Watch the original interview video · Open this interview in the learning workspace
05 Wolakota Project Video Transcripts and URLs.docx · WP-0086. Imported source record; individual Elder status and tribal affiliation are not inferred.
Reviewed JAG competency and OSEU connections
D22 — Comprehend written communications
Explore D22 · Biased History Texts - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): The speakers describe supplementing a textbook with narratives and Native literature to broaden perspective. Students can practice comparing source accounts; reading and internet-research techniques need explicit instruction.
Updated for Proposed August 9, 2024: The passage contrasts textbook perspectives with Native narratives, supporting revised 5.3. Original JAG–interview approval retained.
Right now our textbooks and our textbooks in school that we actually use are teaching a slanted history that is slanted towards the non-native, the colonialism, and we just, it's just not the truth. It doesn't give a perspective on both sides. It doesn't give a fair value of this person to that person. It's not only the native cultures, it's the other ethnic groups also. There's the Spanish and the French and different people that... right now our textbooks are pro-American, which are there for a reason, but it's pro-American and we never can get, we can't get a fair shake out of the history books. It's a perverted, twisted history that we're really getting, and so when we bring teachers in and if we have non-native teachers teaching, you know, we have to work with our teachers and educate our teachers on what is it, the truth that you want to bring out there, but you also want to bring it out and not create other... From all perspectives. Yeah, and not create biases from any other lens either. So we might use a textbook as a base foundation in our social studies curriculum, but we supplement a lot, and we supplement just from narrative and verbal, which would still be some storytelling, and then we also have some good native literature that you can supplement some information from there. There are stories and essays that really have a good perspective from the native perspective, and you can bring that in to supplement it and make it a more, less biased curriculum.
Learn About: Why do the speakers supplement textbooks, and what kinds of sources do they name?
Learn From: What other source or perspective could help you evaluate a claim you encounter?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0086; video DnGzcszhv4U; passage containing: we supplement just from narrative and verbal. 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 · Biased History Texts - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #5 · OSEU 5
Reviewed teaching connection (Supporting): The speakers describe supplementing a textbook with narratives and Native literature to broaden perspective. Students can practice comparing source accounts; reading and internet-research techniques need explicit instruction.
Updated for Proposed August 9, 2024: The passage contrasts textbook perspectives with Native narratives, supporting revised 5.3. Original JAG–interview approval retained.
Right now our textbooks and our textbooks in school that we actually use are teaching a slanted history that is slanted towards the non-native, the colonialism, and we just, it's just not the truth. It doesn't give a perspective on both sides. It doesn't give a fair value of this person to that person. It's not only the native cultures, it's the other ethnic groups also. There's the Spanish and the French and different people that... right now our textbooks are pro-American, which are there for a reason, but it's pro-American and we never can get, we can't get a fair shake out of the history books. It's a perverted, twisted history that we're really getting, and so when we bring teachers in and if we have non-native teachers teaching, you know, we have to work with our teachers and educate our teachers on what is it, the truth that you want to bring out there, but you also want to bring it out and not create other... From all perspectives. Yeah, and not create biases from any other lens either. So we might use a textbook as a base foundation in our social studies curriculum, but we supplement a lot, and we supplement just from narrative and verbal, which would still be some storytelling, and then we also have some good native literature that you can supplement some information from there. There are stories and essays that really have a good perspective from the native perspective, and you can bring that in to supplement it and make it a more, less biased curriculum.
Learn About: Why do the speakers supplement textbooks, and what kinds of sources do they name?
Learn From: What other source or perspective could help you evaluate a claim you encounter?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0086; video DnGzcszhv4U; passage containing: we supplement just from narrative and verbal. Teaching interpretation is separate from official wording and the interviewee’s account.
Interview transcript
Right now our textbooks and our textbooks in school that we actually use are teaching a slanted history that is slanted towards the non-native, the colonialism, and we just, it's just not the truth. It doesn't give a perspective on both sides. It doesn't give a fair value of this person to that person. It's not only the native cultures, it's the other ethnic groups also. There's the Spanish and the French and different people that... right now our textbooks are pro-American, which are there for a reason, but it's pro-American and we never can get, we can't get a fair shake out of the history books. It's a perverted, twisted history that we're really getting, and so when we bring teachers in and if we have non-native teachers teaching, you know, we have to work with our teachers and educate our teachers on what is it, the truth that you want to bring out there, but you also want to bring it out and not create other... From all perspectives. Yeah, and not create biases from any other lens either. So we might use a textbook as a base foundation in our social studies curriculum, but we supplement a lot, and we supplement just from narrative and verbal, which would still be some storytelling, and then we also have some good native literature that you can supplement some information from there. There are stories and essays that really have a good perspective from the native perspective, and you can bring that in to supplement it and make it a more, less biased curriculum.