The essential philosophy of the Oceti Sakowin [oh-CHEH-tee shaw-KOH-we] wicoun [wee-CHO] (way of life) is based on the values of the Oceti Sakowin which support a thriving, prosperous, and flourishing Oyate [oh-YAH-tay] (people). Tribal communities have put considerable effort into pedagogy, early education and economic development, Tribal universities and colleges, wellness centers, cultural traditions, and language growth and expansion.
Wording source: 0425-OSEUS-Prpsd (1).pdf · Proposed August 9, 2024 · PDF page 27. 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.
7.1
Analyze how the values apply to change for tribal communities over time and reinforce the essential philosophy of the Oceti Sakowin, demonstrating strength.
7.2
Examine and describe actions taken by Oceti Sakowin individuals and communities that bring about social change.
7.3
Demonstrate how the people are continuing to promote an Oceti Sakowin way of life.
7.4
Use Oceti Sakowin philosophy to problem-solve concepts and tackle unfamiliar challenges.
Reviewed teaching connections
E26 — Demonstrate team membership
Explore E26 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
H62 — Demonstrate how to work effectively with others
Explore H62 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
G43 — Demonstrate how to use group dynamics techniques
Explore G43 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
G45 — Understand the elements of high-performing work teams
Explore G45 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
G47 — Demonstrate techniques for building commitment of others
Explore G47 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
E30 — Demonstrate commitment to an organization
Explore E30 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes helping one another and mutual dependence as sources of community strength. This supports considering cooperation and shared responsibility while OSEU 7.1 asks learners to analyze values that reinforce the philosophy and strength of tribal communities over time.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: What three teachings does Sidney Byrd identify, and how does he connect them to a community’s strength?
Learn From: What is one contribution you could choose to make that helps a group become stronger?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: So we can depend on each other to help one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Primary): Compassion and helping others are explicit in the speaker’s teaching. The interview offers a concrete voice for examining empathy in action, with OSEU 7.1 emphasizing values that sustain a way of life.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: How does Sidney Byrd connect compassion with helping another person?
Learn From: In a fictional or everyday situation, what could you notice or ask before deciding what help someone needs?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: Have compassion for one another.. Teaching interpretation is separate from official wording and the interviewee’s account.
F35 — Demonstrate ability to assume responsibility for actions and decisions
Explore F35 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker explicitly links values with accountability for actions. Students can examine responsibility and impact without treating one speaker’s perspective as universal.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: How does Sidney Byrd connect accountability with the teachings he describes?
Learn From: What could taking responsibility look like after a mistake in a situation you choose?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: one day, we're going to stand accountable for our actions.. Teaching interpretation is separate from official wording and the interviewee’s account.
H69 — Accept responsibility for one’s own actions
Explore H69 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker explicitly links values with accountability for actions. Students can examine responsibility and impact without treating one speaker’s perspective as universal.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: How does Sidney Byrd connect accountability with the teachings he describes?
Learn From: What could taking responsibility look like after a mistake in a situation you choose?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: one day, we're going to stand accountable for our actions.. Teaching interpretation is separate from official wording and the interviewee’s account.
N118 — Explain the importance of taking responsibility for actions and behaviors
Explore N118 · Traditions of Compassion, Help and Respect - Sidney Byrd - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker explicitly links values with accountability for actions. Students can examine responsibility and impact without treating one speaker’s perspective as universal.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
See, in the traditional way, that was not a part of what I was doing. Three things. Have compassion for one another. Have compassion for one another. Help one another. Be the first to help your neighbor. Finally, he said, Kichonihampo. Have respect for one another. If you do these three things, our nation will rise, we'll live, survive. Do these three things. And I got to thinking, you know, that's true. These old wise men tell us these things. Three elements for living. If we do those things, we'll survive. So we can depend on each other to help one another. That's what makes us strong. So I'm a firm believer in that, the traditional way. So, one day, we're going to stand accountable for our actions. And what are we going to say? Are we going to say, we followed the tenets, the teachings of the one we call Wanikia. We have the most powerful gift this world has ever known. You know what it is? It's love. Any problem can be solved with love. Our problem is, we don't use it. So we create problems. There'll be no more wars. There will no longer be selfish people, greedy people. There will be sharing and giving. Our problem is we don't take it. So we create problems. I can't ever forget the wisdom of these old men, Kakosha, Lenakichuyo, remember these things. So we would treat everybody like we want to be treated by ourselves, love one another. So I'm now in the sunset of my life and I'll hang on as long as I can but following those teachings will make the difference in our lives.
Learn About: How does Sidney Byrd connect accountability with the teachings he describes?
Learn From: What could taking responsibility look like after a mistake in a situation you choose?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0153; video o29NO-UyUXk; passage containing: one day, we're going to stand accountable for our actions.. Teaching interpretation is separate from official wording and the interviewee’s account.
D24 — Communicate verbally
Explore D24 · Getting an Education - Pearl Kennedy-Colombe - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Pearl Kennedy-Colombe describes learning to speak before others through school experiences. This gives a lived example of developing communication in education, within OSEU 7’s emphasis on educational development.
Updated for Proposed August 9, 2024: School experience supports OSEU 7’s education context; the excerpt does not establish the community social-change action required by 7.2. Original JAG–interview approval retained.
Well, when I started school, they put me up at Stephane. So I attended school there till I was a freshman. One year, I went to St. Joe's and I graduated from their eighth grade. And they make a big deal about that eighth grade graduation. You know, you really felt like you accomplished something. And then after that, I went to Flandreau. I went one year to Chamberlain and I talked about racism, you know, like that. I never felt it. But one girl told me one thing that my parents told me not to go hang around, you know, the Indian. But she said, they're not here. They're not with us in school. So she would talk to me. So, but I learned in school just like, I mean, they were in school learning just like the other schools that I've been, you know, everybody was learning something. But I learned how to talk to people by being in a white school, because they would make us get up in the front and, you know, talk. And so I kind of got ahead on the, I kind of got ahead by doing that, learning how to get up and talk in front of people. And then I went to Flandreau and I finished my graduate. My dad always told me to get an education, you know, learn.
Learn About: Which school experience does Pearl Kennedy-Colombe say helped her learn to speak in front of people?
Learn From: What kind of practice or support would help you speak about something you care about?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0051; video 082gmU3rKps; passage containing: learning how to get up and talk in front of people.. Teaching interpretation is separate from official wording and the interviewee’s account.
E28 — Deliver presentations to a group
Explore E28 · Getting an Education - Pearl Kennedy-Colombe - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Pearl Kennedy-Colombe describes learning to speak before others through school experiences. This gives a lived example of developing communication in education, within OSEU 7’s emphasis on educational development.
Updated for Proposed August 9, 2024: School experience supports OSEU 7’s education context; the excerpt does not establish the community social-change action required by 7.2. Original JAG–interview approval retained.
Well, when I started school, they put me up at Stephane. So I attended school there till I was a freshman. One year, I went to St. Joe's and I graduated from their eighth grade. And they make a big deal about that eighth grade graduation. You know, you really felt like you accomplished something. And then after that, I went to Flandreau. I went one year to Chamberlain and I talked about racism, you know, like that. I never felt it. But one girl told me one thing that my parents told me not to go hang around, you know, the Indian. But she said, they're not here. They're not with us in school. So she would talk to me. So, but I learned in school just like, I mean, they were in school learning just like the other schools that I've been, you know, everybody was learning something. But I learned how to talk to people by being in a white school, because they would make us get up in the front and, you know, talk. And so I kind of got ahead on the, I kind of got ahead by doing that, learning how to get up and talk in front of people. And then I went to Flandreau and I finished my graduate. My dad always told me to get an education, you know, learn.
Learn About: Which school experience does Pearl Kennedy-Colombe say helped her learn to speak in front of people?
Learn From: What kind of practice or support would help you speak about something you care about?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0051; video 082gmU3rKps; passage containing: learning how to get up and talk in front of people.. Teaching interpretation is separate from official wording and the interviewee’s account.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · Educational Self Determination - Whitney Rencountre - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes educational opportunities, tribal colleges, barriers, and confidence. Students can examine education pathways and goals with OSEU 7’s development context. Current program requirements must be checked separately.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
The opportunities are there, you know, for our people, our Native peoples, to use education as a great tool to better their families, to better themselves, put ourselves, our people, into a place where we're, you know, the current time we're in is self-determination. And so, through that process, the availability of more tribal colleges, the access to education, access to no longer have to deal with so many roadblocks, you know, that's great to have that, and it is there. But I think also we need to take it a step further in terms of the powers that be, the individuals that have the power to teach, individuals that have the power to kind of create a society where we really have to do a little more than just offering, you know, the tribal colleges and scholarships and things. I mean, those are great, but I think it also starts if we as a society could, our leaders in education, our leaders in South Dakota and throughout, if we show a willingness to kind of create, to go above and beyond in terms of, you know, not necessarily making up for what happened in our history, but at least showing a willingness to bring that to the table. You know, what can we do to work together, what can we do to, because, you know, as the coordinator for the Ate Ape Program in Rapid City, South Dakota, for the last six years now, I've learned so much about how our culture and how we can help our Native students feel good about being who they are, and that they're no longer living in a society where they feel like they're a minority. Maybe their traditional culture, their traditional ways, they don't connect that in their mind, in their hearts, with maybe a negative implication of, you know, they're different. But when we can kind of make that more of a mainstream, you know, acknowledgement, so to speak, between non-Natives and Native administrators, teachers, people in the, the leaders in the state, then it kind of gives you a sense of confidence. It gives you a sense of, you know, more better, you know, self-esteem. All those things are risen to a point where just because we're different, we're no less, you know, and so you can kind of see. So the availability of all the tribal colleges, things like that, those are very, that's a great, and that's a great step forward, but now we need to take it a step further in terms of acknowledging, you know, our differences don't, don't divide us.
Learn About: What opportunities and additional changes does Whitney Rencountre say matter for educational self-determination?
Learn From: What would you want to know about an education pathway, and what support could help you investigate it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0090; video zCeFCJcWCtg; passage containing: the availability of more tribal colleges, the access to education. Teaching interpretation is separate from official wording and the interviewee’s account.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · Educational Self Determination - Whitney Rencountre - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes educational opportunities, tribal colleges, barriers, and confidence. Students can examine education pathways and goals with OSEU 7’s development context. Current program requirements must be checked separately.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
The opportunities are there, you know, for our people, our Native peoples, to use education as a great tool to better their families, to better themselves, put ourselves, our people, into a place where we're, you know, the current time we're in is self-determination. And so, through that process, the availability of more tribal colleges, the access to education, access to no longer have to deal with so many roadblocks, you know, that's great to have that, and it is there. But I think also we need to take it a step further in terms of the powers that be, the individuals that have the power to teach, individuals that have the power to kind of create a society where we really have to do a little more than just offering, you know, the tribal colleges and scholarships and things. I mean, those are great, but I think it also starts if we as a society could, our leaders in education, our leaders in South Dakota and throughout, if we show a willingness to kind of create, to go above and beyond in terms of, you know, not necessarily making up for what happened in our history, but at least showing a willingness to bring that to the table. You know, what can we do to work together, what can we do to, because, you know, as the coordinator for the Ate Ape Program in Rapid City, South Dakota, for the last six years now, I've learned so much about how our culture and how we can help our Native students feel good about being who they are, and that they're no longer living in a society where they feel like they're a minority. Maybe their traditional culture, their traditional ways, they don't connect that in their mind, in their hearts, with maybe a negative implication of, you know, they're different. But when we can kind of make that more of a mainstream, you know, acknowledgement, so to speak, between non-Natives and Native administrators, teachers, people in the, the leaders in the state, then it kind of gives you a sense of confidence. It gives you a sense of, you know, more better, you know, self-esteem. All those things are risen to a point where just because we're different, we're no less, you know, and so you can kind of see. So the availability of all the tribal colleges, things like that, those are very, that's a great, and that's a great step forward, but now we need to take it a step further in terms of acknowledging, you know, our differences don't, don't divide us.
Learn About: What opportunities and additional changes does Whitney Rencountre say matter for educational self-determination?
Learn From: What would you want to know about an education pathway, and what support could help you investigate it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0090; video zCeFCJcWCtg; passage containing: the availability of more tribal colleges, the access to education. Teaching interpretation is separate from official wording and the interviewee’s account.
A4 — Develop a career path for a selected occupation
Explore A4 · Educational Self Determination - Whitney Rencountre - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes educational opportunities, tribal colleges, barriers, and confidence. Students can examine education pathways and goals with OSEU 7’s development context. Current program requirements must be checked separately.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
The opportunities are there, you know, for our people, our Native peoples, to use education as a great tool to better their families, to better themselves, put ourselves, our people, into a place where we're, you know, the current time we're in is self-determination. And so, through that process, the availability of more tribal colleges, the access to education, access to no longer have to deal with so many roadblocks, you know, that's great to have that, and it is there. But I think also we need to take it a step further in terms of the powers that be, the individuals that have the power to teach, individuals that have the power to kind of create a society where we really have to do a little more than just offering, you know, the tribal colleges and scholarships and things. I mean, those are great, but I think it also starts if we as a society could, our leaders in education, our leaders in South Dakota and throughout, if we show a willingness to kind of create, to go above and beyond in terms of, you know, not necessarily making up for what happened in our history, but at least showing a willingness to bring that to the table. You know, what can we do to work together, what can we do to, because, you know, as the coordinator for the Ate Ape Program in Rapid City, South Dakota, for the last six years now, I've learned so much about how our culture and how we can help our Native students feel good about being who they are, and that they're no longer living in a society where they feel like they're a minority. Maybe their traditional culture, their traditional ways, they don't connect that in their mind, in their hearts, with maybe a negative implication of, you know, they're different. But when we can kind of make that more of a mainstream, you know, acknowledgement, so to speak, between non-Natives and Native administrators, teachers, people in the, the leaders in the state, then it kind of gives you a sense of confidence. It gives you a sense of, you know, more better, you know, self-esteem. All those things are risen to a point where just because we're different, we're no less, you know, and so you can kind of see. So the availability of all the tribal colleges, things like that, those are very, that's a great, and that's a great step forward, but now we need to take it a step further in terms of acknowledging, you know, our differences don't, don't divide us.
Learn About: What opportunities and additional changes does Whitney Rencountre say matter for educational self-determination?
Learn From: What would you want to know about an education pathway, and what support could help you investigate it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0090; video zCeFCJcWCtg; passage containing: the availability of more tribal colleges, the access to education. Teaching interpretation is separate from official wording and the interviewee’s account.
A5 — Select an immediate job goal
Explore A5 · Educational Self Determination - Whitney Rencountre - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes educational opportunities, tribal colleges, barriers, and confidence. Students can examine education pathways and goals with OSEU 7’s development context. Current program requirements must be checked separately.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
The opportunities are there, you know, for our people, our Native peoples, to use education as a great tool to better their families, to better themselves, put ourselves, our people, into a place where we're, you know, the current time we're in is self-determination. And so, through that process, the availability of more tribal colleges, the access to education, access to no longer have to deal with so many roadblocks, you know, that's great to have that, and it is there. But I think also we need to take it a step further in terms of the powers that be, the individuals that have the power to teach, individuals that have the power to kind of create a society where we really have to do a little more than just offering, you know, the tribal colleges and scholarships and things. I mean, those are great, but I think it also starts if we as a society could, our leaders in education, our leaders in South Dakota and throughout, if we show a willingness to kind of create, to go above and beyond in terms of, you know, not necessarily making up for what happened in our history, but at least showing a willingness to bring that to the table. You know, what can we do to work together, what can we do to, because, you know, as the coordinator for the Ate Ape Program in Rapid City, South Dakota, for the last six years now, I've learned so much about how our culture and how we can help our Native students feel good about being who they are, and that they're no longer living in a society where they feel like they're a minority. Maybe their traditional culture, their traditional ways, they don't connect that in their mind, in their hearts, with maybe a negative implication of, you know, they're different. But when we can kind of make that more of a mainstream, you know, acknowledgement, so to speak, between non-Natives and Native administrators, teachers, people in the, the leaders in the state, then it kind of gives you a sense of confidence. It gives you a sense of, you know, more better, you know, self-esteem. All those things are risen to a point where just because we're different, we're no less, you know, and so you can kind of see. So the availability of all the tribal colleges, things like that, those are very, that's a great, and that's a great step forward, but now we need to take it a step further in terms of acknowledging, you know, our differences don't, don't divide us.
Learn About: What opportunities and additional changes does Whitney Rencountre say matter for educational self-determination?
Learn From: What would you want to know about an education pathway, and what support could help you investigate it?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0090; video zCeFCJcWCtg; passage containing: the availability of more tribal colleges, the access to education. Teaching interpretation is separate from official wording and the interviewee’s account.
G44 — Explain the roles and functions of a value-added organization
Explore G44 · “Moccasin Economy” - Lowell Amiotte - OSEU 7 · OSEU 7
Reviewed teaching connection (Exploratory): The interview describes exchanges, work, land leases, and generosity as parts of an economy. This can introduce local economic activity, but does not define value-added organizations or teach business startup requirements.
Updated for Proposed August 9, 2024: The economic account supports OSEU 7’s economic development context without establishing the social-change action required by 7.2. Original JAG–interview approval retained.
On the reservation, there's a whole moccasin economy that is out there where people are making money through exchange of goods or doing things that people don't think they're doing, like ranchers, you know, some big ranchers out there. And land, again, becomes very important then, and resources. So you have this person leasing this person's land, paying them for it. There's not enough of this little parcel because it's been divided up so many times. You know, they were given 160 acres, they have four kids, bam, there goes your 160 acres. Each of those four kids have four kids, bam, and pretty soon they're so small, those parcels were so small that they were practically useless. But some people are getting little checks because they have some land that the government leases out for them. There was a large settlement recently because the manufacturers or the oil people or whatever was on a certain reservation came in and they were taking natural resources and not really paying for them. And now all of a sudden, people wake up. And they had a lawsuit, it was won, so there is some money coming in to different people on the reservation who are landowners. So you know, when you talk about the economy, you have to look at the reservation and see that there's a different kind of economy. One thing Native American people have always been very generous, and they've always shared. I think it used to be said that the richest man in the village was the one who had the least because he gave everything away. And I think that still goes on with the giveaways and so on. You go to a powwow and they have a giveaway and they're giving away blankets and pictures and chairs and, you know, even horse or cow once in a while. And so you look at the economy on the reservation differently. You look, of course, at all these people who are working for the BIE or public health service and so on, but there's also that other economy that's going on below the surface.
Learn About: What kinds of economic activity does Lowell Amiotte describe beyond the most visible employers?
Learn From: What questions would you ask to understand how a local enterprise contributes to its community?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0078; video o5xgETyE_Gk; passage containing: a whole moccasin economy. Teaching interpretation is separate from official wording and the interviewee’s account.
I83 — Demonstrate an understanding of how to open a small business
Explore I83 · “Moccasin Economy” - Lowell Amiotte - OSEU 7 · OSEU 7
Reviewed teaching connection (Exploratory): The interview describes exchanges, work, land leases, and generosity as parts of an economy. This can introduce local economic activity, but does not define value-added organizations or teach business startup requirements.
Updated for Proposed August 9, 2024: The economic account supports OSEU 7’s economic development context without establishing the social-change action required by 7.2. Original JAG–interview approval retained.
On the reservation, there's a whole moccasin economy that is out there where people are making money through exchange of goods or doing things that people don't think they're doing, like ranchers, you know, some big ranchers out there. And land, again, becomes very important then, and resources. So you have this person leasing this person's land, paying them for it. There's not enough of this little parcel because it's been divided up so many times. You know, they were given 160 acres, they have four kids, bam, there goes your 160 acres. Each of those four kids have four kids, bam, and pretty soon they're so small, those parcels were so small that they were practically useless. But some people are getting little checks because they have some land that the government leases out for them. There was a large settlement recently because the manufacturers or the oil people or whatever was on a certain reservation came in and they were taking natural resources and not really paying for them. And now all of a sudden, people wake up. And they had a lawsuit, it was won, so there is some money coming in to different people on the reservation who are landowners. So you know, when you talk about the economy, you have to look at the reservation and see that there's a different kind of economy. One thing Native American people have always been very generous, and they've always shared. I think it used to be said that the richest man in the village was the one who had the least because he gave everything away. And I think that still goes on with the giveaways and so on. You go to a powwow and they have a giveaway and they're giving away blankets and pictures and chairs and, you know, even horse or cow once in a while. And so you look at the economy on the reservation differently. You look, of course, at all these people who are working for the BIE or public health service and so on, but there's also that other economy that's going on below the surface.
Learn About: What kinds of economic activity does Lowell Amiotte describe beyond the most visible employers?
Learn From: What questions would you ask to understand how a local enterprise contributes to its community?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0078; video o5xgETyE_Gk; passage containing: a whole moccasin economy. Teaching interpretation is separate from official wording and the interviewee’s account.
N117 — Demonstrate an understanding of decision making
Explore N117 · Productive Use of Reservation Land - Lydia Whirlwind Soldier - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes weighing jobs, land impact, and community responsibilities in tribal decisions. That gives a specific decision-making case, with OSEU 7.2 emphasizing community actions; it does not supply a universal decision model.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. 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: What priorities does Lydia Whirlwind Soldier describe when the Tribal Council considers jobs and land use?
Learn From: In a fictional community decision, whose needs and what effects would you want to consider?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0023; video iW4KLHeABw8; passage containing: we also have to think about the impact those companies have on our land.. Teaching interpretation is separate from official wording and the interviewee’s account.
F34 — Identify the process of decision-making
Explore F34 · Productive Use of Reservation Land - Lydia Whirlwind Soldier - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes weighing jobs, land impact, and community responsibilities in tribal decisions. That gives a specific decision-making case, with OSEU 7.2 emphasizing community actions; it does not supply a universal decision model.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. 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: What priorities does Lydia Whirlwind Soldier describe when the Tribal Council considers jobs and land use?
Learn From: In a fictional community decision, whose needs and what effects would you want to consider?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0023; video iW4KLHeABw8; passage containing: we also have to think about the impact those companies have on our land.. Teaching interpretation is separate from official wording and the interviewee’s account.
G55 — Apply the problem-solving process
Explore G55 · Productive Use of Reservation Land - Lydia Whirlwind Soldier - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker describes weighing jobs, land impact, and community responsibilities in tribal decisions. That gives a specific decision-making case, with OSEU 7.2 emphasizing community actions; it does not supply a universal decision model.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. 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: What priorities does Lydia Whirlwind Soldier describe when the Tribal Council considers jobs and land use?
Learn From: In a fictional community decision, whose needs and what effects would you want to consider?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0023; video iW4KLHeABw8; passage containing: we also have to think about the impact those companies have on our land.. Teaching interpretation is separate from official wording and the interviewee’s account.
E30 — Demonstrate commitment to an organization
Explore E30 · The Oceti Sakowin Circle - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker links individual responsibility and sharing knowledge with a stronger circle. This supports examining initiative and contribution while keeping OSEU 7.3’s continuation of the way of life explicit.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We are all individuals in the circle, but as individuals, we have the responsibility to carry on the teachings, to do what needs to be done, to continue to make that circle strong. And that is what I think Oceti Sakowin is, and that as an adult who can speak the language, who has some knowledge of the teachings, it is my responsibility as an individual to share that so the circle becomes stronger, and I believe that is what that essential understanding is. We are the same as anybody else. We do have rights, as all South Dakota citizens do. We do have the same needs, desires, and some are different because culturally we are diverse. But my prayer is that as an educator, as a member of the Oceti Sakowin, that someday we will all have the understanding of each other. Not just that they understand us, but that we also understand our neighbors within this state of South Dakota.
Learn About: What responsibility does Stephanie Charging Eagle describe for an individual within the circle?
Learn From: What is something you know or can do that could contribute to a group’s work?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0181; video 4KErY_ZfZUs; passage containing: as individuals, we have the responsibility to carry on the teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · The Oceti Sakowin Circle - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker links individual responsibility and sharing knowledge with a stronger circle. This supports examining initiative and contribution while keeping OSEU 7.3’s continuation of the way of life explicit.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We are all individuals in the circle, but as individuals, we have the responsibility to carry on the teachings, to do what needs to be done, to continue to make that circle strong. And that is what I think Oceti Sakowin is, and that as an adult who can speak the language, who has some knowledge of the teachings, it is my responsibility as an individual to share that so the circle becomes stronger, and I believe that is what that essential understanding is. We are the same as anybody else. We do have rights, as all South Dakota citizens do. We do have the same needs, desires, and some are different because culturally we are diverse. But my prayer is that as an educator, as a member of the Oceti Sakowin, that someday we will all have the understanding of each other. Not just that they understand us, but that we also understand our neighbors within this state of South Dakota.
Learn About: What responsibility does Stephanie Charging Eagle describe for an individual within the circle?
Learn From: What is something you know or can do that could contribute to a group’s work?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0181; video 4KErY_ZfZUs; passage containing: as individuals, we have the responsibility to carry on the teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
H69 — Accept responsibility for one’s own actions
Explore H69 · The Oceti Sakowin Circle - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker links individual responsibility and sharing knowledge with a stronger circle. This supports examining initiative and contribution while keeping OSEU 7.3’s continuation of the way of life explicit.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We are all individuals in the circle, but as individuals, we have the responsibility to carry on the teachings, to do what needs to be done, to continue to make that circle strong. And that is what I think Oceti Sakowin is, and that as an adult who can speak the language, who has some knowledge of the teachings, it is my responsibility as an individual to share that so the circle becomes stronger, and I believe that is what that essential understanding is. We are the same as anybody else. We do have rights, as all South Dakota citizens do. We do have the same needs, desires, and some are different because culturally we are diverse. But my prayer is that as an educator, as a member of the Oceti Sakowin, that someday we will all have the understanding of each other. Not just that they understand us, but that we also understand our neighbors within this state of South Dakota.
Learn About: What responsibility does Stephanie Charging Eagle describe for an individual within the circle?
Learn From: What is something you know or can do that could contribute to a group’s work?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0181; video 4KErY_ZfZUs; passage containing: as individuals, we have the responsibility to carry on the teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · The Oceti Sakowin Circle - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker links individual responsibility and sharing knowledge with a stronger circle. This supports examining initiative and contribution while keeping OSEU 7.3’s continuation of the way of life explicit.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We are all individuals in the circle, but as individuals, we have the responsibility to carry on the teachings, to do what needs to be done, to continue to make that circle strong. And that is what I think Oceti Sakowin is, and that as an adult who can speak the language, who has some knowledge of the teachings, it is my responsibility as an individual to share that so the circle becomes stronger, and I believe that is what that essential understanding is. We are the same as anybody else. We do have rights, as all South Dakota citizens do. We do have the same needs, desires, and some are different because culturally we are diverse. But my prayer is that as an educator, as a member of the Oceti Sakowin, that someday we will all have the understanding of each other. Not just that they understand us, but that we also understand our neighbors within this state of South Dakota.
Learn About: What responsibility does Stephanie Charging Eagle describe for an individual within the circle?
Learn From: What is something you know or can do that could contribute to a group’s work?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0181; video 4KErY_ZfZUs; passage containing: as individuals, we have the responsibility to carry on the teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · The Oceti Sakowin Circle - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The speaker links individual responsibility and sharing knowledge with a stronger circle. This supports examining initiative and contribution while keeping OSEU 7.3’s continuation of the way of life explicit.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We are all individuals in the circle, but as individuals, we have the responsibility to carry on the teachings, to do what needs to be done, to continue to make that circle strong. And that is what I think Oceti Sakowin is, and that as an adult who can speak the language, who has some knowledge of the teachings, it is my responsibility as an individual to share that so the circle becomes stronger, and I believe that is what that essential understanding is. We are the same as anybody else. We do have rights, as all South Dakota citizens do. We do have the same needs, desires, and some are different because culturally we are diverse. But my prayer is that as an educator, as a member of the Oceti Sakowin, that someday we will all have the understanding of each other. Not just that they understand us, but that we also understand our neighbors within this state of South Dakota.
Learn About: What responsibility does Stephanie Charging Eagle describe for an individual within the circle?
Learn From: What is something you know or can do that could contribute to a group’s work?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0181; video 4KErY_ZfZUs; passage containing: as individuals, we have the responsibility to carry on the teachings. Teaching interpretation is separate from official wording and the interviewee’s account.
R132 — Access key local resources
Explore R132 · College for Tribal Members - Janelle Williams - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Janelle Williams describes tribal encouragement for postsecondary education and the need to address barriers. Students can identify questions to ask about local support. The interview’s historical figures are not current statistics.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We wanted our tribal members to get post-secondary education and just somewhat be able to provide for their families. And the tribe wanted to give that encouragement. And so far, if you took the total of ourtribal membership, we went from, I want to say, pretty close to 1%. We're now at pretty close to 6% of 13,000 tribal members attending post-secondary, which is great. But right now we are trying to figure out how we can help the barriers, starting from early childhood into high school. What are the barriers? How can we get them to stay in school, go to school, and hopefully that will help the rates a little bit more.
Learn About: What barriers and supports does Janelle Williams say the community needs to understand?
Learn From: What local support could a student investigate, and what questions would they ask?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0101; video NyR3H6X5d9U; passage containing: How can we get them to stay in school. Teaching interpretation is separate from official wording and the interviewee’s account.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · College for Tribal Members - Janelle Williams - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Janelle Williams describes tribal encouragement for postsecondary education and the need to address barriers. Students can identify questions to ask about local support. The interview’s historical figures are not current statistics.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
We wanted our tribal members to get post-secondary education and just somewhat be able to provide for their families. And the tribe wanted to give that encouragement. And so far, if you took the total of ourtribal membership, we went from, I want to say, pretty close to 1%. We're now at pretty close to 6% of 13,000 tribal members attending post-secondary, which is great. But right now we are trying to figure out how we can help the barriers, starting from early childhood into high school. What are the barriers? How can we get them to stay in school, go to school, and hopefully that will help the rates a little bit more.
Learn About: What barriers and supports does Janelle Williams say the community needs to understand?
Learn From: What local support could a student investigate, and what questions would they ask?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0101; video NyR3H6X5d9U; passage containing: How can we get them to stay in school. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Douville describes mutual sharing as necessary for moving ahead together. Students can identify contributions that make team membership reciprocal rather than simply dividing tasks.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H62 — Demonstrate how to work effectively with others
Explore H62 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): His explanation of working as a group gives students a concrete account of interdependence. They can compare helping, receiving help, and following through in a school or work team.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Douville places generosity at the center of decisions about resources and relationships. Students can examine how a value changes choices without treating his account as a universal financial rule.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J103 — Articulate personal values
Explore J103 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The interview names generosity and caring as guiding values. Students can explain those values from the source before articulating a value of their own through a chosen or fictional example.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): His account of a generous leader frames leadership as taking care of people. Students can contrast leadership by service with leadership by status while retaining the account’s community context.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E27 — Demonstrate team leadership
Explore E27 · Generosity & Sharing - Victor Douville - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): The source makes collective wellbeing a leadership concern. A team leader can use it to consider whose needs are noticed and how resources and responsibilities are shared.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
We have to be able to work out things as a group rather than individuals.
Learn About: What does Victor Douville connect with mutual sharing and working as a group?
Learn From: How could shared responsibility change a fictional team’s choices?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0019 · video ID mlUJIlizrf8 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F32 — Identify a self-value system and how it affects life
Explore F32 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Douville explicitly describes values taught to students and the role of fortitude in facing problems. This supports examining a value system as a guide for action rather than merely listing admirable words.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F33 — Base decisions on values and goals
Explore F33 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): The passage connects fortitude to staying with problems. Students can explain how a value might influence a decision to continue, seek support, or revise an approach.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
J103 — Articulate personal values
Explore J103 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Students can distinguish a named value from an observable action by explaining what fortitude means in the passage and then articulating their own chosen value.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P124 — Explain the value of good character
Explore P124 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): The interview makes character visible through responses to difficulty and caring for others. Students can connect good character with conduct rather than reputation alone.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · Our Four Values - Victor Douville - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Persistence provides a lens for reflecting on previous attempts. Students can identify what to retain or change after a setback; the passage does not prescribe a workplace improvement procedure.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
You have fortitude to stand up to a lot of problems we have and not back off.
Learn About: How does Douville connect fortitude with responding to problems?
Learn From: What would persistence guided by a value look like in a chosen learning challenge?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0021 · video ID vo87MSHQpNQ · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E27 — Demonstrate team leadership
Explore E27 · Traditional Values - Whitney Rencountre - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): Rencountre describes leadership through giving and caring for people. Students can use this account to examine team leadership as responsibility to others, while distinguishing tribal governance from workplace roles.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
His most valuable belongings were always given to his people. He took care of people.
Learn About: How does Rencountre describe the responsibilities of a leader?
Learn From: How could a leader demonstrate care for others in a fictional school or work group?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0089 · video ID Y1qOR4OYQZI · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · Traditional Values - Whitney Rencountre - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): The source offers a service-centered example of leadership. Students can identify actions that demonstrate leadership instead of treating a title as proof of effectiveness.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
His most valuable belongings were always given to his people. He took care of people.
Learn About: How does Rencountre describe the responsibilities of a leader?
Learn From: How could a leader demonstrate care for others in a fictional school or work group?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0089 · video ID Y1qOR4OYQZI · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
N122 — Define and demonstrate empathy
Explore N122 · Traditional Values - Whitney Rencountre - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): Attention to other people’s needs provides a basis for exploring empathy in action. Students can infer a possible caring response while returning to the speaker’s actual account.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
His most valuable belongings were always given to his people. He took care of people.
Learn About: How does Rencountre describe the responsibilities of a leader?
Learn From: How could a leader demonstrate care for others in a fictional school or work group?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0089 · video ID Y1qOR4OYQZI · cited transcript passage. 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 · Traditional Values - Whitney Rencountre - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): The account connects people’s relationships with the care they receive. Students can explore respect as an action within community responsibilities rather than a demand for obedience.
Updated for Proposed August 9, 2024: The teaching concerns values supporting communities through change, now addressed by 7.1; revised 7.3 focuses on continuing the way of life. Original JAG–interview approval retained.
His most valuable belongings were always given to his people. He took care of people.
Learn About: How does Rencountre describe the responsibilities of a leader?
Learn From: How could a leader demonstrate care for others in a fictional school or work group?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0089 · video ID Y1qOR4OYQZI · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports A1 by inviting students to identify interests in helping and community 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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify interests in helping and community 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A2 — Relate interests, aptitudes, and abilities to appropriate occupations
Explore A2 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports A2 by inviting students to relate helping abilities to counseling and liaison occupations.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you relate helping abilities to counseling and liaison occupations? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A4 — Develop a career path for a selected occupation
Explore A4 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports A4 by inviting students to trace roles within a community-serving career.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you trace roles within a community-serving career? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports G39 by inviting students to identify interpersonal and organizing skills used in these roles.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify interpersonal and organizing skills used in these roles? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports E26 by inviting students to consider participants’ contributions to a shared activity.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider participants’ contributions to a shared activity? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E27 — Demonstrate team leadership
Explore E27 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports E27 by inviting students to identify the work involved in organizing people.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify the work involved in organizing people? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G46 — Demonstrate how to work with diverse people
Explore G46 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports G46 by inviting students to work with participants from different communities.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you work with participants from different communities? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q130 — Demonstrate understanding of social and cultural diversity
Explore Q130 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports Q130 by inviting students to learn from contact across communities.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you learn from contact across communities? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · My Role in My Community - Ricky Gray Grass - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Ricky Gray Grass describes counseling, liaison work, and organizing a youth run that brought people from different communities together. This supports P127 by inviting students to examine leadership through service.
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.
You know, I worked in the school systems, I worked as a counselor at treatment centers, but now I'm just more like a consultant, liaison, grandpa for hire, that kind of person. You know, I do a spiritual run every June around the Black Hills based on a creation story, the race around the Black Hills. And so, I get a lot of youth that are part of that. And then we did the prayer run to Standing Rock last year in October, I think it was the end of September and October. And then we did another prayer run with a young Hopi boy from Flagstaff, Arizona to Standing Rock. Some of my boys ran for nine days with the boys straight to Standing Rock. So, you know, we made a lot of connections and made family and friends on that run. And, you know, opened a lot of minds.
Learn About: What details in this passage support the speaker’s account of community leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine leadership through service? 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-0016; https://www.youtube.com/watch?v=z3_itpFdzME; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H76 — Demonstrate familiarity with various technological tools
Explore H76 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H76 by inviting students to identify uses of technological tools.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify uses of technological tools? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H78 — Demonstrate basic computer operation skills
Explore H78 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Exploratory): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H78 by inviting students to connect computer use with a purposeful learning task. 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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect computer use with a purposeful learning task? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H81 — Demonstrate the ability to search for information on the internet
Explore H81 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H81 by inviting students to plan an internet information search.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you plan an internet information search? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H74 by inviting students to use tools to pursue further learning.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you use tools to pursue further learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports H61 by inviting students to take initiative in exploring a topic.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you take initiative in exploring a topic? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports G48 by inviting students to consider new ways of accessing 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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider new ways of accessing 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A1 — Identify occupational interests, aptitudes, and abilities
Explore A1 · 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 A1 by inviting students to identify an artistic occupational interest.
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 an artistic occupational interest? 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.
A2 — Relate interests, aptitudes, and abilities to appropriate occupations
Explore A2 · 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 A2 by inviting students to relate artistic interests to teaching and art careers.
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 relate artistic interests to teaching and art careers? 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.
A4 — Develop a career path for a selected occupation
Explore A4 · 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 A4 by inviting students to trace learning and role models within a career path.
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 trace learning and role models within a career path? 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.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · 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 G38 by inviting students to consider education needed for a chosen 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.
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 consider education needed for a chosen direction? 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.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · 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 Q128 by inviting students to connect goals, interests, and learning opportunities.
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 connect goals, interests, and learning opportunities? 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 · 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.
T142 — Explain the value of job shadowing
Explore T142 · Heroes & Technology - Donald Montileaux pt 1 OSEU #7 · OSEU 7
Reviewed teaching connection (Exploratory): 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 T142 by inviting students to prepare questions about learning through observing a role model. 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.
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 prepare questions about learning through observing a role model? 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.
H79 — Demonstrate the ability to learn from past experiences
Explore H79 · 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 H79 by inviting students to reflect on what mentors contributed.
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 reflect on what mentors contributed? 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.
R133 — Demonstrate understanding of earning, spending, and saving
Explore R133 · 75 Cents Per Hour - Pearl Kennedy-Colombe - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): Pearl Kennedy Colombe recalls summer café work, hourly pay, and paying weekly rent while attending school. This supports R133 by inviting students to identify earning and spending in a concrete 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.
In 1952, they let the liquor law loose. They turned the Indians loose to go ahead and drink. And my life started going downhill. My parents started drinking. And so in 1959, they died in a car accident…both of them…together. My mother died on her 50th birthday, and my dad died the next day. But he prepared me. We used to go fishing…and he’d talk to me…and he told me “These older kids…they don’t think…they don’t worry about you guys. If anything happens to me, you look out for the younger ones.” So when they died in 1959, I…since I was fourteen years old…I was working in Chamberlain at the Derby Cafe every summer…and there was a lady in Chamberlain, Mrs. Leiferman…would give us rooms to rent for five dollars a week. Minimum wage was like 75 cents. So I paid my rent every week and I stayed all summer long. Me and my sisters and my cousins…she took in all the Indians, you know.
Learn About: What details in this passage support the speaker’s account of earning and independence? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify earning and spending in a concrete account? 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-0050; https://www.youtube.com/watch?v=iBiENDezEiY; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q131 — Apply concepts related to living on your own in the “real world”
Explore Q131 · 75 Cents Per Hour - Pearl Kennedy-Colombe - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): Pearl Kennedy Colombe recalls summer café work, hourly pay, and paying weekly rent while attending school. This supports Q131 by inviting students to discuss work and housing responsibilities when living independently.
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.
In 1952, they let the liquor law loose. They turned the Indians loose to go ahead and drink. And my life started going downhill. My parents started drinking. And so in 1959, they died in a car accident…both of them…together. My mother died on her 50th birthday, and my dad died the next day. But he prepared me. We used to go fishing…and he’d talk to me…and he told me “These older kids…they don’t think…they don’t worry about you guys. If anything happens to me, you look out for the younger ones.” So when they died in 1959, I…since I was fourteen years old…I was working in Chamberlain at the Derby Cafe every summer…and there was a lady in Chamberlain, Mrs. Leiferman…would give us rooms to rent for five dollars a week. Minimum wage was like 75 cents. So I paid my rent every week and I stayed all summer long. Me and my sisters and my cousins…she took in all the Indians, you know.
Learn About: What details in this passage support the speaker’s account of earning and independence? What would you need to hear in the full interview before interpreting it?
Learn From: How could you discuss work and housing responsibilities when living independently? 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-0050; https://www.youtube.com/watch?v=iBiENDezEiY; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G59 — Prepare a short and long-term budget
Explore G59 · 75 Cents Per Hour - Pearl Kennedy-Colombe - OSEU #2 · OSEU 7
Reviewed teaching connection (Exploratory): Pearl Kennedy Colombe recalls summer café work, hourly pay, and paying weekly rent while attending school. This supports G59 by inviting students to use the account as a starting scenario for a separately taught budget. 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.
In 1952, they let the liquor law loose. They turned the Indians loose to go ahead and drink. And my life started going downhill. My parents started drinking. And so in 1959, they died in a car accident…both of them…together. My mother died on her 50th birthday, and my dad died the next day. But he prepared me. We used to go fishing…and he’d talk to me…and he told me “These older kids…they don’t think…they don’t worry about you guys. If anything happens to me, you look out for the younger ones.” So when they died in 1959, I…since I was fourteen years old…I was working in Chamberlain at the Derby Cafe every summer…and there was a lady in Chamberlain, Mrs. Leiferman…would give us rooms to rent for five dollars a week. Minimum wage was like 75 cents. So I paid my rent every week and I stayed all summer long. Me and my sisters and my cousins…she took in all the Indians, you know.
Learn About: What details in this passage support the speaker’s account of earning and independence? What would you need to hear in the full interview before interpreting it?
Learn From: How could you use the account as a starting scenario for a separately taught budget? 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-0050; https://www.youtube.com/watch?v=iBiENDezEiY; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
R134 — Develop a budget
Explore R134 · 75 Cents Per Hour - Pearl Kennedy-Colombe - OSEU #2 · OSEU 7
Reviewed teaching connection (Exploratory): Pearl Kennedy Colombe recalls summer café work, hourly pay, and paying weekly rent while attending school. This supports R134 by inviting students to practice a budget using additional teacher-supplied numbers. 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.
In 1952, they let the liquor law loose. They turned the Indians loose to go ahead and drink. And my life started going downhill. My parents started drinking. And so in 1959, they died in a car accident…both of them…together. My mother died on her 50th birthday, and my dad died the next day. But he prepared me. We used to go fishing…and he’d talk to me…and he told me “These older kids…they don’t think…they don’t worry about you guys. If anything happens to me, you look out for the younger ones.” So when they died in 1959, I…since I was fourteen years old…I was working in Chamberlain at the Derby Cafe every summer…and there was a lady in Chamberlain, Mrs. Leiferman…would give us rooms to rent for five dollars a week. Minimum wage was like 75 cents. So I paid my rent every week and I stayed all summer long. Me and my sisters and my cousins…she took in all the Indians, you know.
Learn About: What details in this passage support the speaker’s account of earning and independence? What would you need to hear in the full interview before interpreting it?
Learn From: How could you practice a budget using additional teacher-supplied numbers? 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-0050; https://www.youtube.com/watch?v=iBiENDezEiY; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A3 — Identify desired lifestyle and relate to selected occupations
Explore A3 · 75 Cents Per Hour - Pearl Kennedy-Colombe - OSEU #2 · OSEU 7
Reviewed teaching connection (Supporting): Pearl Kennedy Colombe recalls summer café work, hourly pay, and paying weekly rent while attending school. This supports A3 by inviting students to consider how income and housing affect occupational choices.
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.
In 1952, they let the liquor law loose. They turned the Indians loose to go ahead and drink. And my life started going downhill. My parents started drinking. And so in 1959, they died in a car accident…both of them…together. My mother died on her 50th birthday, and my dad died the next day. But he prepared me. We used to go fishing…and he’d talk to me…and he told me “These older kids…they don’t think…they don’t worry about you guys. If anything happens to me, you look out for the younger ones.” So when they died in 1959, I…since I was fourteen years old…I was working in Chamberlain at the Derby Cafe every summer…and there was a lady in Chamberlain, Mrs. Leiferman…would give us rooms to rent for five dollars a week. Minimum wage was like 75 cents. So I paid my rent every week and I stayed all summer long. Me and my sisters and my cousins…she took in all the Indians, you know.
Learn About: What details in this passage support the speaker’s account of earning and independence? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how income and housing affect occupational choices? 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-0050; https://www.youtube.com/watch?v=iBiENDezEiY; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
C20 — Appropriately quit a job
Explore C20 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Exploratory): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports C20 by inviting students to prepare a respectful conversation about leaving a job. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you prepare a respectful conversation about leaving a job? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
K109 — Express needs and wants
Explore K109 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports K109 by inviting students to express a need clearly in a work-related conversation.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you express a need clearly in a work-related conversation? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A3 — Identify desired lifestyle and relate to selected occupations
Explore A3 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports A3 by inviting students to relate a working environment to personal 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.
I played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you relate a working environment to personal needs? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F34 — Identify the process of decision-making
Explore F34 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports F34 by inviting students to weigh circumstances before a career decision.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you weigh circumstances before a career decision? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G52 — Demonstrate an ability to adapt to people and situations
Explore G52 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports G52 by inviting students to adapt a professional relationship during a transition.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you adapt a professional relationship during a transition? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports Q128 by inviting students to reconsider a career direction as needs change.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.
Learn About: What details in this passage support the speaker’s account of career transitions? What would you need to hear in the full interview before interpreting it?
Learn From: How could you reconsider a career direction as needs change? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E27 — Demonstrate team leadership
Explore E27 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports E27 by inviting students to discuss accepting responsibility for group leadership.
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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you discuss accepting responsibility for group leadership? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E26 — Demonstrate team membership
Explore E26 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports E26 by inviting students to examine how participation affects a group.
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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine how participation affects a group? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G43 — Demonstrate how to use group dynamics techniques
Explore G43 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Exploratory): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports G43 by inviting students to consider the effect of attendance and leadership on group functioning. 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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider the effect of attendance and leadership on group functioning? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G45 — Understand the elements of high-performing work teams
Explore G45 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Exploratory): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports G45 by inviting students to identify conditions that allow a group to work effectively. 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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify conditions that allow a group to work effectively? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports P127 by inviting students to examine leadership as a responsibility to others.
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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine leadership as a responsibility to others? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · David Bald Eagle & the Selection of Chiefs of the United Indigenous Nations - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): David Bald Eagle describes reluctance to take a leadership role, missed meetings, and being asked to serve as a chief. This supports H61 by inviting students to consider when taking initiative is needed.
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.
Four of us were picked as a team, and the four, they never came to the meetings, and I couldn't say anything because I was picked as one of the four. No leader, nothing, so I never did say anything. I didn't call a meeting together or anything like that, but they did call a meeting of the chiefs together on this reservation two or three times, and no one went, just the two of us. And the other guy wasn't picked as a team, just myself and this guy attended. The other three chiefs, they never did come, or this one passed away, this one passed away, so the other three didn't show up. So I decided, well, one of these days they might call a meeting, and I didn't pay attention until they invited me, where this call came from this morning, from Puerto Rico. They invited me down there, but they didn't tell me about picking any chiefs or anything.
Learn About: What details in this passage support the speaker’s account of taking leadership? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider when taking initiative is needed? 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-0058; https://www.youtube.com/watch?v=iLx2KTnyL1A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities
Explore H74 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports H74 by inviting students to value continued learning.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you value continued learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
D24 — Communicate verbally
Explore D24 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports D24 by inviting students to consider how to share knowledge orally.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how to share knowledge orally? 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-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E28 — Deliver presentations to a group
Explore E28 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports E28 by inviting students to plan an audience-centered presentation of knowledge.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you plan an audience-centered presentation of knowledge? 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-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
E30 — Demonstrate commitment to an organization
Explore E30 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports E30 by inviting students to connect commitment with contribution to a community.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect commitment with contribution to a community? 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-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
H61 — Demonstrate initiative and proactivity
Explore H61 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports H61 by inviting students to take initiative in sharing useful knowledge.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you take initiative in sharing useful knowledge? 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-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · Being a Vessel for Sharing - Stephanie Charging Eagle - OSEU #7 · OSEU 7
Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes lifelong learning and sharing good knowledge as a responsibility to people. This supports P127 by inviting students to consider leadership through helping others learn.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've lived a long life and I've learned so much, experienced so much, but you know the bottom line is I still go back to the ancestors, to people who have that wisdom, that knowledge. And one of the things that, one of the teachings that has, that I learned and that was constantly reiterated was that this knowledge, this wisdom is not yours. You are only the vessel, the vehicle to share with others who also have that right. And so as I, at this point in my life, I have come to that realization that that's where I need to be, to share, to share the good and the positive. But to the people who it belongs to, but and to the people who will use it in that way.
Learn About: What details in this passage support the speaker’s account of sharing knowledge? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider leadership through helping others learn? 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-0074; https://www.youtube.com/watch?v=2gLBvBHyXcU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G46 — Demonstrate how to work with diverse people
Explore G46 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G46 by inviting students to work across cultural differences.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you work across cultural differences? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G52 — Demonstrate an ability to adapt to people and situations
Explore G52 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G52 by inviting students to adapt to institutional expectations.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you adapt to institutional expectations? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G48 by inviting students to consider constructive change.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider constructive change? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G55 — Apply the problem-solving process
Explore G55 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G55 by inviting students to identify a feasible way to address a problem.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify a feasible way to address a problem? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
F33 — Base decisions on values and goals
Explore F33 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports F33 by inviting students to connect action with values and long-term goals.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect action with values and long-term goals? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G53 — Exhibit work ethics and behaviors essential for success
Explore G53 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G53 by inviting students to discuss ethical behavior when seeking change.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you discuss ethical behavior when seeking change? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G50 — Negotiate solutions to conflict
Explore G50 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Exploratory): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G50 by inviting students to seek constructive responses to disagreement. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you seek constructive responses to disagreement? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
P127 — Demonstrate effective leadership skills
Explore P127 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports P127 by inviting students to examine leadership directed toward future generations.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you examine leadership directed toward future generations? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G38 — Evaluate a career plan to determine post-secondary options
Explore G38 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports G38 by inviting students to investigate postsecondary opportunities.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you investigate postsecondary opportunities? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills
Explore Q128 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports Q128 by inviting students to connect educational opportunities with personal goals.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you connect educational opportunities with personal goals? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
A4 — Develop a career path for a selected occupation
Explore A4 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports A4 by inviting students to identify educational steps toward an occupation.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify educational steps toward an occupation? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G39 — Understand how to achieve marketable job skills
Explore G39 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports G39 by inviting students to consider how further education develops job skills.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider how further education develops job skills? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
R132 — Access key local resources
Explore R132 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Exploratory): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports R132 by inviting students to identify an educational resource to research. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you identify an educational resource to research? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Q129 — Describe the future, including personal and career potential
Explore Q129 · Addressing OSEU 7 with Cheryl Medearis · OSEU 7
Reviewed teaching connection (Supporting): Cheryl Medearis describes tribal colleges expanding access to education and preparing teachers and people in different fields. This supports Q129 by inviting students to consider future possibilities opened by education.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
I'll speak to that from a perspective of what tribal institutions have done for the people in not just our area, but the tribal college movement is probably, in my perspective, one of the strongest movements that ever occurred. From a personal basis, I may never have gotten a college education. I don't know that. It may have taken me even longer had Sinté not been where it was when it was. And I date back to Sinté-Gleska College when the institution wasn't really trusted to be on its own. So my diploma reads the University of South Dakota because they proctored and granted the degrees and helped develop the curricula. But that's been one of the strongest impacts that I see.
Learn About: What details in this passage support the speaker’s account of tribal colleges and opportunity? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider future possibilities opened by education? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0104; https://www.youtube.com/watch?v=t3MjIUIMBdg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.