Addressing Misconceptions - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #7

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0082. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

K107 — Differentiate between opinion and fact

Explore K107 · Addressing Misconceptions - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #7 · OSEU 2

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman challenge assumptions about government checks and generalizations from a few tribes to all Native people. This supports K107 by inviting students to distinguish a generalization from supported evidence.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

How we ended up all where we are at, how some of our initial tribal members ended up in Canada, how some people ended up in Pearl Creek, and just the push from the federal side, how all of that occurred. So that's our real history and where we ended up migrating and being pushed. And it also, I think if people in, all the students in the state had an understanding, a better understanding, they wouldn't think, first of all, that we get free money, because all of us went to school, and I'm telling you, some nonnative students would say, you get money every month from the government. Well, we all wished we got money every month. We wouldn't have been so poor, had we. But it wasn't true, and you couldn't even argue that away, because so many people believed it then, and so many people believe it now, still today, in this year.

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

Learn From: How could you distinguish a generalization from supported evidence? 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-0082; https://www.youtube.com/watch?v=Y0CaFednqVk; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G41 — Apply critical thinking skills

Explore G41 · Addressing Misconceptions - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #7 · OSEU 2

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman challenge assumptions about government checks and generalizations from a few tribes to all Native people. This supports G41 by inviting students to question assumptions before drawing conclusions.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

How we ended up all where we are at, how some of our initial tribal members ended up in Canada, how some people ended up in Pearl Creek, and just the push from the federal side, how all of that occurred. So that's our real history and where we ended up migrating and being pushed. And it also, I think if people in, all the students in the state had an understanding, a better understanding, they wouldn't think, first of all, that we get free money, because all of us went to school, and I'm telling you, some nonnative students would say, you get money every month from the government. Well, we all wished we got money every month. We wouldn't have been so poor, had we. But it wasn't true, and you couldn't even argue that away, because so many people believed it then, and so many people believe it now, still today, in this year.

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

Learn From: How could you question assumptions before drawing conclusions? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G46 — Demonstrate how to work with diverse people

Explore G46 · Addressing Misconceptions - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #7 · OSEU 2

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman challenge assumptions about government checks and generalizations from a few tribes to all Native people. This supports G46 by inviting students to avoid stereotypes in working with 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.

How we ended up all where we are at, how some of our initial tribal members ended up in Canada, how some people ended up in Pearl Creek, and just the push from the federal side, how all of that occurred. So that's our real history and where we ended up migrating and being pushed. And it also, I think if people in, all the students in the state had an understanding, a better understanding, they wouldn't think, first of all, that we get free money, because all of us went to school, and I'm telling you, some nonnative students would say, you get money every month from the government. Well, we all wished we got money every month. We wouldn't have been so poor, had we. But it wasn't true, and you couldn't even argue that away, because so many people believed it then, and so many people believe it now, still today, in this year.

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

Learn From: How could you avoid stereotypes in working with others? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Q130 — Demonstrate understanding of social and cultural diversity

Explore Q130 · Addressing Misconceptions - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #7 · OSEU 2

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman challenge assumptions about government checks and generalizations from a few tribes to all Native people. This supports Q130 by inviting students to recognize variation among 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.

How we ended up all where we are at, how some of our initial tribal members ended up in Canada, how some people ended up in Pearl Creek, and just the push from the federal side, how all of that occurred. So that's our real history and where we ended up migrating and being pushed. And it also, I think if people in, all the students in the state had an understanding, a better understanding, they wouldn't think, first of all, that we get free money, because all of us went to school, and I'm telling you, some nonnative students would say, you get money every month from the government. Well, we all wished we got money every month. We wouldn't have been so poor, had we. But it wasn't true, and you couldn't even argue that away, because so many people believed it then, and so many people believe it now, still today, in this year.

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

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

H67 — Demonstrate reasoning skills

Explore H67 · Addressing Misconceptions - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #7 · OSEU 2

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman challenge assumptions about government checks and generalizations from a few tribes to all Native people. This supports H67 by inviting students to test the reasoning behind a claim.

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.

How we ended up all where we are at, how some of our initial tribal members ended up in Canada, how some people ended up in Pearl Creek, and just the push from the federal side, how all of that occurred. So that's our real history and where we ended up migrating and being pushed. And it also, I think if people in, all the students in the state had an understanding, a better understanding, they wouldn't think, first of all, that we get free money, because all of us went to school, and I'm telling you, some nonnative students would say, you get money every month from the government. Well, we all wished we got money every month. We wouldn't have been so poor, had we. But it wasn't true, and you couldn't even argue that away, because so many people believed it then, and so many people believe it now, still today, in this year.

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

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

Interview transcript

How we ended up all where we are at, how some of our initial tribal members ended up in Canada, how some people ended up in Pearl Creek, and just the push from the federal side, how all of that occurred. So that's our real history and where we ended up migrating and being pushed. And it also, I think if people in, all the students in the state had an understanding, a better understanding, they wouldn't think, first of all, that we get free money, because all of us went to school, and I'm telling you, some nonnative students would say, you get money every month from the government. Well, we all wished we got money every month. We wouldn't have been so poor, had we. But it wasn't true, and you couldn't even argue that away, because so many people believed it then, and so many people believe it now, still today, in this year. And there are a few tribes that have small memberships, and they have big casinos, and their tribal members get money. Well, you know, that's a very few tribes. It's not ours, unfortunately. We're not one of those. And there aren't very many, so then they think, well, all the native people get lots of money from tribes, so they feel like it's unfair, and so then they have these myths that they believe about native youth that are so untrue. There is a lot more poverty in native communities than there are in non-native communities. If you go up the road towards Cheyenne River, that's the lowest youth community in the whole United States, in the whole United States. If you take every city and every state, we have the most youth in poverty right in our state. And so, for sure, they're not getting money every month from the government. So, I mean, I think there's a lot of misconceptions from that, and we have a couple things that we did. So, we get from those treaties, and because education was a piece of it, that's where federally funded tribal schools come from, and hardly anyone understands that. You know, even public school administrators have a hard time understanding that. So that would be something that would be good for people to understand. And we get some low-level health from our Indian Health Service, and, you know, that's not always a great thing either. It's kind of like that, sometimes it's like the clinics, the free clinics in the cities. You know, it's kind of that level of health. So, we got a few things through the treaties, but people need to see what it looks like today and what it brought us. And not all tribes are treaty tribes, you know, so there's those differences right there.