Official JAG competency wording: Articulate personal values
Category: Self-Understanding
Source themes: self-awareness, ethical reasoning, decision-making
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
J103 — Articulate personal values
Explore J103 · Lakota Identity and Virtues - Stephanie Charging Eagle - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker connects virtues, roles, and doing one’s best with contributing to a larger circle. OSEU 2 foregrounds unique individual identity and strength. This is an ethical reflection context, not an occupational ethics code.
Updated for Proposed August 9, 2024: The account supports OSEU 2’s individual identity and strength; a traditional-to-contemporary continuum is not the specific focus of the passage. Original JAG–interview approval retained.
Most importantly, we have to acknowledge that there is a system in place that was… I guess you could say… forced upon us… to acknowledge who we are, you know…in that way. And that is with the blood quantum… and that is the reality. So, we have to work with that. But we… what we want our students of South Dakota… who use this curriculum… is that we consider ourselves people of the Oceti Sakowin… because we come from that land… we come from that lineage of people… who fought for that…who lived that life… who acknowledge spiritually who Wakan Tanka is… who Tunkasila is. If we were to… this is just my personal… I guess this is personal for me… if I were asked to pick people in my community who would be the people that would be acknowledged as Lakota… because of criteria, certain criteria…I would have to say first that they live the life of a Lakota person… which is a male or female… and to live that life as a Lakota person would. And that is, you know, all the teachings we've gotten as a Lakota woman…what I was taught were certain responsibilities… certain roles that I had to know and to be able to do as a woman… and that was my role in the circle… and the male is the same. So I wouldn't be like a male and the male wouldn't be like a female. The… our roles and responsibilities. So I would have to look at the individual and say, “They are… I would say they are Lakota because every day they live that life. They're generous in the way that we as Lakota people are generous. They are spiritual in the way that our Lakota people are spiritual.” And so it's all these very abstract virtues or characteristics. And then language… to be able to speak the language… not just surface language…but to be able to understand when we say, “tiospaye,” what does that mean? We know that means “extended family,” but what does that word really mean? And to have the language in that sense would be another very important criteria. The other thing is… to understand the spiritual part of who we are…to understand that we are one in a circle…but that to be the best we are in that circle individually is what makes us whole… strong as a whole. We are never an individual for ourselves, but that we do our best to be who we are. And that's what I believe… when we talk about variety and resilience, that is the key there… for me to be the best educator… not because I'm going to get lots of money. I never…I'll never be rich, you know…but to be the best educator…to be the best woman… to be the best in what I do because I'm doing it within the circle to make the circle stronger. And that I believe is the variety and the resilience of our people. And that's what we would like our students of South Dakota to see and understand.
Learn About: How does Stephanie Charging Eagle connect individual responsibilities with the strength of the circle?
Learn From: Which value would you want to guide your contribution to a group or task, and what action would show it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0196; video S5GCCDw08c4; passage containing: to be the best in what I do because I'm doing it within the circle. Teaching interpretation is separate from official wording and the interviewee’s account.
J103 — Articulate personal values
Explore J103 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The interview names generosity and caring as guiding values. Students can explain those values from the source before articulating a value of their own through a chosen or fictional example.
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.
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.
J103 — Articulate personal values
Explore J103 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Students can distinguish a named value from an observable action by explaining what fortitude means in the passage and then articulating their own chosen value.
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.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J103 — Articulate personal values
Explore J103 · 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 J103 by inviting students to articulate values learned from family examples.
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 articulate values learned from family examples? 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.
J103 — Articulate personal values
Explore J103 · 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 J103 by inviting students to articulate values illustrated by the speaker.
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 articulate values illustrated by the speaker? 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.
J103 — Articulate personal values
Explore J103 · Connections to Land and People - Lowell Amiotte - OSEU #1 · OSEU 2
Reviewed teaching connection (Supporting): Lowell Amiotte describes connections to places, education, and people and choosing where he belongs. This supports J103 by inviting students to articulate what matters in choosing a direction.
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're very connected to the land here. I've been really lucky. I got to spend ten years in Spearfish working at Black Hills State, and I went to school there. So I kind of feel that that's home. I'm connected to that. I am from Pine Ridge, and I'm connected to that through the people, the animals, and everything. And then to Rapid City. I went to school here and so I'm lucky, you know, I have all those connections to the land here in this area. And I think the inner connection with the people has been very important to make that connection to the land. All the people are the ones who make it worthwhile to be in a certain area. And I chose to identify with Indian people. A lot of people look at me and say, “Who are you, Indian?” I say, “Yeah, I mean, you know, I wouldn't know that, you know.” So it's been the Indian people who I've really enjoyed and wanted to be with.
Learn About: What details in this passage support the speaker’s account of belonging and place? What would you need to hear in the full interview before interpreting it?
Learn From: How could you articulate what matters in choosing a direction? 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-0077; https://www.youtube.com/watch?v=yuGkJE--5hw; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J103 — Articulate personal values
Explore J103 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3
Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports J103 by inviting students to articulate values in relation to heritage.
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.
This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.
Learn About: What details in this passage support the speaker’s account of language and identity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you articulate values in relation to heritage? 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-0103; https://www.youtube.com/watch?v=9bJTXfy30pk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J103 — Articulate personal values
Explore J103 · 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 J103 by inviting students to describe values shown in actions.
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 describe values shown in actions? 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.
J103 — Articulate personal values
Explore J103 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports J103 by inviting students to articulate a value and its supporting evidence.
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.
You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.
Learn About: What details in this passage support the speaker’s account of listening to story values? What would you need to hear in the full interview before interpreting it?
Learn From: How could you articulate a value and its supporting evidence? 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-0121; https://www.youtube.com/watch?v=CCbv0bg3n-Q; 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: J103. Also supported by J103 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
Plan with these recommendations and select more HSL chapters.