Official JAG competency wording: Demonstrate the ability to search for information on the internet
Category: Workplace Skills
Source themes: research skills, problem-solving, digital literacy
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
H81 — Demonstrate the ability to search for information on the internet
Explore H81 · Biased History Texts - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): The speakers describe supplementing a textbook with narratives and Native literature to broaden perspective. Students can practice comparing source accounts; reading and internet-research techniques need explicit instruction.
Updated for Proposed August 9, 2024: The passage contrasts textbook perspectives with Native narratives, supporting revised 5.3. Original JAG–interview approval retained.
Right now our textbooks and our textbooks in school that we actually use are teaching a slanted history that is slanted towards the non-native, the colonialism, and we just, it's just not the truth. It doesn't give a perspective on both sides. It doesn't give a fair value of this person to that person. It's not only the native cultures, it's the other ethnic groups also. There's the Spanish and the French and different people that... right now our textbooks are pro-American, which are there for a reason, but it's pro-American and we never can get, we can't get a fair shake out of the history books. It's a perverted, twisted history that we're really getting, and so when we bring teachers in and if we have non-native teachers teaching, you know, we have to work with our teachers and educate our teachers on what is it, the truth that you want to bring out there, but you also want to bring it out and not create other... From all perspectives. Yeah, and not create biases from any other lens either. So we might use a textbook as a base foundation in our social studies curriculum, but we supplement a lot, and we supplement just from narrative and verbal, which would still be some storytelling, and then we also have some good native literature that you can supplement some information from there. There are stories and essays that really have a good perspective from the native perspective, and you can bring that in to supplement it and make it a more, less biased curriculum.
Learn About: Why do the speakers supplement textbooks, and what kinds of sources do they name?
Learn From: What other source or perspective could help you evaluate a claim you encounter?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0086; video DnGzcszhv4U; passage containing: we supplement just from narrative and verbal. Teaching interpretation is separate from official wording and the interviewee’s account.
H81 — Demonstrate the ability to search for information on the internet
Explore H81 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H81 by inviting students to plan an internet information search.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you plan an internet information search? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 9: Creating a Culture of Curiosity
Reviewed teaching connection: Reviewed connections: H81. Also supported by H81 competency. Invite students to generate questions and choose one to investigate using the interview evidence.
Human Shaped Learning with Front Matter.docx · Ch. 9, actual manuscript pp. 71–77; Why Curiosity Matters
Plan with these recommendations and select more HSL chapters.