Official JAG competency wording: Identify and understand personal interests, aptitudes, and abilities
Category: Self-Understanding
Source themes: self-discovery, career planning, strengths assessment
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
J106 — Identify and understand personal interests, aptitudes, and abilities
Explore J106 · 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.
J106 — Identify and understand personal interests, aptitudes, and abilities
Explore J106 · Pride In Where I Come From - Victor Douville - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Understanding where one comes from can open inquiry into interests and strengths. This is a supporting reflection pathway; the interview does not assess occupational abilities.
Updated for Proposed August 9, 2024: The short passage supports the overall understanding of identity and strength without establishing a traditional-to-contemporary continuum. Original JAG–interview approval retained.
So everybody has pride in where they come from… and that's really one of the things that we teach…try to teach the tribe members… because they lost that self-identity.
Learn About: What does Douville say about belonging and self-identity?
Learn From: How might a chosen source of belonging support someone’s self-concept?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0022 · video ID kq7VdO-W0JM · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J106 — Identify and understand personal interests, aptitudes, and abilities
Explore J106 · A Proper Grieving - Duane Hollow Horn Bear – Storytelling · OSEU 2
Reviewed teaching connection (Supporting): Hollow Horn Bear describes students responding to cultural losses and finding hope through discovering and using their gifts. This supports J106 by inviting students to identify gifts that can contribute to others.
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.
Stories such as this touch my people in many, many different ways. I have been teaching for 25 years. I had young students come to me and ask me, Mr. Hollow Horn Bear, what you are sharing with us, is this the truth? I said, yes it is. Mr. Hollow Horn Bear, I'm angry. I can't take this. I can't just sit here and listen to this. I'm going to drop this class. Maybe I'll come back next semester. It has happened. Students come back one semester, maybe the next semester, maybe three times. I tell my people, my students, all of us, all of us, native and non-native, we must all process through a grieving cycle, a proper grieving cycle, to look back in our history and identify those very significant losses. Culture, traditions, children, spirituality, language, and the big one, land. And we must begin to process these in a proper way. the proper way, we find hope within ourselves.
Learn About: What details in this passage support the speaker’s account of identity and hope? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify gifts that can contribute to others? 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-0011; https://www.youtube.com/watch?v=-YoOCPeDTFk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J106 — Identify and understand personal interests, aptitudes, and abilities
Explore J106 · 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 J106 by inviting students to identify interests and commitments in one’s life.
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 identify interests and commitments in one’s life? 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.
J106 — Identify and understand personal interests, aptitudes, and abilities
Explore J106 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports J106 by inviting students to identify interests in creative expression.
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.
Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.
Learn About: What details in this passage support the speaker’s account of arts across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify interests in creative expression? 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-0098; https://www.youtube.com/watch?v=X9e0lg2OD6w; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J106 — Identify and understand personal interests, aptitudes, and abilities
Explore J106 · Nun or Checkout Clerk - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis recalls her mother asking what she wanted to become and her childhood interest in a nun’s or checkout clerk’s work. This supports J106 by inviting students to reflect on what attracts someone to an activity.
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 mom would sometimes sit and…she’d talk… and…”What do you want to be when you grow up?” Mine was a nun. Or I wanted to be a nun or…I wanted to be a…what do you call it at the grocery store? A clerk? A checkout clerk? I don’t know why, but just the way they do it. Being a nun…I don’t know if it’s because my mom…when I was born, a nun named me. My mom asked her…or she asked mom what she was going to name me. She told her she didn’t really know…she didn’t have a name picked out. She said, “Well, name her April. She was born in the month of April.” So that’s how I got my name.
Learn About: What details in this passage support the speaker’s account of early career interests? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reflect on what attracts someone to an activity? 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-0112; https://www.youtube.com/watch?v=FG2Sf0chai0; 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: J106. Also supported by J106 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 10: Teaching from the Heart
Suggested teaching connection: Suggested teaching connection for purpose and care, based on J106 competency. Connect the task to student interests, greet learners warmly, and listen before interpreting their needs.
Human Shaped Learning with Front Matter.docx · Chapter 10: Teaching from the Heart
Chapter 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on J106 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
Plan with these recommendations and select more HSL chapters.