Story of Audrey - Delores Taken Alive - OSEU 3

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0123. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

D22 — Comprehend written communications

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Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports D22 by inviting students to connect reading comprehension with understanding a task.

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.

First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.

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

Learn From: How could you connect reading comprehension with understanding a task? 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-0123; https://www.youtube.com/watch?v=2ms_UZpCAyQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

C18 — Follow directions

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Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports C18 by inviting students to examine how comprehension supports following instructions.

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.

First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.

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

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

G42 — Demonstrate effective study skills

Explore G42 · Story of Audrey - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports G42 by inviting students to identify reading as part of effective study.

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.

First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.

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

Learn From: How could you identify reading as part of effective study? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G39 — Understand how to achieve marketable job skills

Explore G39 · Story of Audrey - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports G39 by inviting students to consider reading as a foundation for further learning and work.

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.

First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.

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

Learn From: How could you consider reading as a foundation for further learning and work? 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

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Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports H74 by inviting students to value continued development of a foundational skill.

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.

First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.

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

Learn From: How could you value continued development of a foundational skill? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Q128 — Develop a career or educational plan which reflects personal goals, interests, and skills

Explore Q128 · Story of Audrey - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls Audrey’s focus on reading, understanding instructions, and students’ subsequent education and work. This supports Q128 by inviting students to connect skill development with educational goals.

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.

First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories.

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

Learn From: How could you connect skill development with educational goals? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

First 2 min and 40 sec all in Lakota. I had a friend named Audrey. She was from across the ocean…a place called…a country called England. And she came to America to teach. Her and her husband came to Standing Rock and they taught. She was very, very interested in teaching our children how to read. She found out that that’s where the importance lies. Once you read and understand, you will understand any subject area because you will understand the instructions. She concentrated really hard on reading. She really got a lot of students to read. Some of the students now are in college or out of college. They have good jobs. That’s where that training began. She used to come to us…she lived in Fort Yates, North Dakota…and she used to come and visit us at our home in Little Eagle, South Dakota. She always brings us oranges and coffee. She always brings those too. We sit down and share stories. And we always say a prayer. One day she said, “You and I should go up on the highest hill here around Little Eagle…and say prayers and sing.” And we went up on the hill…and we sang…and we said prayers… and shouted the greatest name. All of a sudden the wind came. She said, “They’re going to carry the good news.” After that, in my dream, I was given a song…beautiful words to the song and a tune to it. So I have that song since…and that was back in 1967. And I still have that song. So that’s who…this lady…non-native lady…Audrey…I adopted her as my older sister. I call her LAKOTA WORD which is “older sister” in Lakota. Her and I got along like we were biological sisters. But she’s gone now. She’s in the spirit world. I’m glad I’m still here. She and I are about the same age. After that…I have no visitors…of course, my husband left me…so I’ve been a widow for like twenty five years. I moved out of Little Eagle and I live here in McLaughlin. I try to be useful in any way I can because I like to share my knowledge and my Lakota language. So that’s where I am. Sharla Steever: Is that a song you could sing? Delores Taken Alive: It’s too long. Maybe someday I will. I sang it over the radio, but I don’t know if they got the recording. It’s about spirituality and education. Education and spirituality have to go hand in hand. So that was given to me in my dream. I know it was from the Creator.