Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0083. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

J101 — Identify, understand, and apply knowledge of social roles

Explore J101 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports J101 by inviting students to identify roles and expectations within kinship.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you identify roles and expectations within kinship? 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-0083; https://www.youtube.com/watch?v=rMElQDuWJ_s; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G58 — Identify ways to build mutual trust and respect

Explore G58 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports G58 by inviting students to consider how acknowledging relationships supports respect.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you consider how acknowledging relationships supports respect? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports P123 by inviting students to discuss respectful behavior within relationships.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you discuss respectful behavior within relationships? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G51 — Demonstrate politeness and civility

Explore G51 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports G51 by inviting students to consider considerate responses to relatives.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you consider considerate responses to relatives? 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 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports Q130 by inviting students to learn about particular kinship practices without making them universal.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you learn about particular kinship practices without making them universal? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.