OSEU 3 — Culture & Traditions | JAG-SD Learning Connections

The origin, thought and philosophy of the Oceti Sakowin [oh-CHEH-tee shaw-KOH-we] continues in the contemporary lifestyles of the Oyate (Nation). The culture, traditions and languages are incorporated and observed by the Ospaye (the people) both on and off the reservations.

Wording source: 0425-OSEUS-Prpsd (1).pdf · Proposed August 9, 2024 · PDF page 12. The wording below follows the individual understanding’s section in the supplied revision.

OSEU standards

These are not “standards” in the typical academic sense in that they are neither comprehensively exhaustive of all content connected with the understanding and they are not “mastery” based. They each represent a strong starting place for learning and instructional design.

3.1

Explain the importance of the language to the Oceti Sakowin Oyate.

3.2

Identify similarities and differences among the Lakota/Dakota/Nakota language dialects.

3.3

Analyze the historical stunting and living growth of the language from Indian Boarding Schools to present-day.

3.4

Trace efforts made by Tribal members on and off the reservation to preserve Oceti Sakowin languages and identify efforts that are helping.

3.5

Identify how Oceti Sakowin sacred sites, creation stories, and star knowledge are connected and how they relate to each other.

3.6

Investigate how Oceti Sakowin sacred sites, creation stories and start knowledge are still significantly used today on and off the reservation.

3.7

Categorize and explain the purpose behind Oceti Sakowin categories of song [ceremony, celebration, hand game, round dance, wahpaha (flag song), wocekiya (prayer), yuonihan (honoring), and wacipi (powwow) etc.].

3.8

Understand and explain what ceremonies/practices are and the importance of them.

Reviewed teaching connections

G39 — Understand how to achieve marketable job skills

Explore G39 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): The speaker connects work, skills, and education with self-sufficiency that benefits others, and explains continuity of philosophy across change. That supports OSEU 3’s broader cultural-continuity statement; no specific OSEU 3 standard is claimed. Job shadowing is an exploratory application, not a topic she explicitly teaches.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.

Learn About: How does Stephanie Charging Eagle connect acquiring skills with helping family and the wider community?

Learn From: Which skill would you like to learn, and how could that learning become useful to someone else?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0194; video H0Ijmb71ieY; passage containing: To be able to work, you have to acquire skills, education. Teaching interpretation is separate from official wording and the interviewee’s account.

T139 — Demonstrate an understanding of skills and abilities necessary for success in a job

Explore T139 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.

Learn About: How does Stephanie Charging Eagle connect acquiring skills with helping family and the wider community?

Learn From: Which skill would you like to learn, and how could that learning become useful to someone else?

T142 — Explain the value of job shadowing

Explore T142 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Exploratory): The speaker connects work, skills, and education with self-sufficiency that benefits others, and explains continuity of philosophy across change. That supports OSEU 3’s broader cultural-continuity statement; no specific OSEU 3 standard is claimed. Job shadowing is an exploratory application, not a topic she explicitly teaches.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.

Learn About: How does Stephanie Charging Eagle connect acquiring skills with helping family and the wider community?

Learn From: Which skill would you like to learn, and how could that learning become useful to someone else?

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

Explore H74 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.

Learn About: How does Stephanie Charging Eagle connect acquiring skills with helping family and the wider community?

Learn From: Which skill would you like to learn, and how could that learning become useful to someone else?

R133 — Demonstrate understanding of earning, spending, and saving

Explore R133 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Exploratory): The speaker offers a cultural perspective on work and self-sufficiency. It can frame discussion of earning and independent living, but does not teach budgeting, saving calculations, or living procedures.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.

Learn About: What purpose does the speaker give for self-sufficiency beyond meeting an individual’s needs?

Learn From: What responsibility could earning an income help a person meet? Use an imagined example if you prefer.

05 Wolakota Project Video Transcripts and URLs.docx · WP-0194; video H0Ijmb71ieY; passage containing: self-sufficiency of every individual so they can help their family. Teaching interpretation is separate from official wording and the interviewee’s account.

Q131 — Apply concepts related to living on your own in the “real world”

Explore Q131 · Lakota Economics - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

And economics, you know…when people talk about…some of them get a little carried away…and they say, “Well, we can’t be Lakotas because we don’t live in tipis or have buffaloes anymore.” And I’m like, “That’s not the concept.” The concept is that, economically, we had the buffalo. And that buffalo…we honored the spirit of the buffalo. We took care of it. We only took what we needed, just like the land. But now, we don’t have the buffalo, but we still have economics. So today, the buffalo no longer exists as our economy…or the main state of our economy. So what is? For many of us, it’s working. To be able to work, you have to acquire skills, education…whatever it takes for that. And so, now the concept of economics…self-sufficiency of every individual so they can help their family…their tiospaye…is still brought forward. The concept is still very much there. We are self-sufficient. But we make ourselves self-sufficient so that we can still help each other. And that is the concept of how you bring forward the concepts, the philosophy, to an ever-changing, dynamic society.

Learn About: What purpose does the speaker give for self-sufficiency beyond meeting an individual’s needs?

Learn From: What responsibility could earning an income help a person meet? Use an imagined example if you prefer.

G39 — Understand how to achieve marketable job skills

Explore G39 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kennedy-Colombe describes observing family members, practicing craft skills, and later producing work. Students can identify how demonstration and practice build usable skills without copying cultural designs.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

So just watching her I learned how to do that.

Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?

Learn From: What would you observe, practice, and ask about when learning a new skill?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0048 · video ID yJMJMzNSX9o · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

Explore H74 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): The account shows interest leading to observation and additional learning. Students can plan how to take initiative when improving a skill or learning a responsibility.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

So just watching her I learned how to do that.

Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?

Learn From: What would you observe, practice, and ask about when learning a new skill?

T142 — Explain the value of job shadowing

Explore T142 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Watching a skilled person’s process provides an analogy for job shadowing. Students can name useful observation questions; family craft learning and formal workplace shadowing remain distinct.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

So just watching her I learned how to do that.

Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?

Learn From: What would you observe, practice, and ask about when learning a new skill?

A1 — Identify occupational interests, aptitudes, and abilities

Explore A1 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Her remembered interest in craft work offers an example of noticing an interest through experience. Students can identify an interest without assuming interest alone establishes aptitude.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

So just watching her I learned how to do that.

Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?

Learn From: What would you observe, practice, and ask about when learning a new skill?

H75 — Demonstrate an understanding of the work to be accomplished

Explore H75 · Learning Crafts from Grandmother - Pearl Kennedy-Colombe - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Observation of materials and steps can help a learner understand work before attempting it. The interview supports discussing attentive observation, not certifying a workplace procedure.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

So just watching her I learned how to do that.

Learn About: What does Kennedy-Colombe describe learning by watching her grandmother?

Learn From: What would you observe, practice, and ask about when learning a new skill?

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

Explore H74 · Relatives Teaching - Jace DeCory - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): DeCory describes continuing to learn while recognizing that no one knows everything. Students can name a skill they want to improve and a person or source they could learn from.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

Even him in his humility…and knowing that you can’t know everything…but you should continue to strive to know those things. Don’t ever give up.

Learn About: What does DeCory say about humility and continuing to learn?

Learn From: How could recognizing a gap in knowledge support a practical next step?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0190 · video ID ppq7tfAgB2s · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H77 — Demonstrate the ability to self-evaluate and develop a continuous improvement plan

Explore H77 · Relatives Teaching - Jace DeCory - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Recognizing a knowledge gap supports self-evaluation. Students can turn that recognition into an improvement step; the source does not provide a complete workplace evaluation system.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

Even him in his humility…and knowing that you can’t know everything…but you should continue to strive to know those things. Don’t ever give up.

Learn About: What does DeCory say about humility and continuing to learn?

Learn From: How could recognizing a gap in knowledge support a practical next step?

G56 — Analyze strengths and weaknesses

Explore G56 · Relatives Teaching - Jace DeCory - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Humility about knowledge provides a lens for examining strengths and limitations. Students can identify evidence of a strength and an area needing support without equating a limitation with personal failure.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

Even him in his humility…and knowing that you can’t know everything…but you should continue to strive to know those things. Don’t ever give up.

Learn About: What does DeCory say about humility and continuing to learn?

Learn From: How could recognizing a gap in knowledge support a practical next step?

H61 — Demonstrate initiative and proactivity

Explore H61 · Relatives Teaching - Jace DeCory - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): The encouragement to continue striving supports taking initiative in learning. Students can identify a purposeful first step instead of waiting to be told every action.

Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.

Even him in his humility…and knowing that you can’t know everything…but you should continue to strive to know those things. Don’t ever give up.

Learn About: What does DeCory say about humility and continuing to learn?

Learn From: How could recognizing a gap in knowledge support a practical next step?

G58 — Identify ways to build mutual trust and respect

Explore G58 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports G58 by inviting students to identify practices that build mutual respect.

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.

Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.

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

Learn From: How could you identify practices that build mutual respect? 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-0059; https://www.youtube.com/watch?v=ETOjZKS3n4A; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G51 — Demonstrate politeness and civility

Explore G51 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports G51 by inviting students to consider hospitality and civility.

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.

Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.

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

Learn From: How could you consider hospitality and civility? 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 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports N122 by inviting students to recognize the needs of a visitor.

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.

Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.

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

Learn From: How could you recognize the needs of a visitor? 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 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports F32 by inviting students to examine how values shape treatment of others.

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.

Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.

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

Learn From: How could you examine how values shape treatment of others? 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 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports J103 by inviting students to articulate values illustrated by the speaker.

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.

Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.

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

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

G46 — Demonstrate how to work with diverse people

Explore G46 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports G46 by inviting students to consider respectful contact with unfamiliar people.

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.

Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.

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

Learn From: How could you consider respectful contact with unfamiliar people? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · Loss of Identity, Values & Language - David Bald Eagle - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): David Bald Eagle recalls welcoming travelers with water and meals and compares generosity with later conflict and prejudice. This supports H79 by inviting students to reflect on change through the speaker’s memories.

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.

Before World War Two, everybody got along real good. We had white people here traveling from village…from our Indian villages…to activities maybe in Rapid City…or way over there they go by wagon trains. And they could stop any place along the way at a ranch or something to water their horses and things like this. And they were always there to welcome them…give them dinner or something…just like we did here. ‘Have dinner with us.” Some of them knew my dad. They’d say, “C’mon Taylor, put your horses away. We’ll feed them. Don’t worry about that. We’ll feed them. Have coffee or something.” And we’d stop there and we’d have lunch with them. Sometimes before we’d leave there, they gave us watermelons or something to take along as lunch. We are on our way. Today, it’s not that way. Any place you go, if you get what you want, you pay for it. Sometimes you pay dearly for it.

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

Learn From: How could you reflect on change through the speaker’s memories? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

K109 — Express needs and wants

Explore K109 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports K109 by inviting students to express a community need clearly.

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.

My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.

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

Learn From: How could you express a community need clearly? 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-0076; https://www.youtube.com/watch?v=_o6nYJbuqxc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H61 — Demonstrate initiative and proactivity

Explore H61 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports H61 by inviting students to take initiative to seek support.

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.

My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.

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

Learn From: How could you take initiative to seek support? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G55 — Apply the problem-solving process

Explore G55 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports G55 by inviting students to identify an institutional avenue for a problem.

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.

My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.

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

Learn From: How could you identify an institutional avenue for a problem? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

P127 — Demonstrate effective leadership skills

Explore P127 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports P127 by inviting students to consider advocacy as leadership.

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.

My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.

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

Learn From: How could you consider advocacy as leadership? 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 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports G39 by inviting students to identify communication and organizing abilities used in education 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.

My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.

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

Learn From: How could you identify communication and organizing abilities used in education work? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

D24 — Communicate verbally

Explore D24 · Lakota Language Study in South Dakota - Lowell Amiotte - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Lowell Amiotte recalls bilingual education work and asking a national office to include Native language programs. This supports D24 by inviting students to plan a clear spoken request.

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.

My parents spoke Lakota. They always used it around each other when they didn’t want us kids to know what they were talking about. My mother went to the Holy Rosary Mission which is now Red Cloud. She got the idea that you can’t make anything of yourself in this country unless you know English. So, they thought, our kids are going to know English…and we are not going to be so worried about them learning Lakota. However, down at Rocky Ford, a lot of people would come and visit our grandparents…and we had spent our summers there. And they would speak in Lakota to each other. And all of us kids would sit there and be like “What’s going on?” We saw it was important to them, very important. So, I’m kind of proud of this fact…when I was working at Black Hills State…in the Center of Indian Studies there…we wrote the first grant to bring bilingual into South Dakota…the bilingual programs.

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

Learn From: How could you plan a clear spoken request? 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 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports H61 by inviting students to identify initiative in creating learning resources.

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.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

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

Learn From: How could you identify initiative in creating learning resources? 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-0087; https://www.youtube.com/watch?v=5V7mbNGrxqg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G55 — Apply the problem-solving process

Explore G55 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports G55 by inviting students to consider creative responses to 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.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

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

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

A2 — Relate interests, aptitudes, and abilities to appropriate occupations

Explore A2 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports A2 by inviting students to relate language and design interests to education occupations.

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.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

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

Learn From: How could you relate language and design interests to education occupations? 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 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports G39 by inviting students to identify curriculum and communication abilities.

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.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

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

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

P127 — Demonstrate effective leadership skills

Explore P127 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports P127 by inviting students to consider leadership through sustained community 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.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

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

Learn From: How could you consider leadership through sustained community work? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H76 — Demonstrate familiarity with various technological tools

Explore H76 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports H76 by inviting students to identify technology used in language 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.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

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

Learn From: How could you identify technology used in language learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

D23 — Communicate in writing

Explore D23 · Dakota Language Revitalization - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe their sister’s work producing Dakota curriculum, cards, signs, and a language-based game. This supports D23 by inviting students to plan written material for an audience.

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.

Dr. Nadine Eastman: We want to talk about language because…I want you to know that I’m the youngest sister and she’s the oldest sister…and in between us is our middle sister, Tammy…and in our reservation, her job is…what’s her official title?...Lakota Language Director at Dakota Language Institute…she’s a director. And she has been trying to preserve our language. We’re all concerned about losing our language. So, for years and years now, she has been working on making curriculum materials in Dakota for the schools and individuals. She has a program through Transparent Languages, a UNKNOWN WORD program, just for assisting Dakota that we use in our schools.

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

Learn From: How could you plan written material for an audience? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

A1 — Identify occupational interests, aptitudes, and abilities

Explore A1 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports A1 by inviting students to identify interests in language and education 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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you identify interests in language and education work? 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-0095; https://www.youtube.com/watch?v=Vdf2sVz4Uew; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

A2 — Relate interests, aptitudes, and abilities to appropriate occupations

Explore A2 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports A2 by inviting students to connect language interests to educational 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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you connect language interests to educational roles? 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 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports G39 by inviting students to identify knowledge needed to support language learners.

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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you identify knowledge needed to support language learners? 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 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports Q128 by inviting students to connect a personal goal with community needs.

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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

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

P127 — Demonstrate effective leadership skills

Explore P127 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports P127 by inviting students to consider advocacy through education.

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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you consider advocacy through education? 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 · Second Language Learners - Stephanie Charging Eagle - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes a career addressing Lakota second-language learners and education as a tool for needed work. This supports H74 by inviting students to identify areas where educators need further 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.

My whole career has been based on really…putting out the word about the learners who are now coming into our schools as second language learners of Lakota language. And that’s a concern because it’s unlike English as a second language or any language as a second language…because indigenous languages are connected to kinship…to the land…to everything. It goes back to being connected with the…who we are…our homelands…we say there’s a saying that…the people who…the immigrants who came to this country can go home to wherever their ancestors are from. But we have no homeland. This is our homeland. Our homeland is where we are. We don’t have the luxury of being able to going somewhere and saying, “We’re going home.” So we have to make the best of the situation. And education is one avenue for that.

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

Learn From: How could you identify areas where educators need further 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 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports H74 by inviting students to remain open to learning a new language.

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 one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.

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

Learn From: How could you remain open to learning a new language? 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-0097; https://www.youtube.com/watch?v=_Yr326dWw0E; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G48 — Demonstrate an openness to change

Explore G48 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports G48 by inviting students to question a limiting assumption about 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.

You know one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.

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

Learn From: How could you question a limiting assumption about learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H77 — Demonstrate the ability to self-evaluate and develop a continuous improvement plan

Explore H77 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports H77 by inviting students to identify beliefs that can hinder improvement.

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 one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.

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

Learn From: How could you identify beliefs that can hinder improvement? 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 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports F37 by inviting students to consider confidence as a learner.

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 one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.

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

Learn From: How could you consider confidence as a learner? 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 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports Q130 by inviting students to recognize multilingual experiences across communities.

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 one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.

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

Learn From: How could you recognize multilingual experiences across communities? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports H79 by inviting students to reflect on changes in one’s own learning perspective.

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 one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.

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

Learn From: How could you reflect on changes in one’s own learning perspective? 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 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports Q130 by inviting students to consider cultural expression across communities.

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.

Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.

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

Learn From: How could you consider cultural expression across communities? 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-0098; https://www.youtube.com/watch?v=X9e0lg2OD6w; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G48 — Demonstrate an openness to change

Explore G48 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports G48 by inviting students to explore continuity and change in creative practice.

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.

Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.

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

Learn From: How could you explore continuity and change in creative practice? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports H79 by inviting students to learn from earlier generations.

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.

Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.

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

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

J106 — Identify and understand personal interests, aptitudes, and abilities

Explore J106 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports J106 by inviting students to identify interests in creative expression.

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.

Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.

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

Learn From: How could you identify interests in creative expression? 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 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3

Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports F32 by inviting students to consider values expressed through art.

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.

Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.

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

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

R132 — Access key local resources

Explore R132 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Exploratory): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports R132 by inviting students to identify community learning resources. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.

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.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

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

Learn From: How could you identify community learning resources? 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-0102; https://www.youtube.com/watch?v=dcnT_9oP-zE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

Explore H74 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports H74 by inviting students to take up an opportunity for continued 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.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

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

Learn From: How could you take up an opportunity for continued learning? 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 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports H61 by inviting students to seek a learning opportunity proactively.

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.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

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

Learn From: How could you seek a learning opportunity proactively? 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 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports G39 by inviting students to identify ways to develop language-related skills.

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.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

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

Learn From: How could you identify ways to develop language-related skills? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G38 — Evaluate a career plan to determine post-secondary options

Explore G38 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports G38 by inviting students to consider local college learning opportunities.

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.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

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

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

E30 — Demonstrate commitment to an organization

Explore E30 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports E30 by inviting students to consider contribution to a community’s continuing 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.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

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

Learn From: How could you consider contribution to a community’s continuing work? 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 · 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.

H65 — Demonstrate listening skills that result in understanding information

Explore H65 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports H65 by inviting students to prepare to listen for understanding.

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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”

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

Learn From: How could you prepare to listen for understanding? 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-0119; https://www.youtube.com/watch?v=enwBuBHysMs; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

K110 — Listen and contribute appropriately in a group situation

Explore K110 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports K110 by inviting students to ask questions and contribute respectfully to 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.

I talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”

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

Learn From: How could you ask questions and contribute respectfully to discussion? 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 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports H74 by inviting students to recognize the need to learn from knowledgeable people.

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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”

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

Learn From: How could you recognize the need to learn from knowledgeable people? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

R132 — Access key local resources

Explore R132 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Exploratory): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports R132 by inviting students to identify people who can support learning. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.

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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”

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

Learn From: How could you identify people who can support learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

E28 — Deliver presentations to a group

Explore E28 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports E28 by inviting students to consider sharing knowledge with a group.

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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”

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

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

G51 — Demonstrate politeness and civility

Explore G51 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports G51 by inviting students to show respect during a disagreement.

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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”

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

Learn From: How could you show respect during a disagreement? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · Teaching Today’s Students - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive describes inviting knowledgeable Elders into classrooms and urging knowledge to be shared with younger generations. This supports H79 by inviting students to reflect on advice received from an Elder.

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 talk a lot to not only the language, but I talk a lot to my students about our way of life. In order to do that, you need to be knowledgeable or you can call in an elder and talk to the class…bring them in and ask them questions about what they know. A lot of our elders speak English now. Most of the elders are really knowledgeable about our way of life. And that needs to be shared. I’ll say to the elders…when we have an elder meeting, “We need to share now. Don’t hang on to your knowledge and leave us with your knowledge,” I said. “When that happens, it’s really going to hurt our younger generations that are coming up. Now is the time to share.”

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

Learn From: How could you reflect on advice received from an Elder? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

D22 — Comprehend written communications

Explore D22 · 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 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

Explore C18 · 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 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

Explore H74 · 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 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.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · Parents, Grandparents & Education - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls school experiences and her grandfather asking what she learned and how she got along. This supports H79 by inviting students to reflect on an educational experience.

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.

My name is Delores Taken Alive. I grew up southwest of Little Eagle way out in a country home. I grew up with my parents, Wallace Halper and Julia Halper, and my grandparents are Amos Dog Eagle and Margaret Dog Eagle, whom I have learned so much from. That’s how I grew up. I ride the bus to Little Eagle Day School which is twelve miles from our home to the school. So I ride the bus every day with my brother. When I had finished eight years at Little Eagle School, then I went to a high school at Wakpala and I stayed in a dormitory called St. Elizabeth’s Mission…and where just the church still stands. And that’s where I…I was there for four years…and in the summertime I am home with my parents.

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

Learn From: How could you reflect on an educational experience? 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-0129; https://www.youtube.com/watch?v=jZbognEfvvI; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H65 — Demonstrate listening skills that result in understanding information

Explore H65 · Parents, Grandparents & Education - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls school experiences and her grandfather asking what she learned and how she got along. This supports H65 by inviting students to listen to questions intended to clarify 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.

My name is Delores Taken Alive. I grew up southwest of Little Eagle way out in a country home. I grew up with my parents, Wallace Halper and Julia Halper, and my grandparents are Amos Dog Eagle and Margaret Dog Eagle, whom I have learned so much from. That’s how I grew up. I ride the bus to Little Eagle Day School which is twelve miles from our home to the school. So I ride the bus every day with my brother. When I had finished eight years at Little Eagle School, then I went to a high school at Wakpala and I stayed in a dormitory called St. Elizabeth’s Mission…and where just the church still stands. And that’s where I…I was there for four years…and in the summertime I am home with my parents.

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

Learn From: How could you listen to questions intended to clarify learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

D24 — Communicate verbally

Explore D24 · Parents, Grandparents & Education - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls school experiences and her grandfather asking what she learned and how she got along. This supports D24 by inviting students to explain learning to another person.

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.

My name is Delores Taken Alive. I grew up southwest of Little Eagle way out in a country home. I grew up with my parents, Wallace Halper and Julia Halper, and my grandparents are Amos Dog Eagle and Margaret Dog Eagle, whom I have learned so much from. That’s how I grew up. I ride the bus to Little Eagle Day School which is twelve miles from our home to the school. So I ride the bus every day with my brother. When I had finished eight years at Little Eagle School, then I went to a high school at Wakpala and I stayed in a dormitory called St. Elizabeth’s Mission…and where just the church still stands. And that’s where I…I was there for four years…and in the summertime I am home with my parents.

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

Learn From: How could you explain learning to another person? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H77 — Demonstrate the ability to self-evaluate and develop a continuous improvement plan

Explore H77 · Parents, Grandparents & Education - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls school experiences and her grandfather asking what she learned and how she got along. This supports H77 by inviting students to evaluate what one has learned.

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.

My name is Delores Taken Alive. I grew up southwest of Little Eagle way out in a country home. I grew up with my parents, Wallace Halper and Julia Halper, and my grandparents are Amos Dog Eagle and Margaret Dog Eagle, whom I have learned so much from. That’s how I grew up. I ride the bus to Little Eagle Day School which is twelve miles from our home to the school. So I ride the bus every day with my brother. When I had finished eight years at Little Eagle School, then I went to a high school at Wakpala and I stayed in a dormitory called St. Elizabeth’s Mission…and where just the church still stands. And that’s where I…I was there for four years…and in the summertime I am home with my parents.

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

Learn From: How could you evaluate what one has learned? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

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

Explore J101 · Parents, Grandparents & Education - Delores Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Delores Taken Alive recalls school experiences and her grandfather asking what she learned and how she got along. This supports J101 by inviting students to consider an older relative’s role in supporting 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.

My name is Delores Taken Alive. I grew up southwest of Little Eagle way out in a country home. I grew up with my parents, Wallace Halper and Julia Halper, and my grandparents are Amos Dog Eagle and Margaret Dog Eagle, whom I have learned so much from. That’s how I grew up. I ride the bus to Little Eagle Day School which is twelve miles from our home to the school. So I ride the bus every day with my brother. When I had finished eight years at Little Eagle School, then I went to a high school at Wakpala and I stayed in a dormitory called St. Elizabeth’s Mission…and where just the church still stands. And that’s where I…I was there for four years…and in the summertime I am home with my parents.

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

Learn From: How could you consider an older relative’s role in supporting learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G46 — Demonstrate how to work with diverse people

Explore G46 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports G46 by inviting students to approach people with different languages and histories respectfully.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

Learn From: How could you approach people with different languages and histories respectfully? 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-0130; https://www.youtube.com/watch?v=FFo9CsZxf1w; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

Q130 — Demonstrate understanding of social and cultural diversity

Explore Q130 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports Q130 by inviting students to recognize diversity within shared humanity.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

Learn From: How could you recognize diversity within shared humanity? 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 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports H65 by inviting students to attend to what another person shares.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

Learn From: How could you attend to what another person shares? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

D21 — Comprehend verbal communications

Explore D21 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports D21 by inviting students to listen before responding.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

Learn From: How could you listen before responding? 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 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports K110 by inviting students to listen and contribute in a group.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

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

G50 — Negotiate solutions to conflict

Explore G50 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Exploratory): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports G50 by inviting students to consider peaceful dialogue in conflict. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

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

N120 — Demonstrate appropriate conflict resolution techniques

Explore N120 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Exploratory): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports N120 by inviting students to practice a respectful approach to disagreement. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

Learn From: How could you practice a respectful approach to disagreement? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G58 — Identify ways to build mutual trust and respect

Explore G58 · Wolakota - Jesse Taken Alive - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Jesse Taken Alive describes cultural difference, peacefulness, and listening with ears and observing with eyes when others share. This supports G58 by inviting students to build respect through attentive listening.

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.

A message for our friends…our non-Indian friends…there’s one Creator. There’s one world. Essentially we have the same address. The Creator is like a gardener, a magnificent gardener. He created mankind and he spread the seeds of mankind throughout the world. Different colors…different language…different culture…different history…different everything. But all coming from the same Creator. It’s beautiful. It’s really beautiful to think about it in that way. As Lakota, we have many teachings…as I said earlier…we say “wolakota,” which means peace or to be peaceful. That’s what we want to do. A lot of times that gets misunderstood in this aggressive world, in this capitalistic world, as not knowing or not caring. It’s totally the opposite. When somebody is sharing something with us, we use the two best things that we’ve got: our ears.

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

Learn From: How could you build respect through attentive listening? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.