Official JAG competency wording: Access key local resources
Category: Dreamwork
Source themes: community engagement, resourcefulness, problem-solving
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
R132 — Access key local resources
Explore R132 · College for Tribal Members - Janelle Williams - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Janelle Williams describes tribal encouragement for postsecondary education and the need to address barriers. Students can identify questions to ask about local support. The interview’s historical figures are not current statistics.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We wanted our tribal members to get post-secondary education and just somewhat be able to provide for their families. And the tribe wanted to give that encouragement. And so far, if you took the total of ourtribal membership, we went from, I want to say, pretty close to 1%. We're now at pretty close to 6% of 13,000 tribal members attending post-secondary, which is great. But right now we are trying to figure out how we can help the barriers, starting from early childhood into high school. What are the barriers? How can we get them to stay in school, go to school, and hopefully that will help the rates a little bit more.
Learn About: What barriers and supports does Janelle Williams say the community needs to understand?
Learn From: What local support could a student investigate, and what questions would they ask?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0101; video NyR3H6X5d9U; passage containing: How can we get them to stay in school. Teaching interpretation is separate from official wording and the interviewee’s account.
R132 — Access key local resources
Explore R132 · Joining the Lakota Community - Josie Bald Eagle - OSEU #2 · OSEU 2
Reviewed teaching connection (Exploratory): Josie Bald Eagle describes arriving from abroad and learning about an unfamiliar community, its institutions, and places. This supports R132 by inviting students to identify local institutions to investigate further. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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 identify local institutions to investigate further? 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.
R132 — Access key local resources
Explore R132 · Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6 · OSEU 6
Reviewed teaching connection (Exploratory): Vernon Ashley describes land losses, tribal leadership, government formation, and seeking legal expertise. This supports R132 by inviting students to identify appropriate professional resources. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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.
While I was in the service from 1942 to 1946, in 1943, the Corps of Engineers and the Bureau of Indian Affairs went to me before Congress to explain to him what the Pick's long plan was to do, to harness the Missouri and build these earthen dams and inundate thousands of acres of land. But the general of the Corps of Engineers was Pick, and he was a stubborn guy, and so he said, we don't have to contact the tribes, we'll take their land by condemnation. That all these things I faced when I came back from, that was in 1943, so I was discharged in 1946, and then went into tribal leadership role, and faced all these big problems. And the first thing, we had to form a government.
Learn About: What details in this passage support the speaker’s account of honesty and public responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify appropriate professional resources? 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-0069; https://www.youtube.com/watch?v=tOoTVjNEbf4; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
R132 — Access key local resources
Explore R132 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3
Reviewed teaching connection (Exploratory): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports R132 by inviting students to identify community learning resources. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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.
At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.
Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify community learning resources? 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-0102; https://www.youtube.com/watch?v=dcnT_9oP-zE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
R132 — Access key local resources
Explore R132 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Exploratory): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports R132 by inviting students to identify an educational resource to research. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify an educational resource to research? 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-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
R132 — Access key local resources
Explore R132 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3
Reviewed teaching connection (Exploratory): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports R132 by inviting students to identify people who can support learning. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”
Learn About: What details in this passage support the speaker’s account of learning with elders? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify people who can support 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-0119; https://www.youtube.com/watch?v=enwBuBHysMs; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 24: The Importance of Connection Beyond the Classroom
Reviewed teaching connection: Reviewed connections: R132. Also supported by R132 competency. Connect the goal with a suitable community example, mentor, or real-world task.
Human Shaped Learning with Front Matter.docx · Ch. 24, actual manuscript pp. 173–179; How Teachers Can Foster Connection
Chapter 5: Relationship, Engagement, and Agency: A Learning Story
Suggested teaching connection: Suggested teaching connection for participation, based on R132 competency. Give students a meaningful role in a shared task and let them make decisions about how to contribute.
Human Shaped Learning with Front Matter.docx · Ch. 5, actual manuscript pp. 42–48; Agency Emerges from Trust
Chapter 25: Moving Forward—Creating Human-Shaped Learning Communities
Suggested teaching connection: Suggested teaching connection for shared ownership, based on R132 competency. Invite students to shape a shared goal, choose responsibilities, and reflect on how the group learns together.
Human Shaped Learning with Front Matter.docx · Ch. 25, actual manuscript pp. 180–186; chapter opening and conceptual discussion
Plan with these recommendations and select more HSL chapters.