OSEU 1 — Lands & Environment | JAG-SD Learning Connections

The original land base and natural resources of the Oceti Sakowin [oh-CHEH-tee shaw-KOH-we] were part of communal stewardship. Oceti Sakowin have a distinct and unique interrelationship with the environment.

Wording source: 0425-OSEUS-Prpsd (1).pdf · Proposed August 9, 2024 · PDF page 6. The wording below follows the individual understanding’s section in the supplied revision.

OSEU standards

These are not “standards” in the typical academic sense in that they are neither comprehensively exhaustive of all content connected with the understanding and they are not “mastery” based. They each represent a strong starting place for learning and instructional design.

1.1

Identify changes from the historic land base to the contemporary nine-reservation land base of the Oceti Sakowin Oyate.

1.2

Describe how Oceti Sakowin land stewardship was impacted through the process of treaty-making and land ownership, and the implication of those changes.

1.3

Describe traditional and contemporary Oceti Sakowin perspectives on communal stewardship of land and natural resources (flora, fauna, geographic and sacred features).

1.4

Demonstrate understanding of the traditional and contemporary interrelationships of the Oceti Sakowin Oyate with respect to places, environment, and geography.

1.5

Identify and explain contemporary environmental issues facing Oceti Sakowin lands (i.e. Dakota Pipeline, Missouri River Dams, Black HIlls, etc.)

1.6

Examine strategies the tribal governments and other tribal leaders are taking to improve the lands and natural gifts of Oceti Sakowin people.

1.7

Identify all Oceti Sakowin sacred sites and their spiritual significance within Oceti Sakowin territory.

Reviewed teaching connections

F33 — Base decisions on values and goals

Explore F33 · 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 · Productive Use of Reservation Land - Lydia Whirlwind Soldier - OSEU #7 · OSEU 1

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?

G41 — Apply critical thinking skills

Explore G41 · Stewardship of Mother Earth - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #1 · OSEU 1

Reviewed teaching connection (Supporting): The speakers distinguish stewardship from ownership and connect care for land with future generations. This offers a shared-responsibility case for thoughtful choices. Scientific claims in the interview remain attributed statements, not newly verified findings.

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.

Dr. Sherry Johnson: In this day and age of our oceans… with their increase in their temperatures… the strange behaviors of our sharks in the ocean… because of that… as a result of that, we need to take that kind of stewardship of our Mother Earth more important now. And that's a basis of all of our teaching. It should be a basis of all of our teaching… because this is we're taking care of what are going to last for our future is what our children are going to have to look at… have to work with. Dr. Nadine Eastman: And I think if this is taught in across the state of South Dakota, there would be a bigger understanding of why some native people and native students feel so connected to Mother Earth, and why taking care of it is important. And really why historically, we weren't land grabbers… and we had an opportunity where a lot of natives could have ended up with a lot more land. But they didn't… because it wasn't about ownership. It was about stewardship, and it was about taking care of it together. And it belonged to everybody, and it belonged to no one, you know. And so, they could learn about that historical perspective.

Learn About: How do Dr. Sherry Johnson and Dr. Nadine Eastman distinguish stewardship from ownership?

Learn From: What effects on other people or future users would you consider before changing a shared resource?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0085; video mDpJfPoIosA; passage containing: It was about stewardship, and it was about taking care of it together.. Teaching interpretation is separate from official wording and the interviewee’s account.

F35 — Demonstrate ability to assume responsibility for actions and decisions

Explore F35 · Stewardship of Mother Earth - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #1 · OSEU 1

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.

Dr. Sherry Johnson: In this day and age of our oceans… with their increase in their temperatures… the strange behaviors of our sharks in the ocean… because of that… as a result of that, we need to take that kind of stewardship of our Mother Earth more important now. And that's a basis of all of our teaching. It should be a basis of all of our teaching… because this is we're taking care of what are going to last for our future is what our children are going to have to look at… have to work with. Dr. Nadine Eastman: And I think if this is taught in across the state of South Dakota, there would be a bigger understanding of why some native people and native students feel so connected to Mother Earth, and why taking care of it is important. And really why historically, we weren't land grabbers… and we had an opportunity where a lot of natives could have ended up with a lot more land. But they didn't… because it wasn't about ownership. It was about stewardship, and it was about taking care of it together. And it belonged to everybody, and it belonged to no one, you know. And so, they could learn about that historical perspective.

Learn About: How do Dr. Sherry Johnson and Dr. Nadine Eastman distinguish stewardship from ownership?

Learn From: What effects on other people or future users would you consider before changing a shared resource?

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · 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 H79 by inviting students to reconsider past experiences through new information.

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 reconsider past experiences through new information? 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.

G41 — Apply critical thinking skills

Explore G41 · 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 G41 by inviting students to ask what historical information has been omitted.

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 ask what historical information has been omitted? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities

Explore H74 · 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 H74 by inviting students to seek further learning beyond an initial account.

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 seek further learning beyond an initial account? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

K107 — Differentiate between opinion and fact

Explore K107 · 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 K107 by inviting students to separate remembered experience from claims needing other evidence.

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 separate remembered experience from claims needing other evidence? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

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.

E26 — Demonstrate team membership

Explore E26 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1

Reviewed teaching connection (Supporting): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports E26 by inviting students to identify contributions to shared family work.

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.

And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.

Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify contributions to shared family work? 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-0128; https://www.youtube.com/watch?v=uMsfIt7zH-o; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H62 — Demonstrate how to work effectively with others

Explore H62 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1

Reviewed teaching connection (Supporting): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports H62 by inviting students to consider cooperation in a shared task.

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.

And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.

Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider cooperation in a shared task? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

C18 — Follow directions

Explore C18 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1

Reviewed teaching connection (Supporting): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports C18 by inviting students to discuss listening to and following a direction.

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.

And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.

Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?

Learn From: How could you discuss listening to and following a direction? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H66 — Demonstrate an ability to listen and give directions

Explore H66 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1

Reviewed teaching connection (Exploratory): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports H66 by inviting students to clarify and restate a direction. 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.

And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.

Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?

Learn From: How could you clarify and restate a direction? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

F35 — Demonstrate ability to assume responsibility for actions and decisions

Explore F35 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1

Reviewed teaching connection (Supporting): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports F35 by inviting students to consider responsibility when making a choice.

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.

And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.

Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider responsibility when making a choice? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H75 — Demonstrate an understanding of the work to be accomplished

Explore H75 · Working Together or our Food - Delores Taken Alive - OSEU 1 · OSEU 1

Reviewed teaching connection (Supporting): Delores Taken Alive describes gardening with her father, family work, finding fruit, and instructions about returning home first. This supports H75 by inviting students to identify what a task requires before beginning.

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.

And there's a lot of things that we do as a family. We have big gardens, and I used to plow the land with my dad. I used to drive the horses and heeling onto the floor. And we do have big gardens, and they taught us how to garden. And even if it's away from maybe a stream or a little creek, or we hold our water to give water to our plants, whatever was planted. And that's how we… We were very busy in the summertime. We also go look for the always say, well, the wild cherries, the wild fruits are ready now… so go see where you can find them. But don't eat them. Come right home first right away when you find them. My father used to say. But we used to, you know… and my brother and I… we always ride bareback, you know… nobody knew what saddles were at that time. And I said, “Hey, look over there.” And we all of course, we speak our language.

Learn About: What details in this passage support the speaker’s account of cooperation and food? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify what a task requires before beginning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.