H62 — Demonstrate how to work effectively with others

Official JAG competency wording: Demonstrate how to work effectively with others

Category: Workplace Skills

Source themes: teamwork, collaboration, communication

Source: JAG Competencies Descriptions.docx.

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Reviewed OSEU and Wolakota interview connections

H62 — Demonstrate how to work effectively with others

Explore H62 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.

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: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?

Learn From: What is one contribution you could choose to make that helps a group become stronger?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.

H62 — Demonstrate how to work effectively with others

Explore H62 · 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.

H62 — Demonstrate how to work effectively with others

Explore H62 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7

Reviewed teaching connection (Supporting): His explanation of working as a group gives students a concrete account of interdependence. They can compare helping, receiving help, and following through in a school or work team.

We have to be able to work out things as a group rather than individuals.

Learn About: What does Victor Douville connect with mutual sharing and working as a group?

Learn From: How could shared responsibility change a fictional team’s choices?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H62 — Demonstrate how to work effectively with others

Explore H62 · 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 H62 by inviting students to describe how people cooperate to meet a need.

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 describe how people cooperate to meet a need? 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.

H62 — Demonstrate how to work effectively with others

Explore H62 · 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 H62 by inviting students to contribute to a supportive group.

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 contribute to a supportive group? 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.

H62 — Demonstrate how to work effectively with others

Explore H62 · 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 H62 by inviting students to consider cooperation in a shared task.

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 cooperation in a shared task? 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 13: Fostering Collaboration and Community in the Classroom

Reviewed teaching connection: Reviewed connections: H62. Also supported by H62 competency. Use a shared task with meaningful roles, turn-taking, paraphrasing, and feedback.

Human Shaped Learning with Front Matter.docx · Ch. 13, actual manuscript pp. 99–105; Practical Strategies for Collaboration

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