Official JAG competency wording: Demonstrate understanding of social and cultural diversity
Category: Dreamwork
Source themes: inclusion, equity, global awareness
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · We’re Not All the Same - Lowell Amiotte - OSEU #2 · OSEU 2
Reviewed teaching connection (Primary): The interview explicitly rejects a single generic image of Native peoples and asks listeners to respect differences. This closely supports understanding cultural diversity and working respectfully with diverse people.
Updated for Proposed August 9, 2024: Cultural differences and respectful interactions are explicit in the account; revised 2.4 addresses differences among Oceti Sakowin nations and other groups. Original JAG–interview approval retained.
If you travel a lot on Indian reservations, I've worked with the Navajo and the Hopi and the Kiowa, you know, just around the country, different people, Salish, Flatheads, and they're all different. And if you look at some of the artwork they have or the clothes they wear during their ceremonies and so on, you'll see that they're different. Another story, I went to the Smithsonian for the opening of the American Indian Museum, and to sit there and watch the variety of Indians and the way they were dressed and everything, it's just amazing. And I think if the children think that there's only one tribe or one type of Indian, that should be corrected. So I think that that should be kept in the curriculum, and it should be stressed that we're not all the same. We've all got differences, and let's respect all those differences. Respect is the number one virtue, I think, that Indian people, the older ones, try to get across to us.
Learn About: Which examples does Lowell Amiotte use to challenge the idea that Native peoples are all the same?
Learn From: How could you check an assumption about a person or group before acting on it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0081; video B7B7ur6eFcw; passage containing: let's respect all those differences.. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Pride In Where I Come From - Victor Douville - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): His discussion of belonging challenges an individual-only view of identity. Students can consider how community histories shape identity without assuming all people share the same experience.
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.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Appreciating Multiple Versions of Stories - Jace DeCory - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): Her account directly addresses variety in teachings and cultural knowledge. Students can examine diversity within a community as well as between communities.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
It's another way of looking at whatever that is. And so I say, don't be confused, because this is the teachings of this person. This is my teaching. And they're both right.
Learn About: How does DeCory explain different versions of teachings?
Learn From: How could you listen to a different account without immediately dismissing it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0178 · video ID 8SDk31URrwU · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports Q130 by inviting students to learn from contact across communities.
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, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you learn from contact across communities? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · 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 Q130 by inviting students to compare family structures without treating one as universal.
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 compare family structures without treating one as universal? 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.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · More Valuable than Money - Victor Douville - OSEU #6 · OSEU 6
Reviewed teaching connection (Supporting): Victor Douville contrasts tribal and government perspectives on treaties and describes education in relation to land exchange. This supports Q130 by inviting students to recognize different cultural and political understandings.
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.
The student must know the content, as we understood them, not as the government understood them. Because when the treaties were first made, that's what the government said. The court said they have to understand the meaning from the tribal's perspective, not from the government. They reneged on that. So now we have to know the contents of them and find out how we're funded. Because we had to give up about 100 million acres, but we brought them to court, our initial lawyer that handled Black Hills case, and then the 40 acres of unceded Indian country, that they gave away 40 million acres in order to get us on DACA for 60 million. So we have to understand that, how those treaties progressed, and what do we get from them? We get education. We get a lump sum for that. And for every 100 people, we should get a doctor. And then for every 40 students, we should get a classroom.
Learn About: What details in this passage support the speaker’s account of treaty perspectives? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize different cultural and political understandings? 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-0032; https://www.youtube.com/watch?v=6KNlQKQtR8A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · 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 Q130 by inviting students to understand a specific family account in cultural context.
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 understand a specific family account in cultural context? 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.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Modern Conveniences - Irene Eagle Thunder-Skunk - OSEU 7 · OSEU 2
Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk compares remembered everyday life with newer transportation, payment, and household conveniences. This supports Q130 by inviting students to listen to a generational perspective without generalizing it.
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.
But when we were, you know, when we were kids, now people, I've been saying that when my kids come back from college, I was telling them, my grandkids, I said, now when people want to go someplace, they have a brand new car and they have cash cards and everything, they jump in there and they go wherever they want to go. Back in the days, we have to travel from our nation to Lord Blue. In the wintertime, in that wagon, our mom and dad and grandma and grandpa and us kids, and I said, we didn't, back in the days, there was no, everything was home cooked at home. We had cows and chickens and like that, you know, so we have our own milk and stuff. And our mom, my grandma, bakes bread and then we always have oatmeal and cornmeal, no such a thing as eggs or toast. We didn't have a refrigerator, we didn't have any lights, but we used the lantern.
Learn About: What details in this passage support the speaker’s account of change across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you listen to a generational perspective without generalizing it? 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-0053; https://www.youtube.com/watch?v=B4wA1bhyvcA; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Joining the Lakota Community - Josie Bald Eagle - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Josie Bald Eagle describes arriving from abroad and learning about an unfamiliar community, its institutions, and places. This supports Q130 by inviting students to recognize differences without assumptions.
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 came here… and I came into the Indian world. And then on the Indian reservation, I had no idea at all of what I was getting myself into. To me it was only the guy. I didn't care about his age. I never even thought about the age…and about America… I had no idea. So when I came here, most of my growing up has been here on the reservation. So, for me, what the people are going through here, is actually what I experienced with them. This is my first new pressure, my first thing… whatever happens on the outside…I had no idea till our kids grew up and I went… started to go and visit them. Then I learned about where to go in the United States… what’s an office… a courthouse. I had no idea. Nothing. Nothing about nothing. So, it's just like being reborn somewhere and…I'm open to that. I'm a good player, so.
Learn About: What details in this passage support the speaker’s account of learning a new community? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize differences without assumptions? 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-0062; https://www.youtube.com/watch?v=u6vy98d3yhs; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Addressing Misconceptions - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #7 · OSEU 2
Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman challenge assumptions about government checks and generalizations from a few tribes to all Native people. This supports Q130 by inviting students to recognize variation among communities.
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.
How we ended up all where we are at, how some of our initial tribal members ended up in Canada, how some people ended up in Pearl Creek, and just the push from the federal side, how all of that occurred. So that's our real history and where we ended up migrating and being pushed. And it also, I think if people in, all the students in the state had an understanding, a better understanding, they wouldn't think, first of all, that we get free money, because all of us went to school, and I'm telling you, some nonnative students would say, you get money every month from the government. Well, we all wished we got money every month. We wouldn't have been so poor, had we. But it wasn't true, and you couldn't even argue that away, because so many people believed it then, and so many people believe it now, still today, in this year.
Learn About: What details in this passage support the speaker’s account of challenging stereotypes? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize variation among communities? 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-0082; https://www.youtube.com/watch?v=Y0CaFednqVk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · 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 Q130 by inviting students to learn about particular kinship practices without making them universal.
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 learn about particular kinship practices without making them universal? 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.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Why Isn’t This Taught? - Whitney Rencountre - OSEU #5 · OSEU 1
Reviewed teaching connection (Supporting): Whitney Rencountre recalls learning more history in college and his family’s relocation following flooding by the Big Bend Dam. This supports Q130 by inviting students to understand how a community’s history affects present perspectives.
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.
Growing up on the reservation on Crow Creek, you know, I didn't learn a lot about the history of our ancestors. I didn't learn a lot of what took place of this, you know, the information that's in this curriculum that you're talking about. In fact, I didn't learn about that until I went to college. I mean, I learned, I learned the basic information from my grandparents and you can see and you can tell how our lives used to be long ago. You know, we used to live, you know, in Fort Thompson, we used to live by the river. You know, we used to use so much of that, but then when the Big Bend Dam came, it flooded us and so we had to move up to another place.
Learn About: What details in this passage support the speaker’s account of history and relocation? What would you need to hear in the full interview before interpreting it?
Learn From: How could you understand how a community’s history affects present perspectives? 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-0094; https://www.youtube.com/watch?v=N5eYs5lE5TQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports Q130 by inviting students to recognize multilingual experiences across communities.
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 one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.
Learn About: What details in this passage support the speaker’s account of language learning and resilience? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize multilingual experiences across communities? 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-0097; https://www.youtube.com/watch?v=_Yr326dWw0E; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · 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 Q130 by inviting students to consider cultural expression across communities.
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 consider cultural expression across communities? 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.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · 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 Q130 by inviting students to understand a specific experience of language loss.
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 understand a specific experience of language loss? 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.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Addressing OSEU Two with Cheryl Medearis · OSEU 2
Reviewed teaching connection (Supporting): Cheryl Medearis connects acceptance of identity with educational possibility and recalls leaving school after moving and not fitting in. This supports Q130 by inviting students to consider differences in acceptance across settings.
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.
To me, that's one of the strongest of the essential understandings. To be able to give people and our children, our students, our students at the college, university level, the understanding that they are okay who they are and that they can learn and be whatever they want to be. And sometimes I sell them, but sometimes I do. I share my story of walking away from school because it wasn't important. My family moved from one area to the other in South Dakota, from one ranch community to another where I grew up. I was accepted for who I was, although they sometimes thought I was strange because I lived with my grandparents because the rural school wasn't open at that time. It was like, don't you have a mom or dad? And to just go back and to share how school wasn't important to me.
Learn About: What details in this passage support the speaker’s account of belonging in education? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider differences in acceptance across settings? 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-0107; https://www.youtube.com/watch?v=UIjZvXPc4t4; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · 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 Q130 by inviting students to recognize differences in opportunities for cultural 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.
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 recognize differences in opportunities for cultural 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-0116; https://www.youtube.com/watch?v=5AnqXri2VkM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports Q130 by inviting students to recognize diversity within shared humanity.
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 message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.
Learn About: What details in this passage support the speaker’s account of listening and peaceful dialogue? What would you need to hear in the full interview before interpreting it?
Learn From: How could you recognize diversity within shared humanity? 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-0130; https://www.youtube.com/watch?v=FFo9CsZxf1w; 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: Q130. Also supported by Q130 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.