Official JAG competency wording: Identify ways to build mutual trust and respect
Category: Life Survival
Source themes: relationship-building, ethics, leadership
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
G58 — Identify ways to build mutual trust and respect
Explore G58 · Kinship Ways - Victor Douville - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): The speaker connects codes of respect with close relationships and explains that respectful behavior has a cultural context. OSEU 4.2 specifically addresses behavior patterns, codes of respect, and values.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Kinship structure, we should be able to go back to learn the behavioral patterns. There are about eight of them, and they're all addressed interrelationship between siblings, parents, in-laws, collateral relatives. So, that was a core of our society we call a wāʻohula, which is to respect, but I use these terms. So, these kinship terms spell out what you should do, behave towards your relatives. We lost a lot of that. Myself, I've grown up in that world of the behavioral patterns and kinship system. I knew all of my relatives, and we go by anthropological term, which is a bifurcate marriage system where we have a second set of parents, which evolves into a second pair of brothers, sisters, siblings. And the interrelationship between them is close. But the wildest thing is that we have two separate kinship behavioral terms. One is complete avoidance, and the other one is a lot of interaction between brother-in-laws and sister-in-laws. And that's to promote a levering, which if your wife dies, and if you make an arrangement, her sister would become the mother, and same thing with when the husband dies, the same thing there. So, you have a sorority there, so that's what this avoidance is, and also teasing and joking with your relatives, your brother-in-law and sister-in-law. You joke with the brother-in-laws to see how far they go for the sister-in-law's possible marriage. So, you have to understand a lot of that, so that plays a large role in how you do that. And you also try to avoid yourself, like I avoid my mother-in-law. I don't talk to her. I don't look at her. That's a sign of deepest respect. Same thing with my wife. She never talks to my father. So she always says, I really got a good daughter, because she never talks to me, and she cooks for me. She's nice. So, we're always trying to play jokes to get them to talk, to break that taboo. And that's there to prevent parental interference in the marriage, initially. So those are some of the things in the kinship system that we have to go back to. Also, the idea of sharing, the idea of these related families connected into the clan system. So the core of that, of course, is respect, how you address somebody. Whoever you address usually carry out the behavioral patterns within her. So for instance, my sister-in-law, what we call hunka, that's your female cross-cousin. But your parallel cousin, your sister-in-law, of course, is your term you use, hunka. Hunkashi is, you put the she at the end, which means taboo, which is your cross-cousin, female cousin, because you can't have no relationship with her. You sort of have partial avoidance, which you can joke with your sister-in-law. So I grew up in a world doing that. So a lot of those have to be brought back to formally respect, and you can't, in the system, you can't look anybody straight in the eye. You have to kind of look at a distance. His term is, he's looking at me with a white smile, which means angry. So those are things that are part of the respect that we have with regard to relationships. So those are some things that I really feel should be brought back, some that can work. Of course, we have to talk to our in-laws, our fatherin-laws. We understand that change has to be made. If we have this idea of respect, we'll be able to form a close relationship as it extends in linkage and networking. And so that's what we really want is to, the kinship system has to be developed where we'll go back to terms, the behavioral patterns, and the interrelationships that occur.
Learn About: What examples does Victor Douville give of respect, and how can the same behavior be understood differently across contexts?
Learn From: How could you learn what respectful behavior means to someone before assuming your own expectations are shared?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0026; video aGH5tNetYnE; passage containing: If we have this idea of respect, we'll be able to form a close. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): Patient re-teaching shows a way a relationship can remain respectful during correction. Students can examine why a learner might trust someone who explains instead of humiliating.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again
Learn About: How does Taken Alive describe her parents responding to mistakes?
Learn From: How could someone give useful feedback without shaming a learner?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0125 · video ID 4ra9Uvw3uG0 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): The account makes dependable relationships part of belonging. Students can discuss actions that make support trustworthy; kinship obligations should not be reduced to workplace networking.
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.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Sacredness & Children - Jace DeCory - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Modeling respectful conduct gives learners evidence about how they will be treated. Students can discuss how consistency and regard for boundaries build trust.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
One of the most important parts of relative and kinship is that our elders modeled appropriate behavior.
Learn About: What does DeCory say learners notice in others’ behavior?
Learn From: What respectful behavior would you model in a group learning activity?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0208 · video ID oYIir295Jgc · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · 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 G58 by inviting students to connect mutual respect with peaceful 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.
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 connect mutual respect with peaceful 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-0014; https://www.youtube.com/watch?v=cfo_Mln1UPI; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · 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 G58 by inviting students to explore how recognizing relationships can support respect.
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 explore how recognizing relationships can support respect? 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.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Traditional Gender Roles - Stephanie Charging Eagle - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes respecting personal belongings and boundaries in a shared one-room home. This supports G58 by inviting students to identify boundaries that help build trust.
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.
As a Lakota woman, as a girl, as a young girl, I was taught certain things that I could and could not do. And there was always in the group with males or with adults what I could do and couldn't do in the presence of others. And because I grew up in a one room to room house, you know, one area was the sleeping area. But that in itself is a good example of how the Lakota male and female are separated and have their own area, their own roles, responsibilities. But we were never allowed. My sisters and I had our own sleeping area and where we kept our our clothes, everything, our personal belongings. We had an area that was our area. It was understood that we kept our area clean, you know. And then my brothers had their own. I have an older brother and a young, younger brother. And their area was similar to ours. But what we could not do is go over to their area, especially with the girls.
Learn About: What details in this passage support the speaker’s account of respecting boundaries? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify boundaries that help build trust? 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-0042; https://www.youtube.com/watch?v=GoQbKXb6xLE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · 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 G58 by inviting students to consider how follow-through affects trust.
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 consider how follow-through affects trust? 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.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports G58 by inviting students to identify practices that build mutual respect.
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.
Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.
Learn About: What details in this passage support the speaker’s account of hospitality and values? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify practices that build mutual respect? 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-0059; https://www.youtube.com/watch?v=ETOjZKS3n4A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · 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 G58 by inviting students to consider ways of sustaining 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.
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 consider ways of sustaining 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-0080; https://www.youtube.com/watch?v=M4seAcR_wfQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports G58 by inviting students to consider how acknowledging relationships supports respect.
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.
Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.
Learn About: What details in this passage support the speaker’s account of kinship roles? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how acknowledging relationships supports respect? 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-0083; https://www.youtube.com/watch?v=rMElQDuWJ_s; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · 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 G58 by inviting students to consider trust in a learning community.
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 consider trust in a learning community? 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.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports G58 by inviting students to identify behavior that sustains trust.
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 we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.
Learn About: What details in this passage support the speaker’s account of patient communication? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify behavior that sustains trust? 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-0126; https://www.youtube.com/watch?v=HgnYgOz17vM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G58 — Identify ways to build mutual trust and respect
Explore G58 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports G58 by inviting students to build respect through attentive listening.
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 build respect through attentive listening? 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 3: Building Trust in the Classroom
Reviewed teaching connection: Reviewed connections: G58. Also supported by G58 competency. Use consistent expectations, attentive listening, and invitations for students to offer ideas.
Human Shaped Learning with Front Matter.docx · Ch. 3, actual manuscript pp. 28–34; What Trust Looks Like in the Classroom
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on G58 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 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on G58 competency. Offer students choices connected to their interests and acknowledge their ideas before guiding the task.
Human Shaped Learning with Front Matter.docx · Ch. 2, actual manuscript pp. 21–27; chapter opening and conceptual discussion
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