody else, we're hurting. We're not hurting him…we're hurting the Creator… because we come from him. That's what they always tell us. We respect ourselves, respect ourselves. Remember where you come from. You come from the Creator. So those are things that we always try to tell. Teach the young…walk this Red Road.
Learn About: What details in this passage support the speaker’s account of peacemaking? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how family history contributes to identity? 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-0014; https://www.youtube.com/watch?v=cfo_Mln1UPI; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Lydia Whirlwind Soldier - Kinship Systems OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): Lydia Whirlwind Soldier describes the impact of boarding schools on families and the importance of identifying extended relatives. This supports F37 by inviting students to consider belonging as part of self-concept.
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.
Yeah, one of the really damaging things about the boarding school system was that it broke up our families. And when you're away from your family, I was in boarding schools for twelve years, and when you're in a completely different and foreign environment, you don't have role models. We didn't have role models of how to be a mother, how to be a father. We lost that kinship system. And of course, we went home for three months and were able to – my family was really strong, strong in tradition and strong in kinship. And all growing up, I knew all the people by their Lakota names. We all have Lakota names. The majority of us have an English name and a Lakota name. And I knew all the elders by their Lakota names. And so, every time we met somebody, they'd tell us who they were. You know, this is your relative. Even if it's like three or four generations back, they were cousins.
Learn About: What details in this passage support the speaker’s account of kinship and belonging? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider belonging as part of self-concept? 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-0024; https://www.youtube.com/watch?v=fYtfRd5SzxQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Connections to Land and People - Lowell Amiotte - OSEU #1 · OSEU 2
Reviewed teaching connection (Supporting): Lowell Amiotte describes connections to places, education, and people and choosing where he belongs. This supports F37 by inviting students to consider belonging in self-concept.
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're very connected to the land here. I've been really lucky. I got to spend ten years in Spearfish working at Black Hills State, and I went to school there. So I kind of feel that that's home. I'm connected to that. I am from Pine Ridge, and I'm connected to that through the people, the animals, and everything. And then to Rapid City. I went to school here and so I'm lucky, you know, I have all those connections to the land here in this area. And I think the inner connection with the people has been very important to make that connection to the land. All the people are the ones who make it worthwhile to be in a certain area. And I chose to identify with Indian people. A lot of people look at me and say, “Who are you, Indian?” I say, “Yeah, I mean, you know, I wouldn't know that, you know.” So it's been the Indian people who I've really enjoyed and wanted to be with.
Learn About: What details in this passage support the speaker’s account of belonging and place? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider belonging in self-concept? 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-0077; https://www.youtube.com/watch?v=yuGkJE--5hw; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Family Is Always There - Lowell Amiotte - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Lowell Amiotte contrasts changing work friendships with enduring family relationships and the value of time together. This supports F37 by inviting students to reflect on belonging.
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.
Very important, you know, your relationships. I think at times we forget just how family, when you come right down to it, is going to be with you your whole life. You can have friends come and go and they're really good friends for this period and then they get a job and they're gone. And you exchange Christmas cards and it fades. But family is always there. And in the end, that's what you have to really rely on. And I'm getting older, so the older I get. And I got a letter yesterday. I had a friend die in Sioux Falls and now that's gone. That friendship is… gone. So I don't even know her family. They were all up in Saint Paul. So you lose those connections. Whereas right now I can still pick up the phone, call my uncles, my aunts, and as old as I am, I still have an uncle and aunts are living.
Learn About: What details in this passage support the speaker’s account of lasting relationships? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on belonging? 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-0080; https://www.youtube.com/watch?v=M4seAcR_wfQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports F37 by inviting students to consider confidence as a learner.
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 one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.
Learn About: What details in this passage support the speaker’s account of language learning and resilience? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider confidence as a learner? 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-0097; https://www.youtube.com/watch?v=_Yr326dWw0E; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · 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 F37 by inviting students to consider connections between language and identity.
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 consider connections between language and identity? 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.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4
Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports F37 by inviting students to explore identity through one’s 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.
One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?
Learn About: What details in this passage support the speaker’s account of community of learners? What would you need to hear in the full interview before interpreting it?
Learn From: How could you explore identity through one’s 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-0105; https://www.youtube.com/watch?v=sf9IP-srFl0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Addressing OSEU Two with Cheryl Medearis · OSEU 2
Reviewed teaching connection (Supporting): Cheryl Medearis connects acceptance of identity with educational possibility and recalls leaving school after moving and not fitting in. This supports F37 by inviting students to consider how belonging affects self-concept.
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 me, that's one of the strongest of the essential understandings. To be able to give people and our children, our students, our students at the college, university level, the understanding that they are okay who they are and that they can learn and be whatever they want to be. And sometimes I sell them, but sometimes I do. I share my story of walking away from school because it wasn't important. My family moved from one area to the other in South Dakota, from one ranch community to another where I grew up. I was accepted for who I was, although they sometimes thought I was strange because I lived with my grandparents because the rural school wasn't open at that time. It was like, don't you have a mom or dad? And to just go back and to share how school wasn't important to me.
Learn About: What details in this passage support the speaker’s account of belonging in education? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how belonging affects self-concept? 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-0107; https://www.youtube.com/watch?v=UIjZvXPc4t4; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F37 — Develop a healthy self-concept for home, school, and work
Explore F37 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4
Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports F37 by inviting students to reflect on family connections without assuming identical experiences.
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 didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.
Learn About: What details in this passage support the speaker’s account of grandparents and learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on family connections without assuming identical experiences? 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-0116; https://www.youtube.com/watch?v=5AnqXri2VkM; 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: F37. 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 8: The Teacher's Role as a Learner
Suggested teaching connection: Suggested teaching connection for teacher learning, based on F37 competency. Model a question you are still exploring and invite student feedback on the learning process.
Human Shaped Learning with Front Matter.docx · Ch. 8, actual manuscript pp. 64–70; chapter opening and conceptual discussion
Chapter 16: Teaching Resilience
Suggested teaching connection: Suggested teaching connection for resilience, based on F37 competency. Explore how a fictional learner could adapt after a setback and identify supportive relationships.
Human Shaped Learning with Front Matter.docx · Ch. 16, actual manuscript pp. 120–126; chapter opening and conceptual discussion
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