Official JAG competency wording: Negotiate solutions to conflict
Category: Life Survival
Source themes: conflict resolution, mediation, compromise
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
G50 — Negotiate solutions to conflict
Explore G50 · Working Together - Whitney Rencountre - OSEU #6 · OSEU 6
Reviewed teaching connection (Supporting): The speaker connects learning about sovereignty and history with willingness to converse and work together. This is a dialogue context for collaboration and conflict, not a step-by-step conflict-resolution model.
Updated for Proposed August 9, 2024: Discussion of sovereignty and relations with other governments supports the revised sovereignty standard 6.7. Original JAG–interview approval retained.
We know about the treaties, we know about, you know, what took place and, you know, when I was at Black Hill State University, I remember Dr. John Glover, we talked about it being a domestic dependent nation. Where we had our sovereignty, we have our sovereignty, our power in terms of the government-to-government relationship, but because of absolute power from the government, it overrules all that. So we've become a domestic dependent nation where we do have some sovereignty, but it's kind of, it can be overruled at any time, so to speak, because of the absolute power from the government. You know, but aside from that, I think it's important to learn about that. It's important to learn how our situation is today, because when we do that, and it's done in a way, when you hold information from people and they finally learn about it, there's going to be some anger. I mean, it's just natural. But when you don't withhold that information and you teach and you share that information, you also are showing, you're putting yourself in a vulnerable place, and you're saying, I'm willing to, let's see what we can do kind of to rewrite a little bit of our history. And then you have a willingness from both sides, non-Natives and Natives, to come together and have conversations, have opportunities to teach, and have opportunities to work together to create an environment where there's no information that is hidden. It then becomes public knowledge. It's something the people who have the power to commission the books, so on and so forth, can then create more of an environment where we can do some great things. Because, you know, I watched the movie Selma. You talk about what happened when they tried to cross the bridge. It was all Dr. King and the African Americans trying to cross. They ran into a lot of issues. But when non-Natives came and worked with them, they were able to cross the bridge. And there were still issues there, but I think moving forward, those are some of the experiences that we need to have.
Learn About: What relationship does Whitney Rencountre describe between sharing information and working together?
Learn From: What could make a difficult conversation more informed and more open to participation?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0093; video Qxn2JNbTkzY; passage containing: come together and have conversations. Teaching interpretation is separate from official wording and the interviewee’s account.
G50 — Negotiate solutions to conflict
Explore G50 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4
Reviewed teaching connection (Exploratory): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports G50 by inviting students to consider peacemaking as a goal in conflict. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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 peacemaking as a goal in conflict? 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.
G50 — Negotiate solutions to conflict
Explore G50 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Exploratory): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G50 by inviting students to seek constructive responses to disagreement. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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 seek constructive responses to disagreement? 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.
G50 — Negotiate solutions to conflict
Explore G50 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Exploratory): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports G50 by inviting students to consider peaceful dialogue in conflict. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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 message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.
Learn About: What details in this passage support the speaker’s account of listening and peaceful dialogue? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider peaceful dialogue in conflict? 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-0130; https://www.youtube.com/watch?v=FFo9CsZxf1w; 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: G50. Also supported by G50 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
Plan with these recommendations and select more HSL chapters.