Official JAG competency wording: Identify, understand, and apply knowledge of social roles
Category: Self-Understanding
Source themes: social awareness, interpersonal skills, self-identity
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · Succeeding in Both Worlds - Jesse Taken Alive - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker gives examples of education, work, athletics, and language coexisting within identity. Students can consider interests and belonging without assuming career development requires abandoning cultural identity. Occupational matching still needs career information.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Everyone needs to know we do live in two worlds. I loved sports…I say loved because I can only talk about them now. As they do that, they say “The older you get, the better you were.” I loved to referee basketball until I got sick. To do those types of things…my late mother was an accomplished bowler…my late father was inducted into the South Dakota basketball hall of fame. I illustrate those things to let people know we do live in two worlds. You can succeed in both worlds. Of course, I’m just talking about athletics, but nevertheless, you can succeed in those. Like…our son… graduating from UND…working with the congressional offices out there…coming home and understanding our language. All of those wonderful things…working in a field that’s pretty tough right now…working with our suicide prevention department. Really tough. But we can and will continue, and we should continue, to live in both worlds. But as they tell us, “Be Lakota first.” Carry that with a lot of humility. I want people to know that you can do both, you should do both.
Learn About: What examples does Jesse Taken Alive give of succeeding in two worlds while retaining identity?
Learn From: What interests, strengths, or commitments would you want to carry into a future learning or work setting? You may use a fictional person.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0131; video VDxjrf_KsQk; passage containing: You can succeed in both worlds.. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · I Owe A Lot to My Grandmother - Janelle Williams - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Williams reflects on being a child, mother, and grandmother. Her account gives students concrete roles to compare and invites discussion of how responsibilities change across relationships.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
She had taught me a lot. And when I see my children and my grandchildren, I always stop and think that this day I was mother and this day I was grandma.
Learn About: What roles and responsibilities does Williams describe across generations?
Learn From: How might understanding a role change the way someone supports a learner?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0100 · video ID y7ucjjmJEcY · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Marshall describes multiple familial relationships and the roles carried within them. Students can compare the responsibilities of social roles while preserving the cultural specificity of his account.
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.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · 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 J101 by inviting students to understand family roles within the speaker’s account.
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 understand family roles within the speaker’s account? 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.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · Cousins and Relatives - Donald Montileaux - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Donald Montileaux recalls learning horseback riding from relatives and different expectations about using saddles. This supports J101 by inviting students to identify teaching roles within family 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.
I have real close relationships with my cousins, my first cousins, my mom's sister. My mom was Clara, her sister was Hope, and she had others too. But her and Hope were just real tight. And that made me real tight with their kids too. Like, Hope's children are my brothers and sisters. I mean, they're just, I'm one of the family, you know, I'm uncle to their kids, you know, and stuff like that. But there's always something about brothers and sisters too, because brothers and sisters, they stay together 24 hours a day. Like me, even though I was close, I still went home to bed, you know, so I did. And they'd wake up, but I'd be in bed with them because my folks went to school early, I mean, went to work early. But I have real close ties with a lot of my relations out on the reservation, because I'm also a cowboy. And we learned how to ride horseback and saddle up and all that stuff.
Learn About: What details in this passage support the speaker’s account of learning from relatives? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify teaching roles within family 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-0036; https://www.youtube.com/watch?v=m62ReWRGetU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · 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 J101 by inviting students to consider expectations within family 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.
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 consider expectations within family 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-0042; https://www.youtube.com/watch?v=GoQbKXb6xLE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · 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 J101 by inviting students to identify caring roles within a family.
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 identify caring roles within a family? 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.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · 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 J101 by inviting students to identify family and work-related social 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.
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 identify family and work-related social 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-0080; https://www.youtube.com/watch?v=M4seAcR_wfQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · 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 J101 by inviting students to identify roles and expectations within kinship.
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 identify roles and expectations within kinship? 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.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · You Are Your Mother - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis reflects on her mother’s example and striving to care well for her children and grandchildren. This supports J101 by inviting students to consider parent and grandparent 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.
We went to ceremony together. I told her…I was sharing in there…because it was soon after we lost my mom…I was sharing with her that, you know…I said my brother…one of my brothers told me that I looked like my mom. And that…he said, “Not only does she look like her and walk like her, but she laughs like her.” And so… when it was going around the circle…everybody was sharing… and then Patty said…she reflected back on what I had shared and she said, “You know, April,” she said. “You were talking about your mother.” And she said, “You are your mom.” This is really hard for me, ya know, but… I think what gets hard for me is… I want to walk the way she did… in a good way. With my kids, I tried the best I could. I did the best I could with them. I do the best I can with them. And then my grandchildren… being that grandma image here to these kids… I call them the “little free spirits.” At St.
Learn About: What details in this passage support the speaker’s account of role models and care? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider parent and grandparent 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-0108; https://www.youtube.com/watch?v=4tMm3uU6_Ns; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · After Treatment - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis describes returning from treatment, changing her own behavior, and wanting to be a better parent. This supports J101 by inviting students to consider responsibility within a parenting role.
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.
When I was in treatment, they told us that when you go home, everything is going to be different. You are going to be the one that made the change. So everything is going to be the same. So when I went home, I was like “Oh my gosh.” And you realize… you realize… I realized now I know what they were talking about, what they meant. When I was using, that didn’t mean nothing to me. So when I went away and I got ahold of myself…and I got a second chance…the grandfather’s gave me another chance to come back and to show my kids, who were still little, that I wanted to be a better parent… a better mother. And so, I started doing that…and I seen…that you can get tested… still to this day, ya know. I always told my kids… when I got out of treatment… I always told them… my life… and I told them that I cannot change them… I cannot tell what to do… them how to run their lives when they got older.
Learn About: What details in this passage support the speaker’s account of personal change and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider responsibility within a parenting role? 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-0109; https://www.youtube.com/watch?v=EuHs2IzWGOM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4
Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports J101 by inviting students to consider grandparents’ teaching 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.
I didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.
Learn About: What details in this passage support the speaker’s account of grandparents and learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider grandparents’ teaching 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-0116; https://www.youtube.com/watch?v=5AnqXri2VkM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J101 — Identify, understand, and apply knowledge of social roles
Explore J101 · Parents, Grandparents & Education - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Delores Taken Alive recalls school experiences and her grandfather asking what she learned and how she got along. This supports J101 by inviting students to consider an older relative’s role in supporting learning.
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 name is Delores Taken Alive. I grew up southwest of Little Eagle way out in a country home. I grew up with my parents, Wallace Halper and Julia Halper, and my grandparents are Amos Dog Eagle and Margaret Dog Eagle, whom I have learned so much from. That’s how I grew up. I ride the bus to Little Eagle Day School which is twelve miles from our home to the school. So I ride the bus every day with my brother. When I had finished eight years at Little Eagle School, then I went to a high school at Wakpala and I stayed in a dormitory called St. Elizabeth’s Mission…and where just the church still stands. And that’s where I…I was there for four years…and in the summertime I am home with my parents.
Learn About: What details in this passage support the speaker’s account of learning across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider an older relative’s role in supporting learning? 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-0129; https://www.youtube.com/watch?v=jZbognEfvvI; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 17: Identity and Learning
Reviewed teaching connection: Reviewed connections: J101. Also supported by J101 competency. Invite an identity or values map using students’ chosen interests, experiences, or fictional examples.
Human Shaped Learning with Front Matter.docx · Ch. 17, actual manuscript pp. 127–133; Strategies for Centering Identity
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Suggested teaching connection: Suggested teaching connection for participation, based on J101 competency. Give students a meaningful role in a shared task and let them make decisions about how to contribute.
Human Shaped Learning with Front Matter.docx · Ch. 5, actual manuscript pp. 42–48; Agency Emerges from Trust
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