Official JAG competency wording: Identify skills necessary for career choice
Category: Career-Based Learning
Source themes: self-awareness, job preparedness, career assessment
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
T140 — Identify skills necessary for career choice
Explore T140 · 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.
T140 — Identify skills necessary for career choice
Explore T140 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes wanting to be an art teacher, learning from Oscar Howe and Herman Red Oak, and returning to communities for workshops. This supports T140 by inviting students to identify abilities used by artists and teachers.
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.
When I left the reservation, it was probably like in the 50s, you know, like 52, 53, 1952, 1953. When you're young, you never see anything. I never knew we were really poor. You know, I just thought, well, we don't have any bread today. You know, no big deal. But I guess we were. You know, as I look back, I know that we were poor and we had a hard time living and stuff like that. But with my education and when I came back, I wanted to be a teacher. I always wanted to be an art teacher. And I always had this one guy that I really admired. His name was Oscar Howe. He was my hero. He was an art teacher at the University of South Dakota, professor. He had a family, which was really cool. I wanted to have a family. He lived in a real fine house. And he also was an artist. And that was my main thing. And Oscar, he portrayed everything I wanted to be. So he was my hero.
Learn About: What details in this passage support the speaker’s account of career role models? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify abilities used by artists and teachers? 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-0034; https://www.youtube.com/watch?v=MvCawhY_FT0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
T140 — Identify skills necessary for career choice
Explore T140 · 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 T140 by inviting students to investigate abilities needed for a role.
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 investigate abilities needed for a role? 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: T140. 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 1: The Power of Relationship in Education
Suggested teaching connection: Suggested teaching connection for relationships, based on T140 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
Chapter 2: How Relationships Shape Student Learning
Suggested teaching connection: Suggested teaching connection for agency, based on T140 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
Plan with these recommendations and select more HSL chapters.