Without Grandma & Grandpa - April Fallis - OSEU 2

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05 Wolakota Project Video Transcripts and URLs.docx · WP-0116. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

N122 — Define and demonstrate empathy

Explore N122 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4

Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports N122 by inviting students to listen to another person’s experience of missing 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.

I didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.

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

Learn From: How could you listen to another person’s experience of missing relationships? 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-0116; https://www.youtube.com/watch?v=5AnqXri2VkM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

Explore J101 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4

Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports J101 by inviting students to consider grandparents’ teaching 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.

I didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.

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

Learn From: How could you consider grandparents’ teaching roles? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

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

Explore F37 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4

Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports F37 by inviting students to reflect on family connections without assuming identical experiences.

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 didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.

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

Learn From: How could you reflect on family connections without assuming identical experiences? 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 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4

Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports Q130 by inviting students to recognize differences in opportunities for cultural 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 didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.

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

Learn From: How could you recognize differences in opportunities for cultural learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities

Explore H74 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4

Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports H74 by inviting students to identify knowledge one wishes to 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 didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood.

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

Learn From: How could you identify knowledge one wishes to learn? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

I didn’t have grandma and grandpa on both sides. We didn’t have that. So they weren’t around us. So I envy those that have their grandparents, in a good way. And had that upbringing…the teaching of the language and the ways, our ways. And so, when I hear somebody talking like that, I’m like “Oh my gosh.” I still go back and think, “I wish I had my grandma and grandpa.” The last thing I remember with my grandma on my dad’s side was she had real long hair and she let me comb her hair up. She’d always keep it in a braid and wrap it around here. She wore the grandma dresses and she had the apron on. I got to spend the night with her one evening and she let me brush her hair. That’s the only thing I can hold on to as far as my grandparents go. And my grandpa, I remember…we lived by the river before it flooded…and I could see him chopping wood…he was always chopping wood. And then we went into the house…and there was this big wooden floor and a big rug that was made…that one of us had made…a crazy rug?...I can’t remember what they call them…oh, crazy quilt…and the rugs were made out of shirts and pants and everything tied together. But we had one of those. We sit there and then in the evening, I remember grandpa…I think it was a harmonica he played. So back then, that was big for us. That was our time you know. That and after that, it was like…there were no grandparents there. And when my mom and my grandma…we’d go visit…and she could speak fluent…my mom could speak fluent…and then my dad didn’t speak so he stayed out of their conversation…but when they’d come together, they’d tell us, “Ok kids, you kids go play. This is adult talk now.” So off we’d go. So we didn’t get to learn the language. My mom taught us the basics…UNKNOWN WORD, our facial…grandma, grandpa, mom and dad, uncle, auntie…like that. She would always tell us, “You can learn how to speak if you find someone that’s motioning.” Like older people when they’re speaking and they start motioning, if you watch them, you’ll pick that up. And I was able to do that a couple of times with grandma when she was motioning. I went on a home visit one time and that was what she was doing. When I told her, I said, “That is so nice. That is so neat.” She told me that’s how she taught her grandchildren to speak. When I say, “LAKOTA WORD, and I’ll point to the table. I’ll look at the clock and they’ll know what time they’re supposed to come and eat…and that it’s time to eat.” I thought that was real helpful. And now today, the things that I’ve learned over the past…there are all these things that are going on…things that are being said that are not true…things that people…the way they treat other people…the alcohol and drug abuse…and I think to myself, “Oh my gosh.” Mother Is With Me - April Fallis - OSEU 4