This is Who We Are - Janelle Williams - OSEU 2

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0103. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

F37 — Develop a healthy self-concept for home, school, and work

Explore F37 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports F37 by inviting students to consider connections between language and identity.

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.

This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.

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

Learn From: How could you consider connections between language and identity? 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-0103; https://www.youtube.com/watch?v=9bJTXfy30pk; opening 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 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports F32 by inviting students to examine values lived in everyday actions.

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.

This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.

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

Learn From: How could you examine values lived in everyday actions? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

J103 — Articulate personal values

Explore J103 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports J103 by inviting students to articulate values in relation to heritage.

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.

This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.

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

Learn From: How could you articulate values in relation to heritage? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

N122 — Define and demonstrate empathy

Explore N122 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports N122 by inviting students to listen to the effects of historical experiences on a family.

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.

This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.

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

Learn From: How could you listen to the effects of historical experiences on a family? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H61 — Demonstrate initiative and proactivity

Explore H61 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports H61 by inviting students to consider a personal contribution to sustaining 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.

This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.

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

Learn From: How could you consider a personal contribution to sustaining knowledge? 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 · This is Who We Are - Janelle Williams - OSEU 2 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams connects language and culture with daily values and describes boarding-school impacts on intergenerational language transmission. This supports Q130 by inviting students to understand a specific experience of language loss.

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.

This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.

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

Learn From: How could you understand a specific experience of language loss? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

This is our way of life. This is who we are. The language, the culture…it’s not a religion. It’s something we live every day. It is value. It starts in the home. My grandmother went to boarding school. My grandmother didn’t want that for her children, what she went through. I feel they just never taught…so it just got lost along the way. It just wasn’t taught. She was probably under the assumption that they were going to come and take them. She didn’t want them to be treated the way she was. And so, she just never taught them. My grandmother remembered, so it just wasn’t passed on. I know when I was born, my grandmother knew the language, but she didn’t speak. We did go to sun dance and ceremony and to powwows, but we just didn’t speak. I don’t want to be the generation where it’s lost.