OSEU 6 — Sovereignty & Treaties | JAG-SD Learning Connections

Throughout American history, federal policies and treaties have had adverse effects on the Oceti Sakowin Oyate. As sovereign nations, tribes have possessed the authority to engage in government-to-government relationships. The dynamics of these relationships have significantly influenced the interactions between each tribe, their state(s), and the federal government, with outcomes varying across tribes.

Wording source: 0425-OSEUS-Prpsd (1).pdf · Proposed August 9, 2024 · PDF page 22. 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.

6.1

Identify historic eras as recorded through multiple Oceti Sakowin documentations and oral history and the relationship with the Federal Government.

6.2

Describe how Oceti Sakowin land was impacted through the process of treaty-making and land ownership (1805-1868). These are the dates for the first and last treaty made with the Oceti Sakowin.

6.3

Identify Indian Wars/Conflicts in reference to Western Expansion and how they led to Indian policy and treaties.

6.4

Analyze and define the historic and contemporary effects of US Removal and Relocation era policies on Oceti Sakowin land and displacement of people. (1863-1956) 1863 Dakota Removal Act/1956 Indian Relocation Act.

6.5

Identify and describe the impacts of US assimilation policies and programs of Oceti Sakowin people in education, language, culture, civil rights and spiritual practices. (1863-Present) 1863 Dakota Removal Act, 1885 Major Crimes Act, 1883 Code of Indian Offenses, etc.

6.6

Compare and contrast traditional Government and Governance today to the Reorganization time period of the Oceti Sakowin people (1928-Present).

6.7

Demonstrate an understanding of Oceti Sakowin sovereignty and how it allows them to engage with other nations, the federal government, and state(s). (historically to the present).

6.8

Demonstrate an understanding of tribal sovereignty and how tribes are reaffirming sovereignty within Oceti Sakowin communities. (historically to the present)

Reviewed teaching connections

K109 — Express needs and wants

Explore K109 · Pt 1 Input of the Grandmothers - Faith Spotted Eagle - OSEU 6 · OSEU 6

Reviewed teaching connection (Supporting): Faith Spotted Eagle describes consultation and ways women contributed to treaty decisions. This provides a historically situated example of voice, participation, and decision-making. Treaty relations between sovereign nations must not be reduced to an ordinary workplace negotiation.

Updated for Proposed August 9, 2024: The passage supports OSEU 6’s treaty relationships and consultation; it does not fully address land impacts and treaty dates required by 6.2 or the broader sovereignty performance in 6.7. Original JAG–interview approval retained.

The treaties were based on making peace, which was a good thing, but there was an ulterior motive of land taking and so that's when the cultural cut began to change. When the settlers came in on the eastern coast and they asked the men in our tribes, in our camps to make the treaty, they said they needed three-fourths of the adult males. Oftentimes they would say that and some of the tribes would say, uh-uh we need our women here. We need our clan mothers, our clan grandmothers, and we can't make this treaty without them. So some of them asserted it and others didn't. But the point that they were trying to make is that we came from a society that was essentially equal. We all had labor roles, but when it all came out in the wash, the women were not really signatories of the treaties. And I think it was because the men in their mind were respecting that they would always go back and talk to the women. I just came from a treaty meeting this morning and that's what they were saying. They said that when the men would meet and they couldn't come to, and this was all said in our language, that they couldn't come to a decision, they would go back and they would consult the grandmothers and they would say we need to make this decision and we need your help. So it was not ever neglected, but I think the government officials didn't understand that and they just thought that the women didn't have a right. But they did. They had a very important role. There's instances where I remember my grandma telling me that when they would have meetings and that camp circle would be meeting and the men might be in the forefront, but if a woman wanted to say something and it was really important for her to be up there, she would throw a stone out in the circle and that was saying I want the microphone. I need to say something and then that time would come. So there were different ways that evolved to get that input.

Learn About: How does Faith Spotted Eagle describe the grandmothers’ input into treaty decisions?

Learn From: How could a group invite input from people affected by a decision before it decides?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0176; video KIFozzb7LQw; passage containing: we need to make this decision and we need your help.. Teaching interpretation is separate from official wording and the interviewee’s account.

N117 — Demonstrate an understanding of decision making

Explore N117 · Pt 1 Input of the Grandmothers - Faith Spotted Eagle - OSEU 6 · OSEU 6

The treaties were based on making peace, which was a good thing, but there was an ulterior motive of land taking and so that's when the cultural cut began to change. When the settlers came in on the eastern coast and they asked the men in our tribes, in our camps to make the treaty, they said they needed three-fourths of the adult males. Oftentimes they would say that and some of the tribes would say, uh-uh we need our women here. We need our clan mothers, our clan grandmothers, and we can't make this treaty without them. So some of them asserted it and others didn't. But the point that they were trying to make is that we came from a society that was essentially equal. We all had labor roles, but when it all came out in the wash, the women were not really signatories of the treaties. And I think it was because the men in their mind were respecting that they would always go back and talk to the women. I just came from a treaty meeting this morning and that's what they were saying. They said that when the men would meet and they couldn't come to, and this was all said in our language, that they couldn't come to a decision, they would go back and they would consult the grandmothers and they would say we need to make this decision and we need your help. So it was not ever neglected, but I think the government officials didn't understand that and they just thought that the women didn't have a right. But they did. They had a very important role. There's instances where I remember my grandma telling me that when they would have meetings and that camp circle would be meeting and the men might be in the forefront, but if a woman wanted to say something and it was really important for her to be up there, she would throw a stone out in the circle and that was saying I want the microphone. I need to say something and then that time would come. So there were different ways that evolved to get that input.

Learn About: How does Faith Spotted Eagle describe the grandmothers’ input into treaty decisions?

Learn From: How could a group invite input from people affected by a decision before it decides?

S135 — Define “negotiation” and give examples of everyday negotiations

Explore S135 · Pt 1 Input of the Grandmothers - Faith Spotted Eagle - OSEU 6 · OSEU 6

The treaties were based on making peace, which was a good thing, but there was an ulterior motive of land taking and so that's when the cultural cut began to change. When the settlers came in on the eastern coast and they asked the men in our tribes, in our camps to make the treaty, they said they needed three-fourths of the adult males. Oftentimes they would say that and some of the tribes would say, uh-uh we need our women here. We need our clan mothers, our clan grandmothers, and we can't make this treaty without them. So some of them asserted it and others didn't. But the point that they were trying to make is that we came from a society that was essentially equal. We all had labor roles, but when it all came out in the wash, the women were not really signatories of the treaties. And I think it was because the men in their mind were respecting that they would always go back and talk to the women. I just came from a treaty meeting this morning and that's what they were saying. They said that when the men would meet and they couldn't come to, and this was all said in our language, that they couldn't come to a decision, they would go back and they would consult the grandmothers and they would say we need to make this decision and we need your help. So it was not ever neglected, but I think the government officials didn't understand that and they just thought that the women didn't have a right. But they did. They had a very important role. There's instances where I remember my grandma telling me that when they would have meetings and that camp circle would be meeting and the men might be in the forefront, but if a woman wanted to say something and it was really important for her to be up there, she would throw a stone out in the circle and that was saying I want the microphone. I need to say something and then that time would come. So there were different ways that evolved to get that input.

Learn About: How does Faith Spotted Eagle describe the grandmothers’ input into treaty decisions?

Learn From: How could a group invite input from people affected by a decision before it decides?

S136 — Explain the reasons for and benefits of negotiation

Explore S136 · Pt 1 Input of the Grandmothers - Faith Spotted Eagle - OSEU 6 · OSEU 6

The treaties were based on making peace, which was a good thing, but there was an ulterior motive of land taking and so that's when the cultural cut began to change. When the settlers came in on the eastern coast and they asked the men in our tribes, in our camps to make the treaty, they said they needed three-fourths of the adult males. Oftentimes they would say that and some of the tribes would say, uh-uh we need our women here. We need our clan mothers, our clan grandmothers, and we can't make this treaty without them. So some of them asserted it and others didn't. But the point that they were trying to make is that we came from a society that was essentially equal. We all had labor roles, but when it all came out in the wash, the women were not really signatories of the treaties. And I think it was because the men in their mind were respecting that they would always go back and talk to the women. I just came from a treaty meeting this morning and that's what they were saying. They said that when the men would meet and they couldn't come to, and this was all said in our language, that they couldn't come to a decision, they would go back and they would consult the grandmothers and they would say we need to make this decision and we need your help. So it was not ever neglected, but I think the government officials didn't understand that and they just thought that the women didn't have a right. But they did. They had a very important role. There's instances where I remember my grandma telling me that when they would have meetings and that camp circle would be meeting and the men might be in the forefront, but if a woman wanted to say something and it was really important for her to be up there, she would throw a stone out in the circle and that was saying I want the microphone. I need to say something and then that time would come. So there were different ways that evolved to get that input.

Learn About: How does Faith Spotted Eagle describe the grandmothers’ input into treaty decisions?

Learn From: How could a group invite input from people affected by a decision before it decides?

S137 — Describe the process of negotiation

Explore S137 · Pt 1 Input of the Grandmothers - Faith Spotted Eagle - OSEU 6 · OSEU 6

The treaties were based on making peace, which was a good thing, but there was an ulterior motive of land taking and so that's when the cultural cut began to change. When the settlers came in on the eastern coast and they asked the men in our tribes, in our camps to make the treaty, they said they needed three-fourths of the adult males. Oftentimes they would say that and some of the tribes would say, uh-uh we need our women here. We need our clan mothers, our clan grandmothers, and we can't make this treaty without them. So some of them asserted it and others didn't. But the point that they were trying to make is that we came from a society that was essentially equal. We all had labor roles, but when it all came out in the wash, the women were not really signatories of the treaties. And I think it was because the men in their mind were respecting that they would always go back and talk to the women. I just came from a treaty meeting this morning and that's what they were saying. They said that when the men would meet and they couldn't come to, and this was all said in our language, that they couldn't come to a decision, they would go back and they would consult the grandmothers and they would say we need to make this decision and we need your help. So it was not ever neglected, but I think the government officials didn't understand that and they just thought that the women didn't have a right. But they did. They had a very important role. There's instances where I remember my grandma telling me that when they would have meetings and that camp circle would be meeting and the men might be in the forefront, but if a woman wanted to say something and it was really important for her to be up there, she would throw a stone out in the circle and that was saying I want the microphone. I need to say something and then that time would come. So there were different ways that evolved to get that input.

Learn About: How does Faith Spotted Eagle describe the grandmothers’ input into treaty decisions?

Learn From: How could a group invite input from people affected by a decision before it decides?

H62 — Demonstrate how to work effectively with others

Explore H62 · Working Together - Whitney Rencountre - OSEU #6 · OSEU 6

Reviewed teaching connection (Supporting): The speaker connects learning about sovereignty and history with willingness to converse and work together. This is a dialogue context for collaboration and conflict, not a step-by-step conflict-resolution model.

Updated for Proposed August 9, 2024: Discussion of sovereignty and relations with other governments supports the revised sovereignty standard 6.7. Original JAG–interview approval retained.

We know about the treaties, we know about, you know, what took place and, you know, when I was at Black Hill State University, I remember Dr. John Glover, we talked about it being a domestic dependent nation. Where we had our sovereignty, we have our sovereignty, our power in terms of the government-to-government relationship, but because of absolute power from the government, it overrules all that. So we've become a domestic dependent nation where we do have some sovereignty, but it's kind of, it can be overruled at any time, so to speak, because of the absolute power from the government. You know, but aside from that, I think it's important to learn about that. It's important to learn how our situation is today, because when we do that, and it's done in a way, when you hold information from people and they finally learn about it, there's going to be some anger. I mean, it's just natural. But when you don't withhold that information and you teach and you share that information, you also are showing, you're putting yourself in a vulnerable place, and you're saying, I'm willing to, let's see what we can do kind of to rewrite a little bit of our history. And then you have a willingness from both sides, non-Natives and Natives, to come together and have conversations, have opportunities to teach, and have opportunities to work together to create an environment where there's no information that is hidden. It then becomes public knowledge. It's something the people who have the power to commission the books, so on and so forth, can then create more of an environment where we can do some great things. Because, you know, I watched the movie Selma. You talk about what happened when they tried to cross the bridge. It was all Dr. King and the African Americans trying to cross. They ran into a lot of issues. But when non-Natives came and worked with them, they were able to cross the bridge. And there were still issues there, but I think moving forward, those are some of the experiences that we need to have.

Learn About: What relationship does Whitney Rencountre describe between sharing information and working together?

Learn From: What could make a difficult conversation more informed and more open to participation?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0093; video Qxn2JNbTkzY; passage containing: come together and have conversations. Teaching interpretation is separate from official wording and the interviewee’s account.

G46 — Demonstrate how to work with diverse people

Explore G46 · Working Together - Whitney Rencountre - OSEU #6 · OSEU 6

Updated for Proposed August 9, 2024: Discussion of sovereignty and relations with other governments supports the revised sovereignty standard 6.7. Original JAG–interview approval retained.

We know about the treaties, we know about, you know, what took place and, you know, when I was at Black Hill State University, I remember Dr. John Glover, we talked about it being a domestic dependent nation. Where we had our sovereignty, we have our sovereignty, our power in terms of the government-to-government relationship, but because of absolute power from the government, it overrules all that. So we've become a domestic dependent nation where we do have some sovereignty, but it's kind of, it can be overruled at any time, so to speak, because of the absolute power from the government. You know, but aside from that, I think it's important to learn about that. It's important to learn how our situation is today, because when we do that, and it's done in a way, when you hold information from people and they finally learn about it, there's going to be some anger. I mean, it's just natural. But when you don't withhold that information and you teach and you share that information, you also are showing, you're putting yourself in a vulnerable place, and you're saying, I'm willing to, let's see what we can do kind of to rewrite a little bit of our history. And then you have a willingness from both sides, non-Natives and Natives, to come together and have conversations, have opportunities to teach, and have opportunities to work together to create an environment where there's no information that is hidden. It then becomes public knowledge. It's something the people who have the power to commission the books, so on and so forth, can then create more of an environment where we can do some great things. Because, you know, I watched the movie Selma. You talk about what happened when they tried to cross the bridge. It was all Dr. King and the African Americans trying to cross. They ran into a lot of issues. But when non-Natives came and worked with them, they were able to cross the bridge. And there were still issues there, but I think moving forward, those are some of the experiences that we need to have.

Learn About: What relationship does Whitney Rencountre describe between sharing information and working together?

Learn From: What could make a difficult conversation more informed and more open to participation?

G50 — Negotiate solutions to conflict

Explore G50 · Working Together - Whitney Rencountre - OSEU #6 · OSEU 6

Updated for Proposed August 9, 2024: Discussion of sovereignty and relations with other governments supports the revised sovereignty standard 6.7. Original JAG–interview approval retained.

We know about the treaties, we know about, you know, what took place and, you know, when I was at Black Hill State University, I remember Dr. John Glover, we talked about it being a domestic dependent nation. Where we had our sovereignty, we have our sovereignty, our power in terms of the government-to-government relationship, but because of absolute power from the government, it overrules all that. So we've become a domestic dependent nation where we do have some sovereignty, but it's kind of, it can be overruled at any time, so to speak, because of the absolute power from the government. You know, but aside from that, I think it's important to learn about that. It's important to learn how our situation is today, because when we do that, and it's done in a way, when you hold information from people and they finally learn about it, there's going to be some anger. I mean, it's just natural. But when you don't withhold that information and you teach and you share that information, you also are showing, you're putting yourself in a vulnerable place, and you're saying, I'm willing to, let's see what we can do kind of to rewrite a little bit of our history. And then you have a willingness from both sides, non-Natives and Natives, to come together and have conversations, have opportunities to teach, and have opportunities to work together to create an environment where there's no information that is hidden. It then becomes public knowledge. It's something the people who have the power to commission the books, so on and so forth, can then create more of an environment where we can do some great things. Because, you know, I watched the movie Selma. You talk about what happened when they tried to cross the bridge. It was all Dr. King and the African Americans trying to cross. They ran into a lot of issues. But when non-Natives came and worked with them, they were able to cross the bridge. And there were still issues there, but I think moving forward, those are some of the experiences that we need to have.

Learn About: What relationship does Whitney Rencountre describe between sharing information and working together?

Learn From: What could make a difficult conversation more informed and more open to participation?

N120 — Demonstrate appropriate conflict resolution techniques

Explore N120 · Working Together - Whitney Rencountre - OSEU #6 · OSEU 6

Updated for Proposed August 9, 2024: Discussion of sovereignty and relations with other governments supports the revised sovereignty standard 6.7. Original JAG–interview approval retained.

We know about the treaties, we know about, you know, what took place and, you know, when I was at Black Hill State University, I remember Dr. John Glover, we talked about it being a domestic dependent nation. Where we had our sovereignty, we have our sovereignty, our power in terms of the government-to-government relationship, but because of absolute power from the government, it overrules all that. So we've become a domestic dependent nation where we do have some sovereignty, but it's kind of, it can be overruled at any time, so to speak, because of the absolute power from the government. You know, but aside from that, I think it's important to learn about that. It's important to learn how our situation is today, because when we do that, and it's done in a way, when you hold information from people and they finally learn about it, there's going to be some anger. I mean, it's just natural. But when you don't withhold that information and you teach and you share that information, you also are showing, you're putting yourself in a vulnerable place, and you're saying, I'm willing to, let's see what we can do kind of to rewrite a little bit of our history. And then you have a willingness from both sides, non-Natives and Natives, to come together and have conversations, have opportunities to teach, and have opportunities to work together to create an environment where there's no information that is hidden. It then becomes public knowledge. It's something the people who have the power to commission the books, so on and so forth, can then create more of an environment where we can do some great things. Because, you know, I watched the movie Selma. You talk about what happened when they tried to cross the bridge. It was all Dr. King and the African Americans trying to cross. They ran into a lot of issues. But when non-Natives came and worked with them, they were able to cross the bridge. And there were still issues there, but I think moving forward, those are some of the experiences that we need to have.

Learn About: What relationship does Whitney Rencountre describe between sharing information and working together?

Learn From: What could make a difficult conversation more informed and more open to participation?

G41 — Apply critical thinking skills

Explore G41 · 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 G41 by inviting students to compare perspectives before drawing conclusions.

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 compare perspectives before drawing conclusions? 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.

K107 — Differentiate between opinion and fact

Explore K107 · 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 K107 by inviting students to separate the speaker’s interpretation from independently checked facts.

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 separate the speaker’s interpretation from independently checked facts? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

D22 — Comprehend written communications

Explore D22 · 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 D22 by inviting students to read agreements with attention to whose perspective is represented.

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 read agreements with attention to whose perspective is represented? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H67 — Demonstrate reasoning skills

Explore H67 · 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 H67 by inviting students to explain how perspective affects reasoning.

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 explain how perspective affects reasoning? 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 · 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.

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.