Official JAG competency wording: Explain the significance of respect for self, others, and rules
Category: Character Development
Source themes: ethical behavior, social responsibility, self-awareness
Source: JAG Competencies Descriptions.docx.
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Reviewed OSEU and Wolakota interview connections
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · Kinship Ways - Victor Douville - OSEU #4 · OSEU 4
Reviewed teaching connection (Supporting): The speaker connects codes of respect with close relationships and explains that respectful behavior has a cultural context. OSEU 4.2 specifically addresses behavior patterns, codes of respect, and values.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
Kinship structure, we should be able to go back to learn the behavioral patterns. There are about eight of them, and they're all addressed interrelationship between siblings, parents, in-laws, collateral relatives. So, that was a core of our society we call a wāʻohula, which is to respect, but I use these terms. So, these kinship terms spell out what you should do, behave towards your relatives. We lost a lot of that. Myself, I've grown up in that world of the behavioral patterns and kinship system. I knew all of my relatives, and we go by anthropological term, which is a bifurcate marriage system where we have a second set of parents, which evolves into a second pair of brothers, sisters, siblings. And the interrelationship between them is close. But the wildest thing is that we have two separate kinship behavioral terms. One is complete avoidance, and the other one is a lot of interaction between brother-in-laws and sister-in-laws. And that's to promote a levering, which if your wife dies, and if you make an arrangement, her sister would become the mother, and same thing with when the husband dies, the same thing there. So, you have a sorority there, so that's what this avoidance is, and also teasing and joking with your relatives, your brother-in-law and sister-in-law. You joke with the brother-in-laws to see how far they go for the sister-in-law's possible marriage. So, you have to understand a lot of that, so that plays a large role in how you do that. And you also try to avoid yourself, like I avoid my mother-in-law. I don't talk to her. I don't look at her. That's a sign of deepest respect. Same thing with my wife. She never talks to my father. So she always says, I really got a good daughter, because she never talks to me, and she cooks for me. She's nice. So, we're always trying to play jokes to get them to talk, to break that taboo. And that's there to prevent parental interference in the marriage, initially. So those are some of the things in the kinship system that we have to go back to. Also, the idea of sharing, the idea of these related families connected into the clan system. So the core of that, of course, is respect, how you address somebody. Whoever you address usually carry out the behavioral patterns within her. So for instance, my sister-in-law, what we call hunka, that's your female cross-cousin. But your parallel cousin, your sister-in-law, of course, is your term you use, hunka. Hunkashi is, you put the she at the end, which means taboo, which is your cross-cousin, female cousin, because you can't have no relationship with her. You sort of have partial avoidance, which you can joke with your sister-in-law. So I grew up in a world doing that. So a lot of those have to be brought back to formally respect, and you can't, in the system, you can't look anybody straight in the eye. You have to kind of look at a distance. His term is, he's looking at me with a white smile, which means angry. So those are things that are part of the respect that we have with regard to relationships. So those are some things that I really feel should be brought back, some that can work. Of course, we have to talk to our in-laws, our fatherin-laws. We understand that change has to be made. If we have this idea of respect, we'll be able to form a close relationship as it extends in linkage and networking. And so that's what we really want is to, the kinship system has to be developed where we'll go back to terms, the behavioral patterns, and the interrelationships that occur.
Learn About: What examples does Victor Douville give of respect, and how can the same behavior be understood differently across contexts?
Learn From: How could you learn what respectful behavior means to someone before assuming your own expectations are shared?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0026; video aGH5tNetYnE; passage containing: If we have this idea of respect, we'll be able to form a close. Teaching interpretation is separate from official wording and the interviewee’s account.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · Productive Use of Reservation Land - Lydia Whirlwind Soldier - OSEU #7 · OSEU 1
Reviewed teaching connection (Supporting): The discussion of collective land ownership and benefits provides an example of values shaping stewardship decisions. OSEU 1.3 explicitly addresses communal stewardship; students should study this particular account before making a personal application.
Updated for Proposed August 9, 2024: Communal stewardship moved from former 1.2 to revised 1.3; treaty impacts are now 1.2. Original JAG–interview approval retained.
On our reservation, our Tribal Council is really struggling to bring jobs to the reservation, but we also have to think about the impact those companies have on our land. And with owning a million acres, we have to start thinking about the use of that land. How are we going to use it so it's productive, and how is it going to benefit our people? And we still have that tribal way of living that we are responsible for one another. And we have to make sure that everyone is taken care of, the children, the elders. And they come first. They always come first in all our decisions that the Tribal Council makes. They talk about the elders, what the elders need and what the children need. And the people in the middle are supposed to take care of business. So our tribe has a casino, and that casino supports the communities. They provide money for medical travel, for any kind of emergencies, funeral expenses, and all that. And they provide for children's or the community children's activities for entertainment and all of that. And so the casino has really helped our people. And also we have Tribal Land Enterprises. We're the only tribe in the whole United States that has Tribal Land Enterprises. And that is a collective ownership of land, and that's that million acres. And the tribe buys land as it becomes available, if they can afford it. And that land goes into TLA, Tribal Land Enterprises, and that benefits the entire tribe. So the lease that comes off of that land goes to the tribe. And also we as tribal members can apply for land to live on. And so the Tribal Land Enterprises, I think, are really beneficial to our people.
Learn About: How does Lydia Whirlwind Soldier describe the relationship between collective land and community benefits?
Learn From: What shared resource could a group care for, and what agreements would help it do that responsibly?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0023; video iW4KLHeABw8; passage containing: that benefits the entire tribe.. Teaching interpretation is separate from official wording and the interviewee’s account.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · Traditional Values - Whitney Rencountre - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): The account connects people’s relationships with the care they receive. Students can explore respect as an action within community responsibilities rather than a demand for obedience.
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.
His most valuable belongings were always given to his people. He took care of people.
Learn About: How does Rencountre describe the responsibilities of a leader?
Learn From: How could a leader demonstrate care for others in a fictional school or work group?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0089 · video ID Y1qOR4OYQZI · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · Sacredness & Children - Jace DeCory - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): DeCory emphasizes respect learned through observing relatives. Students can describe respect through specific actions and personal boundaries rather than simply reciting a rule.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
One of the most important parts of relative and kinship is that our elders modeled appropriate behavior.
Learn About: What does DeCory say learners notice in others’ behavior?
Learn From: What respectful behavior would you model in a group learning activity?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0208 · video ID oYIir295Jgc · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · 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 P123 by inviting students to explain respect for self and 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.
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 explain respect for self and 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-0014; https://www.youtube.com/watch?v=cfo_Mln1UPI; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · 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 P123 by inviting students to explain respect for others’ belongings.
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 explain respect for others’ belongings? 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.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · 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 P123 by inviting students to consider respect within continuing 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.
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 consider respect within continuing 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-0080; https://www.youtube.com/watch?v=M4seAcR_wfQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · 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 P123 by inviting students to discuss respectful behavior within 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.
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 discuss respectful behavior within 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-0083; https://www.youtube.com/watch?v=rMElQDuWJ_s; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P123 — Explain the significance of respect for self, others, and rules
Explore P123 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4
Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports P123 by inviting students to explain respect through everyday 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.
So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.
Learn About: What details in this passage support the speaker’s account of patient communication? What would you need to hear in the full interview before interpreting it?
Learn From: How could you explain respect through everyday 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-0126; https://www.youtube.com/watch?v=HgnYgOz17vM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 13: Fostering Collaboration and Community in the Classroom
Reviewed teaching connection: Reviewed connections: P123. Use a shared task with meaningful roles, turn-taking, paraphrasing, and feedback.
Human Shaped Learning with Front Matter.docx · Ch. 13, actual manuscript pp. 99–105; Practical Strategies for Collaboration
Chapter 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on P123 competency. Offer students choices connected to their interests and acknowledge their ideas before guiding the task.
Human Shaped Learning with Front Matter.docx · Ch. 2, actual manuscript pp. 21–27; chapter opening and conceptual discussion
Chapter 4: Learning Happens in Relationship
Suggested teaching connection: Suggested teaching connection for dialogue, based on P123 competency. Use a shared problem, invite students to explain ideas to one another, and make time for respectful dialogue.
Human Shaped Learning with Front Matter.docx · Chapter 4: Learning Happens in Relationship
Plan with these recommendations and select more HSL chapters.