Official JAG competency wording: Express needs and wants
Category: Communications
Source themes: assertiveness, self-advocacy, negotiation skills
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
K109 — Express needs and wants
Explore K109 · Pt 1 Input of the Grandmothers - Faith Spotted Eagle - OSEU 6 · OSEU 6
Reviewed teaching connection (Supporting): Faith Spotted Eagle describes consultation and ways women contributed to treaty decisions. This provides a historically situated example of voice, participation, and decision-making. Treaty relations between sovereign nations must not be reduced to an ordinary workplace negotiation.
Updated for Proposed August 9, 2024: The passage supports OSEU 6’s treaty relationships and consultation; it does not fully address land impacts and treaty dates required by 6.2 or the broader sovereignty performance in 6.7. Original JAG–interview approval retained.
The treaties were based on making peace, which was a good thing, but there was an ulterior motive of land taking and so that's when the cultural cut began to change. When the settlers came in on the eastern coast and they asked the men in our tribes, in our camps to make the treaty, they said they needed three-fourths of the adult males. Oftentimes they would say that and some of the tribes would say, uh-uh we need our women here. We need our clan mothers, our clan grandmothers, and we can't make this treaty without them. So some of them asserted it and others didn't. But the point that they were trying to make is that we came from a society that was essentially equal. We all had labor roles, but when it all came out in the wash, the women were not really signatories of the treaties. And I think it was because the men in their mind were respecting that they would always go back and talk to the women. I just came from a treaty meeting this morning and that's what they were saying. They said that when the men would meet and they couldn't come to, and this was all said in our language, that they couldn't come to a decision, they would go back and they would consult the grandmothers and they would say we need to make this decision and we need your help. So it was not ever neglected, but I think the government officials didn't understand that and they just thought that the women didn't have a right. But they did. They had a very important role. There's instances where I remember my grandma telling me that when they would have meetings and that camp circle would be meeting and the men might be in the forefront, but if a woman wanted to say something and it was really important for her to be up there, she would throw a stone out in the circle and that was saying I want the microphone. I need to say something and then that time would come. So there were different ways that evolved to get that input.
Learn About: How does Faith Spotted Eagle describe the grandmothers’ input into treaty decisions?
Learn From: How could a group invite input from people affected by a decision before it decides?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0176; video KIFozzb7LQw; passage containing: we need to make this decision and we need your help.. Teaching interpretation is separate from official wording and the interviewee’s account.
K109 — Express needs and wants
Explore K109 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports K109 by inviting students to express a need clearly in a work-related conversation.
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 played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you express a need clearly in a work-related conversation? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
K109 — Express needs and wants
Explore K109 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports K109 by inviting students to express a community need clearly.
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 parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.
Learn About: What details in this passage support the speaker’s account of language advocacy? What would you need to hear in the full interview before interpreting it?
Learn From: How could you express a community need clearly? 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-0076; https://www.youtube.com/watch?v=_o6nYJbuqxc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 14: Conflict as an Opportunity for Learning
Reviewed teaching connection: Reviewed connections: K109. Also supported by K109 competency. Explore a fictional disagreement; practice expressing needs, listening, accountability, and repair.
Human Shaped Learning with Front Matter.docx · Ch. 14, actual manuscript pp. 106–112; Strategies for Supporting Healthy Conflict
Plan with these recommendations and select more HSL chapters.