Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6

Watch the original interview video · Open this interview in the learning workspace

05 Wolakota Project Video Transcripts and URLs.docx · WP-0069. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

P124 — Explain the value of good character

Explore P124 · Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6 · OSEU 6

Reviewed teaching connection (Supporting): Vernon Ashley describes land losses, tribal leadership, government formation, and seeking legal expertise. This supports P124 by inviting students to consider honesty in public responsibility.

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 consider honesty in public responsibility? 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.

P127 — Demonstrate effective leadership skills

Explore P127 · Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6 · OSEU 6

Reviewed teaching connection (Supporting): Vernon Ashley describes land losses, tribal leadership, government formation, and seeking legal expertise. This supports P127 by inviting students to identify leadership responses to community needs.

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 leadership responses to community needs? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G41 — Apply critical thinking skills

Explore G41 · Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6 · OSEU 6

Reviewed teaching connection (Supporting): Vernon Ashley describes land losses, tribal leadership, government formation, and seeking legal expertise. This supports G41 by inviting students to ask what evidence and expertise a public decision requires.

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 ask what evidence and expertise a public decision requires? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G55 — Apply the problem-solving process

Explore G55 · Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6 · OSEU 6

Reviewed teaching connection (Supporting): Vernon Ashley describes land losses, tribal leadership, government formation, and seeking legal expertise. This supports G55 by inviting students to recognize when a problem calls for professional assistance.

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 recognize when a problem calls for professional assistance? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

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.

E27 — Demonstrate team leadership

Explore E27 · Pick-Sloan Act & Loss of Honesty - Vernon Ashley - OSEU #6 · OSEU 6

Reviewed teaching connection (Supporting): Vernon Ashley describes land losses, tribal leadership, government formation, and seeking legal expertise. This supports E27 by inviting students to consider leadership responsibilities in organizing a response.

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 consider leadership responsibilities in organizing a response? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

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. So then I thought, I told my, you know, at that time, the councilmen were not educated, but the one thing they had was honesty, and they all wanted to do something for the good of the people, and that honesty we have lost. And of course it took, then I said, I told the council, we've got to have a lawyer, because we're going to be facing all these difficulties. And so, my first trip into Washington was to hire a lawyer, and I selected Ramon Rubidoux, who at that time was a young Indian lawyer, but what he did was he had to make contact with a Washington lawyer, and so when we got into Washington, the Bureau of Indian Affairs didn't like his partner. I guess he had a run-in with the Bureau, and so the Bureau wouldn't approve of Ramon. So then we came back, and the next thing, we contacted the former governor of South Dakota, M.Q. Sharp, and so then he was approved. You know, M.Q. Sharp was really well-named. When you were talking, he would sit with his eyes closed, and the Indian people would go, wah, I want you to watch him, he might be sleeping. But the thing was, he would say, concentrating on what you were saying, and give you an answer. So I told him, he's smart, you know, and he went with me before Congress.