Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5

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05 Wolakota Project Video Transcripts and URLs.docx · WP-0121. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

D21 — Comprehend verbal communications

Explore D21 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5

Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports D21 by inviting students to listen for meaning in an oral story.

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.

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.

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

Learn From: How could you listen for meaning in an oral story? 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-0121; https://www.youtube.com/watch?v=CCbv0bg3n-Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

D22 — Comprehend written communications

Explore D22 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5

Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports D22 by inviting students to compare how reading and listening convey meaning.

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.

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.

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

Learn From: How could you compare how reading and listening convey meaning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H65 — Demonstrate listening skills that result in understanding information

Explore H65 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5

Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports H65 by inviting students to explain what was understood from a story.

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.

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.

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

Learn From: How could you explain what was understood from a story? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

F32 — Identify a self-value system and how it affects life

Explore F32 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5

Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports F32 by inviting students to identify values within a story.

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.

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.

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

Learn From: How could you identify values within a story? 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 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5

Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports J103 by inviting students to articulate a value and its supporting 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.

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.

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

Learn From: How could you articulate a value and its supporting evidence? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

K110 — Listen and contribute appropriately in a group situation

Explore K110 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5

Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports K110 by inviting students to contribute an interpretation in discussion.

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.

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.

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

Learn From: How could you contribute an interpretation in discussion? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G41 — Apply critical thinking skills

Explore G41 · Storytelling & Oral Tradition - Delores Taken Alive - OSEU 5 · OSEU 5

Reviewed teaching connection (Supporting): Delores Taken Alive contrasts reading a story with discussing its meaning in oral storytelling and asks what listeners gained. This supports G41 by inviting students to support an interpretation with details.

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.

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr.

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

Learn From: How could you support an interpretation with details? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

You know, that is very, like say, you read a story, the stories have values, the Lakota stories have values, there is something that you're going to, the moral of that story, but if you read it, it's not, it's just, you read it and it's gone. But if somebody comes to our classrooms and talks about the stories and the moral of that, what did you get out of it, what was so important? That's why I believe in oral storytelling, that's because I was always asked to do this at the Sundance Youth Camp, and I try to, you know, tell stories that there's morals to it, because that's the way these stories were a long, long time ago, how our stories have come. Even when you go out hunting, or even to make a hide, scrape a hide, or to beadwork and all that, there's always a moral to that story. And one that I like about that, he's no longer with us, Mr. White Hat, is how one, was it a cousin that was so appreciative of her male cousin, so she started beading some moccasins for him, for an appreciation, for looking after her, and she said to him, Lena Ohon. So what that male cousin understood was Ohon means to cook something. So he went out and boiled the water and he put those real beautiful moccasins in her. Sometimes, you know, they don't really get the moral of the story, and that was a joke that he told, and I thought, oh my gosh, you know. So things like that, you know, the oral stories, I really believe in that, because that's why I always like to go to Al and I, you know, and just visit those, especially like Charles White Elk. Boy, I learned a lot from him, but he's no longer with us, but you know what he said to me, or in that room was, he said, I have been teaching Lakota language for over 40 years now, and I am just tired of it. And you know what, that spring he died. So I said, I'm not going to ever say that, you know, I'm tired of teaching Lakota language. I'm not going to ever say that, I said, after what happened to Charles. But he was really good, and he told stories in that room, you know, where we were getting our training. So things like that, you know, that I used to look towards Oglala and Sicangu, that there's a lot of elders that have really good stories. And that's where I look to Mr. Joe Marshall III, too, you know, in his books, there's really good stories in there. Some I know, and some are new, because, you know, our grandparents, I used to say to my mother, Mom, can I go sleep at Grandpa's tonight? Okay, and we used to sleep on the floor, and Grandpa, before we go to sleep, he would be telling us stories, and he was a storyteller. So that's where, you know, I used to go, just to hear those stories. But, you know, of course, you have to have permission from your parents, and they don't allow us to sleep anywhere else but our grandparents. So you know, this oral tradition is very important, coming from somebody with life experience, and sitting there telling you or talking about, like to the youth group, that is very important.