Official JAG competency wording: Understand how to achieve marketable job skills
Category: Life Survival
Source themes: skill development, employability, career growth
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
G39 — Understand how to achieve marketable job skills
Explore G39 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): The speaker connects work, skills, and education with self-sufficiency that benefits others, and explains continuity of philosophy across change. That supports OSEU 3’s broader cultural-continuity statement; no specific OSEU 3 standard is claimed. Job shadowing is an exploratory application, not a topic she explicitly teaches.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.
Learn About: How does Stephanie Charging Eagle connect acquiring skills with helping family and the wider community?
Learn From: Which skill would you like to learn, and how could that learning become useful to someone else?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0194; video H0Ijmb71ieY; passage containing: To be able to work, you have to acquire skills, education. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kennedy-Colombe describes observing family members, practicing craft skills, and later producing work. Students can identify how demonstration and practice build usable skills without copying cultural designs.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
So just watching her I learned how to do that.
Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?
Learn From: What would you observe, practice, and ask about when learning a new skill?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0048 · video ID yJMJMzNSX9o · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports G39 by inviting students to identify interpersonal and organizing skills used in these roles.
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, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify interpersonal and organizing skills used in these roles? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports G39 by inviting students to identify communication and organizing abilities used in education work.
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.
My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.
Learn About: What details in this passage support the speaker’s account of language advocacy? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify communication and organizing abilities used in education work? 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-0076; https://www.youtube.com/watch?v=_o6nYJbuqxc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports G39 by inviting students to identify curriculum and communication abilities.
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.
Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.
Learn About: What details in this passage support the speaker’s account of language revitalization? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify curriculum and communication abilities? 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-0087; https://www.youtube.com/watch?v=5V7mbNGrxqg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports G39 by inviting students to identify knowledge needed to support language learners.
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.
My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.
Learn About: What details in this passage support the speaker’s account of education and language? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify knowledge needed to support language learners? 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-0095; https://www.youtube.com/watch?v=Vdf2sVz4Uew; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports G39 by inviting students to identify ways to develop language-related skills.
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.
At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.
Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify ways to develop language-related skills? 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-0102; https://www.youtube.com/watch?v=dcnT_9oP-zE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports G39 by inviting students to consider how further education develops job skills.
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'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how further education develops job skills? 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-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Story of Audrey - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports G39 by inviting students to consider reading as a foundation for further learning and work.
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.
First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.
Learn About: What details in this passage support the speaker’s account of reading and lifelong opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider reading as a foundation for further learning and work? 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-0123; https://www.youtube.com/watch?v=2ms_UZpCAyQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 24: The Importance of Connection Beyond the Classroom
Reviewed teaching connection: Reviewed connections: G39. Also supported by G39 competency. Connect the goal with a suitable community example, mentor, or real-world task.
Human Shaped Learning with Front Matter.docx · Ch. 24, actual manuscript pp. 173–179; How Teachers Can Foster Connection
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on G39 competency. Begin with an invitation to share an interest or question; listen closely and acknowledge each learner’s contribution.
Human Shaped Learning with Front Matter.docx · Chapter 1: The Power of Relationship in Education
Chapter 10: Teaching from the Heart
Suggested teaching connection: Suggested teaching connection for purpose and care, based on G39 competency. Connect the task to student interests, greet learners warmly, and listen before interpreting their needs.
Human Shaped Learning with Front Matter.docx · Chapter 10: Teaching from the Heart
Plan with these recommendations and select more HSL chapters.