OSEU 4 — Wotakuye [wo-TAK-oo-yay] (Kinship)

Oceti Sakowin [oh-CHEH-tee shaw-KOH-we] kinship systems provide a framework for both individual and group dynamics and behavior. Its protocols promote harmony, consensus, a sense of order, and unity. Mitakuye Oyasin [mi-TAK-oo-yay oh-YAH-se] ( We are all related).

Wording source: 0425-OSEUS-Prpsd (1).pdf · Proposed August 9, 2024 · PDF page 16. 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.

4.1

Compare and contrast the traditional Oceti Sakowin family structure to contemporary family structures.

4.2

Describe the traditional behavior patterns, codes of respect and values promoted within the Oceti Sakowin tiospaye.

4.3

Identify the family, cultural and societal impacts of the Oceti Sakowin belief in the interrelatedness of all things exemplified by the phrase, Mitakuye Oyasin (We are all related).

Reviewed teaching connections

G58 — Identify ways to build mutual trust and respect

Explore G58 · Kinship Ways - Victor Douville - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): The speaker connects codes of respect with close relationships and explains that respectful behavior has a cultural context. OSEU 4.2 specifically addresses behavior patterns, codes of respect, and values.

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

Kinship structure, we should be able to go back to learn the behavioral patterns. There are about eight of them, and they're all addressed interrelationship between siblings, parents, in-laws, collateral relatives. So, that was a core of our society we call a wāʻohula, which is to respect, but I use these terms. So, these kinship terms spell out what you should do, behave towards your relatives. We lost a lot of that. Myself, I've grown up in that world of the behavioral patterns and kinship system. I knew all of my relatives, and we go by anthropological term, which is a bifurcate marriage system where we have a second set of parents, which evolves into a second pair of brothers, sisters, siblings. And the interrelationship between them is close. But the wildest thing is that we have two separate kinship behavioral terms. One is complete avoidance, and the other one is a lot of interaction between brother-in-laws and sister-in-laws. And that's to promote a levering, which if your wife dies, and if you make an arrangement, her sister would become the mother, and same thing with when the husband dies, the same thing there. So, you have a sorority there, so that's what this avoidance is, and also teasing and joking with your relatives, your brother-in-law and sister-in-law. You joke with the brother-in-laws to see how far they go for the sister-in-law's possible marriage. So, you have to understand a lot of that, so that plays a large role in how you do that. And you also try to avoid yourself, like I avoid my mother-in-law. I don't talk to her. I don't look at her. That's a sign of deepest respect. Same thing with my wife. She never talks to my father. So she always says, I really got a good daughter, because she never talks to me, and she cooks for me. She's nice. So, we're always trying to play jokes to get them to talk, to break that taboo. And that's there to prevent parental interference in the marriage, initially. So those are some of the things in the kinship system that we have to go back to. Also, the idea of sharing, the idea of these related families connected into the clan system. So the core of that, of course, is respect, how you address somebody. Whoever you address usually carry out the behavioral patterns within her. So for instance, my sister-in-law, what we call hunka, that's your female cross-cousin. But your parallel cousin, your sister-in-law, of course, is your term you use, hunka. Hunkashi is, you put the she at the end, which means taboo, which is your cross-cousin, female cousin, because you can't have no relationship with her. You sort of have partial avoidance, which you can joke with your sister-in-law. So I grew up in a world doing that. So a lot of those have to be brought back to formally respect, and you can't, in the system, you can't look anybody straight in the eye. You have to kind of look at a distance. His term is, he's looking at me with a white smile, which means angry. So those are things that are part of the respect that we have with regard to relationships. So those are some things that I really feel should be brought back, some that can work. Of course, we have to talk to our in-laws, our fatherin-laws. We understand that change has to be made. If we have this idea of respect, we'll be able to form a close relationship as it extends in linkage and networking. And so that's what we really want is to, the kinship system has to be developed where we'll go back to terms, the behavioral patterns, and the interrelationships that occur.

Learn About: What examples does Victor Douville give of respect, and how can the same behavior be understood differently across contexts?

Learn From: How could you learn what respectful behavior means to someone before assuming your own expectations are shared?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0026; video aGH5tNetYnE; passage containing: If we have this idea of respect, we'll be able to form a close. Teaching interpretation is separate from official wording and the interviewee’s account.

G51 — Demonstrate politeness and civility

Explore G51 · Kinship Ways - Victor Douville - OSEU #4 · OSEU 4

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

Kinship structure, we should be able to go back to learn the behavioral patterns. There are about eight of them, and they're all addressed interrelationship between siblings, parents, in-laws, collateral relatives. So, that was a core of our society we call a wāʻohula, which is to respect, but I use these terms. So, these kinship terms spell out what you should do, behave towards your relatives. We lost a lot of that. Myself, I've grown up in that world of the behavioral patterns and kinship system. I knew all of my relatives, and we go by anthropological term, which is a bifurcate marriage system where we have a second set of parents, which evolves into a second pair of brothers, sisters, siblings. And the interrelationship between them is close. But the wildest thing is that we have two separate kinship behavioral terms. One is complete avoidance, and the other one is a lot of interaction between brother-in-laws and sister-in-laws. And that's to promote a levering, which if your wife dies, and if you make an arrangement, her sister would become the mother, and same thing with when the husband dies, the same thing there. So, you have a sorority there, so that's what this avoidance is, and also teasing and joking with your relatives, your brother-in-law and sister-in-law. You joke with the brother-in-laws to see how far they go for the sister-in-law's possible marriage. So, you have to understand a lot of that, so that plays a large role in how you do that. And you also try to avoid yourself, like I avoid my mother-in-law. I don't talk to her. I don't look at her. That's a sign of deepest respect. Same thing with my wife. She never talks to my father. So she always says, I really got a good daughter, because she never talks to me, and she cooks for me. She's nice. So, we're always trying to play jokes to get them to talk, to break that taboo. And that's there to prevent parental interference in the marriage, initially. So those are some of the things in the kinship system that we have to go back to. Also, the idea of sharing, the idea of these related families connected into the clan system. So the core of that, of course, is respect, how you address somebody. Whoever you address usually carry out the behavioral patterns within her. So for instance, my sister-in-law, what we call hunka, that's your female cross-cousin. But your parallel cousin, your sister-in-law, of course, is your term you use, hunka. Hunkashi is, you put the she at the end, which means taboo, which is your cross-cousin, female cousin, because you can't have no relationship with her. You sort of have partial avoidance, which you can joke with your sister-in-law. So I grew up in a world doing that. So a lot of those have to be brought back to formally respect, and you can't, in the system, you can't look anybody straight in the eye. You have to kind of look at a distance. His term is, he's looking at me with a white smile, which means angry. So those are things that are part of the respect that we have with regard to relationships. So those are some things that I really feel should be brought back, some that can work. Of course, we have to talk to our in-laws, our fatherin-laws. We understand that change has to be made. If we have this idea of respect, we'll be able to form a close relationship as it extends in linkage and networking. And so that's what we really want is to, the kinship system has to be developed where we'll go back to terms, the behavioral patterns, and the interrelationships that occur.

Learn About: What examples does Victor Douville give of respect, and how can the same behavior be understood differently across contexts?

Learn From: How could you learn what respectful behavior means to someone before assuming your own expectations are shared?

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Kinship Ways - Victor Douville - OSEU #4 · OSEU 4

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

Kinship structure, we should be able to go back to learn the behavioral patterns. There are about eight of them, and they're all addressed interrelationship between siblings, parents, in-laws, collateral relatives. So, that was a core of our society we call a wāʻohula, which is to respect, but I use these terms. So, these kinship terms spell out what you should do, behave towards your relatives. We lost a lot of that. Myself, I've grown up in that world of the behavioral patterns and kinship system. I knew all of my relatives, and we go by anthropological term, which is a bifurcate marriage system where we have a second set of parents, which evolves into a second pair of brothers, sisters, siblings. And the interrelationship between them is close. But the wildest thing is that we have two separate kinship behavioral terms. One is complete avoidance, and the other one is a lot of interaction between brother-in-laws and sister-in-laws. And that's to promote a levering, which if your wife dies, and if you make an arrangement, her sister would become the mother, and same thing with when the husband dies, the same thing there. So, you have a sorority there, so that's what this avoidance is, and also teasing and joking with your relatives, your brother-in-law and sister-in-law. You joke with the brother-in-laws to see how far they go for the sister-in-law's possible marriage. So, you have to understand a lot of that, so that plays a large role in how you do that. And you also try to avoid yourself, like I avoid my mother-in-law. I don't talk to her. I don't look at her. That's a sign of deepest respect. Same thing with my wife. She never talks to my father. So she always says, I really got a good daughter, because she never talks to me, and she cooks for me. She's nice. So, we're always trying to play jokes to get them to talk, to break that taboo. And that's there to prevent parental interference in the marriage, initially. So those are some of the things in the kinship system that we have to go back to. Also, the idea of sharing, the idea of these related families connected into the clan system. So the core of that, of course, is respect, how you address somebody. Whoever you address usually carry out the behavioral patterns within her. So for instance, my sister-in-law, what we call hunka, that's your female cross-cousin. But your parallel cousin, your sister-in-law, of course, is your term you use, hunka. Hunkashi is, you put the she at the end, which means taboo, which is your cross-cousin, female cousin, because you can't have no relationship with her. You sort of have partial avoidance, which you can joke with your sister-in-law. So I grew up in a world doing that. So a lot of those have to be brought back to formally respect, and you can't, in the system, you can't look anybody straight in the eye. You have to kind of look at a distance. His term is, he's looking at me with a white smile, which means angry. So those are things that are part of the respect that we have with regard to relationships. So those are some things that I really feel should be brought back, some that can work. Of course, we have to talk to our in-laws, our fatherin-laws. We understand that change has to be made. If we have this idea of respect, we'll be able to form a close relationship as it extends in linkage and networking. And so that's what we really want is to, the kinship system has to be developed where we'll go back to terms, the behavioral patterns, and the interrelationships that occur.

Learn About: What examples does Victor Douville give of respect, and how can the same behavior be understood differently across contexts?

Learn From: How could you learn what respectful behavior means to someone before assuming your own expectations are shared?

C19 — Practice effective human relations

Explore C19 · Kinship Ways - Victor Douville - OSEU #4 · OSEU 4

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

Kinship structure, we should be able to go back to learn the behavioral patterns. There are about eight of them, and they're all addressed interrelationship between siblings, parents, in-laws, collateral relatives. So, that was a core of our society we call a wāʻohula, which is to respect, but I use these terms. So, these kinship terms spell out what you should do, behave towards your relatives. We lost a lot of that. Myself, I've grown up in that world of the behavioral patterns and kinship system. I knew all of my relatives, and we go by anthropological term, which is a bifurcate marriage system where we have a second set of parents, which evolves into a second pair of brothers, sisters, siblings. And the interrelationship between them is close. But the wildest thing is that we have two separate kinship behavioral terms. One is complete avoidance, and the other one is a lot of interaction between brother-in-laws and sister-in-laws. And that's to promote a levering, which if your wife dies, and if you make an arrangement, her sister would become the mother, and same thing with when the husband dies, the same thing there. So, you have a sorority there, so that's what this avoidance is, and also teasing and joking with your relatives, your brother-in-law and sister-in-law. You joke with the brother-in-laws to see how far they go for the sister-in-law's possible marriage. So, you have to understand a lot of that, so that plays a large role in how you do that. And you also try to avoid yourself, like I avoid my mother-in-law. I don't talk to her. I don't look at her. That's a sign of deepest respect. Same thing with my wife. She never talks to my father. So she always says, I really got a good daughter, because she never talks to me, and she cooks for me. She's nice. So, we're always trying to play jokes to get them to talk, to break that taboo. And that's there to prevent parental interference in the marriage, initially. So those are some of the things in the kinship system that we have to go back to. Also, the idea of sharing, the idea of these related families connected into the clan system. So the core of that, of course, is respect, how you address somebody. Whoever you address usually carry out the behavioral patterns within her. So for instance, my sister-in-law, what we call hunka, that's your female cross-cousin. But your parallel cousin, your sister-in-law, of course, is your term you use, hunka. Hunkashi is, you put the she at the end, which means taboo, which is your cross-cousin, female cousin, because you can't have no relationship with her. You sort of have partial avoidance, which you can joke with your sister-in-law. So I grew up in a world doing that. So a lot of those have to be brought back to formally respect, and you can't, in the system, you can't look anybody straight in the eye. You have to kind of look at a distance. His term is, he's looking at me with a white smile, which means angry. So those are things that are part of the respect that we have with regard to relationships. So those are some things that I really feel should be brought back, some that can work. Of course, we have to talk to our in-laws, our fatherin-laws. We understand that change has to be made. If we have this idea of respect, we'll be able to form a close relationship as it extends in linkage and networking. And so that's what we really want is to, the kinship system has to be developed where we'll go back to terms, the behavioral patterns, and the interrelationships that occur.

Learn About: What examples does Victor Douville give of respect, and how can the same behavior be understood differently across contexts?

Learn From: How could you learn what respectful behavior means to someone before assuming your own expectations are shared?

E27 — Demonstrate team leadership

Explore E27 · Showing Rather Than Telling - Whitney Rencountre - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): The speaker describes roles, balance, and learning through watching adults. This provides an example of how role clarity and modeled behavior support shared work, within the kinship context of OSEU 4.

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

Yeah, kinship rules, you know, once again, they were established, they were set up in a way that, you know, really helped our society have a flow in terms of, you know, the balance was there. The balance of everyday life, everyone knew their role, we knew what needed to be done, and we never spent time questioning why those needed to be done. It was just a simple, but great way of life that we lived. And then the come of settlers and Christopher Columbus and, you know, all of this that came, you know, in Custer, all of these experiences have really changed our kinship roles to now adjusting to today's society, where I would say there's a lack of really clearly defined roles for our children to follow. I mean, we talk about role models, we talk about individuals to kind of lead the way, but if we don't have the tools ourselves to really establish a society where we can foster our traditional kinship values and roles that we had, it really makes it difficult. So we almost have to go to that place, we have to challenge ourselves as teachers, as educators, as parents, to really work on ourselves personally, you know, to not live in a way where you have addictions, where you have behaviors, where you're not allowing students to grow. I think so much over time, a long time ago our grandparents and our parents spent time helping students learn tools by watching, but nowadays our role is so, there's such a challenge that our grandmothers, our grandfathers spend more time trying to control the future of our grandchildren. Our parents spend so much time telling the students, telling our kiddos what not to do, rather than showing them what to do, because our students are so in a place where they don't have the basic tools, you know, available to them and they're setting their own lives in their daily, you know, whether it's trauma or whether it's other experiences they may have had. And so if we could get to that place and that point within ourselves, it starts with us as individuals. And so as a teacher, as a person, those are the things that we have to utilize, you know, and develop those tools for ourselves first.

Learn About: How does Whitney Rencountre distinguish showing young people what to do from telling them what not to do?

Learn From: What would a helpful role model show in a task or group situation you choose?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0092; video lWB36dcZVt4; passage containing: everyone knew their role. Teaching interpretation is separate from official wording and the interviewee’s account.

P127 — Demonstrate effective leadership skills

Explore P127 · Showing Rather Than Telling - Whitney Rencountre - OSEU #4 · OSEU 4

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

Yeah, kinship rules, you know, once again, they were established, they were set up in a way that, you know, really helped our society have a flow in terms of, you know, the balance was there. The balance of everyday life, everyone knew their role, we knew what needed to be done, and we never spent time questioning why those needed to be done. It was just a simple, but great way of life that we lived. And then the come of settlers and Christopher Columbus and, you know, all of this that came, you know, in Custer, all of these experiences have really changed our kinship roles to now adjusting to today's society, where I would say there's a lack of really clearly defined roles for our children to follow. I mean, we talk about role models, we talk about individuals to kind of lead the way, but if we don't have the tools ourselves to really establish a society where we can foster our traditional kinship values and roles that we had, it really makes it difficult. So we almost have to go to that place, we have to challenge ourselves as teachers, as educators, as parents, to really work on ourselves personally, you know, to not live in a way where you have addictions, where you have behaviors, where you're not allowing students to grow. I think so much over time, a long time ago our grandparents and our parents spent time helping students learn tools by watching, but nowadays our role is so, there's such a challenge that our grandmothers, our grandfathers spend more time trying to control the future of our grandchildren. Our parents spend so much time telling the students, telling our kiddos what not to do, rather than showing them what to do, because our students are so in a place where they don't have the basic tools, you know, available to them and they're setting their own lives in their daily, you know, whether it's trauma or whether it's other experiences they may have had. And so if we could get to that place and that point within ourselves, it starts with us as individuals. And so as a teacher, as a person, those are the things that we have to utilize, you know, and develop those tools for ourselves first.

Learn About: How does Whitney Rencountre distinguish showing young people what to do from telling them what not to do?

Learn From: What would a helpful role model show in a task or group situation you choose?

H71 — Demonstrate the ability to complete a delegated task

Explore H71 · Showing Rather Than Telling - Whitney Rencountre - OSEU #4 · OSEU 4

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

Yeah, kinship rules, you know, once again, they were established, they were set up in a way that, you know, really helped our society have a flow in terms of, you know, the balance was there. The balance of everyday life, everyone knew their role, we knew what needed to be done, and we never spent time questioning why those needed to be done. It was just a simple, but great way of life that we lived. And then the come of settlers and Christopher Columbus and, you know, all of this that came, you know, in Custer, all of these experiences have really changed our kinship roles to now adjusting to today's society, where I would say there's a lack of really clearly defined roles for our children to follow. I mean, we talk about role models, we talk about individuals to kind of lead the way, but if we don't have the tools ourselves to really establish a society where we can foster our traditional kinship values and roles that we had, it really makes it difficult. So we almost have to go to that place, we have to challenge ourselves as teachers, as educators, as parents, to really work on ourselves personally, you know, to not live in a way where you have addictions, where you have behaviors, where you're not allowing students to grow. I think so much over time, a long time ago our grandparents and our parents spent time helping students learn tools by watching, but nowadays our role is so, there's such a challenge that our grandmothers, our grandfathers spend more time trying to control the future of our grandchildren. Our parents spend so much time telling the students, telling our kiddos what not to do, rather than showing them what to do, because our students are so in a place where they don't have the basic tools, you know, available to them and they're setting their own lives in their daily, you know, whether it's trauma or whether it's other experiences they may have had. And so if we could get to that place and that point within ourselves, it starts with us as individuals. And so as a teacher, as a person, those are the things that we have to utilize, you know, and develop those tools for ourselves first.

Learn About: How does Whitney Rencountre distinguish showing young people what to do from telling them what not to do?

Learn From: What would a helpful role model show in a task or group situation you choose?

H75 — Demonstrate an understanding of the work to be accomplished

Explore H75 · Showing Rather Than Telling - Whitney Rencountre - OSEU #4 · OSEU 4

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

Yeah, kinship rules, you know, once again, they were established, they were set up in a way that, you know, really helped our society have a flow in terms of, you know, the balance was there. The balance of everyday life, everyone knew their role, we knew what needed to be done, and we never spent time questioning why those needed to be done. It was just a simple, but great way of life that we lived. And then the come of settlers and Christopher Columbus and, you know, all of this that came, you know, in Custer, all of these experiences have really changed our kinship roles to now adjusting to today's society, where I would say there's a lack of really clearly defined roles for our children to follow. I mean, we talk about role models, we talk about individuals to kind of lead the way, but if we don't have the tools ourselves to really establish a society where we can foster our traditional kinship values and roles that we had, it really makes it difficult. So we almost have to go to that place, we have to challenge ourselves as teachers, as educators, as parents, to really work on ourselves personally, you know, to not live in a way where you have addictions, where you have behaviors, where you're not allowing students to grow. I think so much over time, a long time ago our grandparents and our parents spent time helping students learn tools by watching, but nowadays our role is so, there's such a challenge that our grandmothers, our grandfathers spend more time trying to control the future of our grandchildren. Our parents spend so much time telling the students, telling our kiddos what not to do, rather than showing them what to do, because our students are so in a place where they don't have the basic tools, you know, available to them and they're setting their own lives in their daily, you know, whether it's trauma or whether it's other experiences they may have had. And so if we could get to that place and that point within ourselves, it starts with us as individuals. And so as a teacher, as a person, those are the things that we have to utilize, you know, and develop those tools for ourselves first.

Learn About: How does Whitney Rencountre distinguish showing young people what to do from telling them what not to do?

Learn From: What would a helpful role model show in a task or group situation you choose?

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

Explore J101 · I Owe A Lot to My Grandmother - Janelle Williams - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Williams reflects on being a child, mother, and grandmother. Her account gives students concrete roles to compare and invites discussion of how responsibilities change across relationships.

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

She had taught me a lot. And when I see my children and my grandchildren, I always stop and think that this day I was mother and this day I was grandma.

Learn About: What roles and responsibilities does Williams describe across generations?

Learn From: How might understanding a role change the way someone supports a learner?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0100 · video ID y7ucjjmJEcY · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

Explore Q128 · I Owe A Lot to My Grandmother - Janelle Williams - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Her emphasis on education across generations supplies a relational context for educational planning. Students can identify sources of support; the account does not lay out admissions or career requirements.

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

She had taught me a lot. And when I see my children and my grandchildren, I always stop and think that this day I was mother and this day I was grandma.

Learn About: What roles and responsibilities does Williams describe across generations?

Learn From: How might understanding a role change the way someone supports a learner?

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

Explore G38 · I Owe A Lot to My Grandmother - Janelle Williams - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Williams describes encouragement to become educated. Students can consider who supports post-secondary exploration, alongside separate research into actual options and requirements.

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

She had taught me a lot. And when I see my children and my grandchildren, I always stop and think that this day I was mother and this day I was grandma.

Learn About: What roles and responsibilities does Williams describe across generations?

Learn From: How might understanding a role change the way someone supports a learner?

G49 — Provide constructive feedback

Explore G49 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Taken Alive describes re-explaining and demonstrating after mistakes without anger. Students can identify how feedback can name a next step while preserving the learner’s dignity.

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

They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again

Learn About: How does Taken Alive describe her parents responding to mistakes?

Learn From: How could someone give useful feedback without shaming a learner?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0125 · video ID 4ra9Uvw3uG0 · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H79 — Demonstrate the ability to learn from past experiences

Explore H79 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): The account treats a mistake as an occasion to learn again. Students can describe what they would change on a second attempt and what support would help.

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

They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again

Learn About: How does Taken Alive describe her parents responding to mistakes?

Learn From: How could someone give useful feedback without shaming a learner?

G58 — Identify ways to build mutual trust and respect

Explore G58 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Patient re-teaching shows a way a relationship can remain respectful during correction. Students can examine why a learner might trust someone who explains instead of humiliating.

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

They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again

Learn About: How does Taken Alive describe her parents responding to mistakes?

Learn From: How could someone give useful feedback without shaming a learner?

C18 — Follow directions

Explore C18 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): The passage describes receiving an explanation or demonstration again after forgetting. Students can practice clarifying directions and checking understanding rather than hiding confusion.

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

They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again

Learn About: How does Taken Alive describe her parents responding to mistakes?

Learn From: How could someone give useful feedback without shaming a learner?

H66 — Demonstrate an ability to listen and give directions

Explore H66 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Taken Alive’s account links instruction with demonstration and a learner’s second attempt. It supports examining how clear directions and attentive listening work together.

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

They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again

Learn About: How does Taken Alive describe her parents responding to mistakes?

Learn From: How could someone give useful feedback without shaming a learner?

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

Explore H77 · Traditional Teaching Style - Delores Taken Alive - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Students can use the re-teaching example to identify a mistake, seek clarification, and plan a revised attempt. A formal continuous improvement plan requires additional steps beyond the interview.

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

They didn't get after us or he wasn't angry at us for making that mistake but he'll tell us again or he'll show us again

Learn About: How does Taken Alive describe her parents responding to mistakes?

Learn From: How could someone give useful feedback without shaming a learner?

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

Explore F37 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Marshall explicitly connects extended relationships with feeling affirmed in who he was. This supports inquiry into how relationships contribute to self-concept without assuming identical family structures.

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

And what it did is it enabled that sense of who I was. It affirmed it. It made me feel good about myself to have all these people there when I needed them, if I needed them.

Learn About: How does Marshall describe kinship supporting his sense of self?

Learn From: How might reliable relationships support someone’s confidence and responsibility?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0144 · video ID SP3q1DjUL4E · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G58 — Identify ways to build mutual trust and respect

Explore G58 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): The account makes dependable relationships part of belonging. Students can discuss actions that make support trustworthy; kinship obligations should not be reduced to workplace networking.

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

And what it did is it enabled that sense of who I was. It affirmed it. It made me feel good about myself to have all these people there when I needed them, if I needed them.

Learn About: How does Marshall describe kinship supporting his sense of self?

Learn From: How might reliable relationships support someone’s confidence and responsibility?

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

Explore J101 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Marshall describes multiple familial relationships and the roles carried within them. Students can compare the responsibilities of social roles while preserving the cultural specificity of his account.

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

And what it did is it enabled that sense of who I was. It affirmed it. It made me feel good about myself to have all these people there when I needed them, if I needed them.

Learn About: How does Marshall describe kinship supporting his sense of self?

Learn From: How might reliable relationships support someone’s confidence and responsibility?

N122 — Define and demonstrate empathy

Explore N122 · Mitakuye Oyasin - Joseph Marshall III - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): The source invites students to notice how another person experiences support and belonging. They can consider a caring response without claiming to speak for Marshall’s community.

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

And what it did is it enabled that sense of who I was. It affirmed it. It made me feel good about myself to have all these people there when I needed them, if I needed them.

Learn About: How does Marshall describe kinship supporting his sense of self?

Learn From: How might reliable relationships support someone’s confidence and responsibility?

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Sacredness & Children - Jace DeCory - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): DeCory emphasizes respect learned through observing relatives. Students can describe respect through specific actions and personal boundaries rather than simply reciting a rule.

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

One of the most important parts of relative and kinship is that our elders modeled appropriate behavior.

Learn About: What does DeCory say learners notice in others’ behavior?

Learn From: What respectful behavior would you model in a group learning activity?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0208 · video ID oYIir295Jgc · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G51 — Demonstrate politeness and civility

Explore G51 · Sacredness & Children - Jace DeCory - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Her description of respectful interactions supplies a behavioral example for discussing civility. Students can examine words, tone, and consideration without copying a cultural practice.

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

One of the most important parts of relative and kinship is that our elders modeled appropriate behavior.

Learn About: What does DeCory say learners notice in others’ behavior?

Learn From: What respectful behavior would you model in a group learning activity?

G58 — Identify ways to build mutual trust and respect

Explore G58 · Sacredness & Children - Jace DeCory - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Modeling respectful conduct gives learners evidence about how they will be treated. Students can discuss how consistency and regard for boundaries build trust.

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

One of the most important parts of relative and kinship is that our elders modeled appropriate behavior.

Learn About: What does DeCory say learners notice in others’ behavior?

Learn From: What respectful behavior would you model in a group learning activity?

P124 — Explain the value of good character

Explore P124 · Sacredness & Children - Jace DeCory - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): The passage presents character through modeled conduct. Students can explain how others observe behavior, while keeping character separate from appearance or status.

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

One of the most important parts of relative and kinship is that our elders modeled appropriate behavior.

Learn About: What does DeCory say learners notice in others’ behavior?

Learn From: What respectful behavior would you model in a group learning activity?

G50 — Negotiate solutions to conflict

Explore G50 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4

Reviewed teaching connection (Exploratory): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports G50 by inviting students to consider peacemaking as a goal 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.

So those are things that…as we grow up in this way of life, all our native children... we give them some…give them names and… their native names. It's like mine's Black Kettle. LAKOTA WORD. Black Kettle. And my… back in the day in the history… our family tree… my grandpa Black Kettle… he was the peacemaker…. peacemaker of the native nation. So even today, I go around try to make peace with people because we all come from one man. We hit somebody else, we're hurting. We're not hurting him…we're hurting the Creator… because we come from him. That's what they always tell us. We respect ourselves, respect ourselves. Remember where you come from. You come from the Creator. So those are things that we always try to tell. Teach the young…walk this Red Road.

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

Learn From: How could you consider peacemaking as a goal in conflict? 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-0014; https://www.youtube.com/watch?v=cfo_Mln1UPI; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

N120 — Demonstrate appropriate conflict resolution techniques

Explore N120 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4

Reviewed teaching connection (Exploratory): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports N120 by inviting students to identify respectful responses 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.

So those are things that…as we grow up in this way of life, all our native children... we give them some…give them names and… their native names. It's like mine's Black Kettle. LAKOTA WORD. Black Kettle. And my… back in the day in the history… our family tree… my grandpa Black Kettle… he was the peacemaker…. peacemaker of the native nation. So even today, I go around try to make peace with people because we all come from one man. We hit somebody else, we're hurting. We're not hurting him…we're hurting the Creator… because we come from him. That's what they always tell us. We respect ourselves, respect ourselves. Remember where you come from. You come from the Creator. So those are things that we always try to tell. Teach the young…walk this Red Road.

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

Learn From: How could you identify respectful responses 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 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4

Reviewed teaching connection (Supporting): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports G58 by inviting students to connect mutual respect with peaceful relationships.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

So those are things that…as we grow up in this way of life, all our native children... we give them some…give them names and… their native names. It's like mine's Black Kettle. LAKOTA WORD. Black Kettle. And my… back in the day in the history… our family tree… my grandpa Black Kettle… he was the peacemaker…. peacemaker of the native nation. So even today, I go around try to make peace with people because we all come from one man. We hit somebody else, we're hurting. We're not hurting him…we're hurting the Creator… because we come from him. That's what they always tell us. We respect ourselves, respect ourselves. Remember where you come from. You come from the Creator. So those are things that we always try to tell. Teach the young…walk this Red Road.

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

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

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4

Reviewed teaching connection (Supporting): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports P123 by inviting students to explain respect for self and 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.

So those are things that…as we grow up in this way of life, all our native children... we give them some…give them names and… their native names. It's like mine's Black Kettle. LAKOTA WORD. Black Kettle. And my… back in the day in the history… our family tree… my grandpa Black Kettle… he was the peacemaker…. peacemaker of the native nation. So even today, I go around try to make peace with people because we all come from one man. We hit somebody else, we're hurting. We're not hurting him…we're hurting the Creator… because we come from him. That's what they always tell us. We respect ourselves, respect ourselves. Remember where you come from. You come from the Creator. So those are things that we always try to tell. Teach the young…walk this Red Road.

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

Learn From: How could you explain respect for self and 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 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4

Reviewed teaching connection (Supporting): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports J103 by inviting students to articulate values learned from family examples.

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.

So those are things that…as we grow up in this way of life, all our native children... we give them some…give them names and… their native names. It's like mine's Black Kettle. LAKOTA WORD. Black Kettle. And my… back in the day in the history… our family tree… my grandpa Black Kettle… he was the peacemaker…. peacemaker of the native nation. So even today, I go around try to make peace with people because we all come from one man. We hit somebody else, we're hurting. We're not hurting him…we're hurting the Creator… because we come from him. That's what they always tell us. We respect ourselves, respect ourselves. Remember where you come from. You come from the Creator. So those are things that we always try to tell. Teach the young…walk this Red Road.

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

Learn From: How could you articulate values learned from family examples? 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 · Black Kettle - Waylon Black Crow - OSEU #2 and #5 · OSEU 4

Reviewed teaching connection (Supporting): Waylon Black Crow recalls his grandfather Black Kettle as a peacemaker and connects that memory with respect for oneself and others. This supports F37 by inviting students to consider how family history contributes to 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.

So those are things that…as we grow up in this way of life, all our native children... we give them some…give them names and… their native names. It's like mine's Black Kettle. LAKOTA WORD. Black Kettle. And my… back in the day in the history… our family tree… my grandpa Black Kettle… he was the peacemaker…. peacemaker of the native nation. So even today, I go around try to make peace with people because we all come from one man. We hit somebody else, we're hurting. We're not hurting him…we're hurting the Creator… because we come from him. That's what they always tell us. We respect ourselves, respect ourselves. Remember where you come from. You come from the Creator. So those are things that we always try to tell. Teach the young…walk this Red Road.

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

Learn From: How could you consider how family history contributes to identity? 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 · Lydia Whirlwind Soldier - Kinship Systems OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Lydia Whirlwind Soldier describes the impact of boarding schools on families and the importance of identifying extended relatives. This supports J101 by inviting students to understand family roles within the speaker’s account.

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.

Yeah, one of the really damaging things about the boarding school system was that it broke up our families. And when you're away from your family, I was in boarding schools for twelve years, and when you're in a completely different and foreign environment, you don't have role models. We didn't have role models of how to be a mother, how to be a father. We lost that kinship system. And of course, we went home for three months and were able to – my family was really strong, strong in tradition and strong in kinship. And all growing up, I knew all the people by their Lakota names. We all have Lakota names. The majority of us have an English name and a Lakota name. And I knew all the elders by their Lakota names. And so, every time we met somebody, they'd tell us who they were. You know, this is your relative. Even if it's like three or four generations back, they were cousins.

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

Learn From: How could you understand family roles within the speaker’s account? 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-0024; https://www.youtube.com/watch?v=fYtfRd5SzxQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

Explore F37 · Lydia Whirlwind Soldier - Kinship Systems OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Lydia Whirlwind Soldier describes the impact of boarding schools on families and the importance of identifying extended relatives. This supports F37 by inviting students to consider belonging as part of self-concept.

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.

Yeah, one of the really damaging things about the boarding school system was that it broke up our families. And when you're away from your family, I was in boarding schools for twelve years, and when you're in a completely different and foreign environment, you don't have role models. We didn't have role models of how to be a mother, how to be a father. We lost that kinship system. And of course, we went home for three months and were able to – my family was really strong, strong in tradition and strong in kinship. And all growing up, I knew all the people by their Lakota names. We all have Lakota names. The majority of us have an English name and a Lakota name. And I knew all the elders by their Lakota names. And so, every time we met somebody, they'd tell us who they were. You know, this is your relative. Even if it's like three or four generations back, they were cousins.

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

Learn From: How could you consider belonging as part of self-concept? 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 · Lydia Whirlwind Soldier - Kinship Systems OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Lydia Whirlwind Soldier describes the impact of boarding schools on families and the importance of identifying extended relatives. This supports G58 by inviting students to explore how recognizing relationships can support 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.

Yeah, one of the really damaging things about the boarding school system was that it broke up our families. And when you're away from your family, I was in boarding schools for twelve years, and when you're in a completely different and foreign environment, you don't have role models. We didn't have role models of how to be a mother, how to be a father. We lost that kinship system. And of course, we went home for three months and were able to – my family was really strong, strong in tradition and strong in kinship. And all growing up, I knew all the people by their Lakota names. We all have Lakota names. The majority of us have an English name and a Lakota name. And I knew all the elders by their Lakota names. And so, every time we met somebody, they'd tell us who they were. You know, this is your relative. Even if it's like three or four generations back, they were cousins.

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

Learn From: How could you explore how recognizing relationships can support respect? 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 · Lydia Whirlwind Soldier - Kinship Systems OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Lydia Whirlwind Soldier describes the impact of boarding schools on families and the importance of identifying extended relatives. This supports N122 by inviting students to understand family disruption through the speaker’s 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.

Yeah, one of the really damaging things about the boarding school system was that it broke up our families. And when you're away from your family, I was in boarding schools for twelve years, and when you're in a completely different and foreign environment, you don't have role models. We didn't have role models of how to be a mother, how to be a father. We lost that kinship system. And of course, we went home for three months and were able to – my family was really strong, strong in tradition and strong in kinship. And all growing up, I knew all the people by their Lakota names. We all have Lakota names. The majority of us have an English name and a Lakota name. And I knew all the elders by their Lakota names. And so, every time we met somebody, they'd tell us who they were. You know, this is your relative. Even if it's like three or four generations back, they were cousins.

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

Learn From: How could you understand family disruption through the speaker’s 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 · Lydia Whirlwind Soldier - Kinship Systems OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Lydia Whirlwind Soldier describes the impact of boarding schools on families and the importance of identifying extended relatives. This supports Q130 by inviting students to compare family structures without treating one as universal.

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.

Yeah, one of the really damaging things about the boarding school system was that it broke up our families. And when you're away from your family, I was in boarding schools for twelve years, and when you're in a completely different and foreign environment, you don't have role models. We didn't have role models of how to be a mother, how to be a father. We lost that kinship system. And of course, we went home for three months and were able to – my family was really strong, strong in tradition and strong in kinship. And all growing up, I knew all the people by their Lakota names. We all have Lakota names. The majority of us have an English name and a Lakota name. And I knew all the elders by their Lakota names. And so, every time we met somebody, they'd tell us who they were. You know, this is your relative. Even if it's like three or four generations back, they were cousins.

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

Learn From: How could you compare family structures without treating one as universal? 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 · Cousins and Relatives - Donald Montileaux - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Donald Montileaux recalls learning horseback riding from relatives and different expectations about using saddles. This supports J101 by inviting students to identify teaching roles within family relationships.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

I have real close relationships with my cousins, my first cousins, my mom's sister. My mom was Clara, her sister was Hope, and she had others too. But her and Hope were just real tight. And that made me real tight with their kids too. Like, Hope's children are my brothers and sisters. I mean, they're just, I'm one of the family, you know, I'm uncle to their kids, you know, and stuff like that. But there's always something about brothers and sisters too, because brothers and sisters, they stay together 24 hours a day. Like me, even though I was close, I still went home to bed, you know, so I did. And they'd wake up, but I'd be in bed with them because my folks went to school early, I mean, went to work early. But I have real close ties with a lot of my relations out on the reservation, because I'm also a cowboy. And we learned how to ride horseback and saddle up and all that stuff.

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

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0036; https://www.youtube.com/watch?v=m62ReWRGetU; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

C18 — Follow directions

Explore C18 · Cousins and Relatives - Donald Montileaux - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Donald Montileaux recalls learning horseback riding from relatives and different expectations about using saddles. This supports C18 by inviting students to consider why directions may vary with a situation.

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 have real close relationships with my cousins, my first cousins, my mom's sister. My mom was Clara, her sister was Hope, and she had others too. But her and Hope were just real tight. And that made me real tight with their kids too. Like, Hope's children are my brothers and sisters. I mean, they're just, I'm one of the family, you know, I'm uncle to their kids, you know, and stuff like that. But there's always something about brothers and sisters too, because brothers and sisters, they stay together 24 hours a day. Like me, even though I was close, I still went home to bed, you know, so I did. And they'd wake up, but I'd be in bed with them because my folks went to school early, I mean, went to work early. But I have real close ties with a lot of my relations out on the reservation, because I'm also a cowboy. And we learned how to ride horseback and saddle up and all that stuff.

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

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

G52 — Demonstrate an ability to adapt to people and situations

Explore G52 · Cousins and Relatives - Donald Montileaux - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Donald Montileaux recalls learning horseback riding from relatives and different expectations about using saddles. This supports G52 by inviting students to adapt to different people and expectations.

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 have real close relationships with my cousins, my first cousins, my mom's sister. My mom was Clara, her sister was Hope, and she had others too. But her and Hope were just real tight. And that made me real tight with their kids too. Like, Hope's children are my brothers and sisters. I mean, they're just, I'm one of the family, you know, I'm uncle to their kids, you know, and stuff like that. But there's always something about brothers and sisters too, because brothers and sisters, they stay together 24 hours a day. Like me, even though I was close, I still went home to bed, you know, so I did. And they'd wake up, but I'd be in bed with them because my folks went to school early, I mean, went to work early. But I have real close ties with a lot of my relations out on the reservation, because I'm also a cowboy. And we learned how to ride horseback and saddle up and all that stuff.

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

Learn From: How could you adapt to different people and expectations? 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 · Cousins and Relatives - Donald Montileaux - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Donald Montileaux recalls learning horseback riding from relatives and different expectations about using saddles. This supports H65 by inviting students to listen for reasons behind a direction.

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 have real close relationships with my cousins, my first cousins, my mom's sister. My mom was Clara, her sister was Hope, and she had others too. But her and Hope were just real tight. And that made me real tight with their kids too. Like, Hope's children are my brothers and sisters. I mean, they're just, I'm one of the family, you know, I'm uncle to their kids, you know, and stuff like that. But there's always something about brothers and sisters too, because brothers and sisters, they stay together 24 hours a day. Like me, even though I was close, I still went home to bed, you know, so I did. And they'd wake up, but I'd be in bed with them because my folks went to school early, I mean, went to work early. But I have real close ties with a lot of my relations out on the reservation, because I'm also a cowboy. And we learned how to ride horseback and saddle up and all that stuff.

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

Learn From: How could you listen for reasons behind a direction? 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 · Cousins and Relatives - Donald Montileaux - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Donald Montileaux recalls learning horseback riding from relatives and different expectations about using saddles. This supports H79 by inviting students to reflect on lessons learned from relatives.

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 have real close relationships with my cousins, my first cousins, my mom's sister. My mom was Clara, her sister was Hope, and she had others too. But her and Hope were just real tight. And that made me real tight with their kids too. Like, Hope's children are my brothers and sisters. I mean, they're just, I'm one of the family, you know, I'm uncle to their kids, you know, and stuff like that. But there's always something about brothers and sisters too, because brothers and sisters, they stay together 24 hours a day. Like me, even though I was close, I still went home to bed, you know, so I did. And they'd wake up, but I'd be in bed with them because my folks went to school early, I mean, went to work early. But I have real close ties with a lot of my relations out on the reservation, because I'm also a cowboy. And we learned how to ride horseback and saddle up and all that stuff.

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

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

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Traditional Gender Roles - Stephanie Charging Eagle - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes respecting personal belongings and boundaries in a shared one-room home. This supports P123 by inviting students to explain respect for others’ belongings.

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.

As a Lakota woman, as a girl, as a young girl, I was taught certain things that I could and could not do. And there was always in the group with males or with adults what I could do and couldn't do in the presence of others. And because I grew up in a one room to room house, you know, one area was the sleeping area. But that in itself is a good example of how the Lakota male and female are separated and have their own area, their own roles, responsibilities. But we were never allowed. My sisters and I had our own sleeping area and where we kept our our clothes, everything, our personal belongings. We had an area that was our area. It was understood that we kept our area clean, you know. And then my brothers had their own. I have an older brother and a young, younger brother. And their area was similar to ours. But what we could not do is go over to their area, especially with the girls.

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

Learn From: How could you explain respect for others’ belongings? 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-0042; https://www.youtube.com/watch?v=GoQbKXb6xLE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G51 — Demonstrate politeness and civility

Explore G51 · Traditional Gender Roles - Stephanie Charging Eagle - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes respecting personal belongings and boundaries in a shared one-room home. This supports G51 by inviting students to practice considerate behavior in shared spaces.

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.

As a Lakota woman, as a girl, as a young girl, I was taught certain things that I could and could not do. And there was always in the group with males or with adults what I could do and couldn't do in the presence of others. And because I grew up in a one room to room house, you know, one area was the sleeping area. But that in itself is a good example of how the Lakota male and female are separated and have their own area, their own roles, responsibilities. But we were never allowed. My sisters and I had our own sleeping area and where we kept our our clothes, everything, our personal belongings. We had an area that was our area. It was understood that we kept our area clean, you know. And then my brothers had their own. I have an older brother and a young, younger brother. And their area was similar to ours. But what we could not do is go over to their area, especially with the girls.

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

Learn From: How could you practice considerate behavior in shared spaces? 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 · Traditional Gender Roles - Stephanie Charging Eagle - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes respecting personal belongings and boundaries in a shared one-room home. This supports G58 by inviting students to identify boundaries that help build trust.

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.

As a Lakota woman, as a girl, as a young girl, I was taught certain things that I could and could not do. And there was always in the group with males or with adults what I could do and couldn't do in the presence of others. And because I grew up in a one room to room house, you know, one area was the sleeping area. But that in itself is a good example of how the Lakota male and female are separated and have their own area, their own roles, responsibilities. But we were never allowed. My sisters and I had our own sleeping area and where we kept our our clothes, everything, our personal belongings. We had an area that was our area. It was understood that we kept our area clean, you know. And then my brothers had their own. I have an older brother and a young, younger brother. And their area was similar to ours. But what we could not do is go over to their area, especially with the girls.

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

Learn From: How could you identify boundaries that help build trust? 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 · Traditional Gender Roles - Stephanie Charging Eagle - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes respecting personal belongings and boundaries in a shared one-room home. This supports J101 by inviting students to consider expectations within family 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.

As a Lakota woman, as a girl, as a young girl, I was taught certain things that I could and could not do. And there was always in the group with males or with adults what I could do and couldn't do in the presence of others. And because I grew up in a one room to room house, you know, one area was the sleeping area. But that in itself is a good example of how the Lakota male and female are separated and have their own area, their own roles, responsibilities. But we were never allowed. My sisters and I had our own sleeping area and where we kept our our clothes, everything, our personal belongings. We had an area that was our area. It was understood that we kept our area clean, you know. And then my brothers had their own. I have an older brother and a young, younger brother. And their area was similar to ours. But what we could not do is go over to their area, especially with the girls.

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

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

G52 — Demonstrate an ability to adapt to people and situations

Explore G52 · Traditional Gender Roles - Stephanie Charging Eagle - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes respecting personal belongings and boundaries in a shared one-room home. This supports G52 by inviting students to ask about expectations rather than assume them.

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.

As a Lakota woman, as a girl, as a young girl, I was taught certain things that I could and could not do. And there was always in the group with males or with adults what I could do and couldn't do in the presence of others. And because I grew up in a one room to room house, you know, one area was the sleeping area. But that in itself is a good example of how the Lakota male and female are separated and have their own area, their own roles, responsibilities. But we were never allowed. My sisters and I had our own sleeping area and where we kept our our clothes, everything, our personal belongings. We had an area that was our area. It was understood that we kept our area clean, you know. And then my brothers had their own. I have an older brother and a young, younger brother. And their area was similar to ours. But what we could not do is go over to their area, especially with the girls.

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

Learn From: How could you ask about expectations rather than assume them? 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 · Traditional Gender Roles - Stephanie Charging Eagle - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Stephanie Charging Eagle describes respecting personal belongings and boundaries in a shared one-room home. This supports Q130 by inviting students to understand a specific family account in cultural context.

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.

As a Lakota woman, as a girl, as a young girl, I was taught certain things that I could and could not do. And there was always in the group with males or with adults what I could do and couldn't do in the presence of others. And because I grew up in a one room to room house, you know, one area was the sleeping area. But that in itself is a good example of how the Lakota male and female are separated and have their own area, their own roles, responsibilities. But we were never allowed. My sisters and I had our own sleeping area and where we kept our our clothes, everything, our personal belongings. We had an area that was our area. It was understood that we kept our area clean, you know. And then my brothers had their own. I have an older brother and a young, younger brother. And their area was similar to ours. But what we could not do is go over to their area, especially with the girls.

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

Learn From: How could you understand a specific family account in cultural context? 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 · Caring for Parents & Grandparents with Irene Eagle Thunder-Skunk - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk recalls staying home and caring for parents and grandparents with her sister. This supports N122 by inviting students to consider the needs of relatives in a specific account.

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 lot of people, a lot of kids got sent to boarding school, but none of us went because our dad had bad heart trouble. And then our mom wasn't well either, so we just stayed with her. I'm just glad though. I'm just thankful that I stayed with my sister and I, and lived with them until they all passed on. Because my older sister got married and moved to White River. My sister, Katherine, and I stayed at the old, we just stayed there until our dad passed away. A lot of kids went to boarding school. I don't know about boarding school, people talk about boarding school, but I'm... You probably wouldn't know your language if you went to boarding school because they wouldn't allow us to... I know they used to always say that, but I don't know anything about that because I didn't go to boarding school.

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

Learn From: How could you consider the needs of relatives in a specific account? 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-0054; https://www.youtube.com/watch?v=lU0xP7JAPHg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

F35 — Demonstrate ability to assume responsibility for actions and decisions

Explore F35 · Caring for Parents & Grandparents with Irene Eagle Thunder-Skunk - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk recalls staying home and caring for parents and grandparents with her sister. This supports F35 by inviting students to discuss responsibility within relationships.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

A lot of people, a lot of kids got sent to boarding school, but none of us went because our dad had bad heart trouble. And then our mom wasn't well either, so we just stayed with her. I'm just glad though. I'm just thankful that I stayed with my sister and I, and lived with them until they all passed on. Because my older sister got married and moved to White River. My sister, Katherine, and I stayed at the old, we just stayed there until our dad passed away. A lot of kids went to boarding school. I don't know about boarding school, people talk about boarding school, but I'm... You probably wouldn't know your language if you went to boarding school because they wouldn't allow us to... I know they used to always say that, but I don't know anything about that because I didn't go to boarding school.

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

Learn From: How could you discuss responsibility within relationships? 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 · Caring for Parents & Grandparents with Irene Eagle Thunder-Skunk - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk recalls staying home and caring for parents and grandparents with her sister. This supports J101 by inviting students to identify caring roles within 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.

A lot of people, a lot of kids got sent to boarding school, but none of us went because our dad had bad heart trouble. And then our mom wasn't well either, so we just stayed with her. I'm just glad though. I'm just thankful that I stayed with my sister and I, and lived with them until they all passed on. Because my older sister got married and moved to White River. My sister, Katherine, and I stayed at the old, we just stayed there until our dad passed away. A lot of kids went to boarding school. I don't know about boarding school, people talk about boarding school, but I'm... You probably wouldn't know your language if you went to boarding school because they wouldn't allow us to... I know they used to always say that, but I don't know anything about that because I didn't go to boarding school.

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

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

E26 — Demonstrate team membership

Explore E26 · Caring for Parents & Grandparents with Irene Eagle Thunder-Skunk - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk recalls staying home and caring for parents and grandparents with her sister. This supports E26 by inviting students to consider shared contributions to family care.

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 lot of people, a lot of kids got sent to boarding school, but none of us went because our dad had bad heart trouble. And then our mom wasn't well either, so we just stayed with her. I'm just glad though. I'm just thankful that I stayed with my sister and I, and lived with them until they all passed on. Because my older sister got married and moved to White River. My sister, Katherine, and I stayed at the old, we just stayed there until our dad passed away. A lot of kids went to boarding school. I don't know about boarding school, people talk about boarding school, but I'm... You probably wouldn't know your language if you went to boarding school because they wouldn't allow us to... I know they used to always say that, but I don't know anything about that because I didn't go to boarding school.

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

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

H62 — Demonstrate how to work effectively with others

Explore H62 · Caring for Parents & Grandparents with Irene Eagle Thunder-Skunk - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk recalls staying home and caring for parents and grandparents with her sister. This supports H62 by inviting students to describe how people cooperate to meet a need.

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 lot of people, a lot of kids got sent to boarding school, but none of us went because our dad had bad heart trouble. And then our mom wasn't well either, so we just stayed with her. I'm just glad though. I'm just thankful that I stayed with my sister and I, and lived with them until they all passed on. Because my older sister got married and moved to White River. My sister, Katherine, and I stayed at the old, we just stayed there until our dad passed away. A lot of kids went to boarding school. I don't know about boarding school, people talk about boarding school, but I'm... You probably wouldn't know your language if you went to boarding school because they wouldn't allow us to... I know they used to always say that, but I don't know anything about that because I didn't go to boarding school.

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

Learn From: How could you describe how people cooperate to meet a need? 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 · Family Is Always There - Lowell Amiotte - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Lowell Amiotte contrasts changing work friendships with enduring family relationships and the value of time together. This supports G58 by inviting students to consider ways of sustaining relationships.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Very important, you know, your relationships. I think at times we forget just how family, when you come right down to it, is going to be with you your whole life. You can have friends come and go and they're really good friends for this period and then they get a job and they're gone. And you exchange Christmas cards and it fades. But family is always there. And in the end, that's what you have to really rely on. And I'm getting older, so the older I get. And I got a letter yesterday. I had a friend die in Sioux Falls and now that's gone. That friendship is… gone. So I don't even know her family. They were all up in Saint Paul. So you lose those connections. Whereas right now I can still pick up the phone, call my uncles, my aunts, and as old as I am, I still have an uncle and aunts are living.

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

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0080; https://www.youtube.com/watch?v=M4seAcR_wfQ; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

Explore J101 · Family Is Always There - Lowell Amiotte - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Lowell Amiotte contrasts changing work friendships with enduring family relationships and the value of time together. This supports J101 by inviting students to identify family and work-related social 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.

Very important, you know, your relationships. I think at times we forget just how family, when you come right down to it, is going to be with you your whole life. You can have friends come and go and they're really good friends for this period and then they get a job and they're gone. And you exchange Christmas cards and it fades. But family is always there. And in the end, that's what you have to really rely on. And I'm getting older, so the older I get. And I got a letter yesterday. I had a friend die in Sioux Falls and now that's gone. That friendship is… gone. So I don't even know her family. They were all up in Saint Paul. So you lose those connections. Whereas right now I can still pick up the phone, call my uncles, my aunts, and as old as I am, I still have an uncle and aunts are living.

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

Learn From: How could you identify family and work-related social roles? 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 · Family Is Always There - Lowell Amiotte - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Lowell Amiotte contrasts changing work friendships with enduring family relationships and the value of time together. This supports N122 by inviting students to recognize the value of time and attention to 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.

Very important, you know, your relationships. I think at times we forget just how family, when you come right down to it, is going to be with you your whole life. You can have friends come and go and they're really good friends for this period and then they get a job and they're gone. And you exchange Christmas cards and it fades. But family is always there. And in the end, that's what you have to really rely on. And I'm getting older, so the older I get. And I got a letter yesterday. I had a friend die in Sioux Falls and now that's gone. That friendship is… gone. So I don't even know her family. They were all up in Saint Paul. So you lose those connections. Whereas right now I can still pick up the phone, call my uncles, my aunts, and as old as I am, I still have an uncle and aunts are living.

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

Learn From: How could you recognize the value of time and attention to others? 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 · Family Is Always There - Lowell Amiotte - OSEU 4 · OSEU 4

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.

Very important, you know, your relationships. I think at times we forget just how family, when you come right down to it, is going to be with you your whole life. You can have friends come and go and they're really good friends for this period and then they get a job and they're gone. And you exchange Christmas cards and it fades. But family is always there. And in the end, that's what you have to really rely on. And I'm getting older, so the older I get. And I got a letter yesterday. I had a friend die in Sioux Falls and now that's gone. That friendship is… gone. So I don't even know her family. They were all up in Saint Paul. So you lose those connections. Whereas right now I can still pick up the phone, call my uncles, my aunts, and as old as I am, I still have an uncle and aunts are living.

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

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

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Family Is Always There - Lowell Amiotte - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Lowell Amiotte contrasts changing work friendships with enduring family relationships and the value of time together. This supports P123 by inviting students to consider respect within continuing relationships.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Very important, you know, your relationships. I think at times we forget just how family, when you come right down to it, is going to be with you your whole life. You can have friends come and go and they're really good friends for this period and then they get a job and they're gone. And you exchange Christmas cards and it fades. But family is always there. And in the end, that's what you have to really rely on. And I'm getting older, so the older I get. And I got a letter yesterday. I had a friend die in Sioux Falls and now that's gone. That friendship is… gone. So I don't even know her family. They were all up in Saint Paul. So you lose those connections. Whereas right now I can still pick up the phone, call my uncles, my aunts, and as old as I am, I still have an uncle and aunts are living.

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

Learn From: How could you consider respect within continuing relationships? 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 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports J101 by inviting students to identify roles and expectations within kinship.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you identify roles and expectations within kinship? 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-0083; https://www.youtube.com/watch?v=rMElQDuWJ_s; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G58 — Identify ways to build mutual trust and respect

Explore G58 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports G58 by inviting students to consider how acknowledging relationships supports 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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

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

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports P123 by inviting students to discuss respectful behavior within relationships.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you discuss respectful behavior within relationships? 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 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports G51 by inviting students to consider considerate responses to relatives.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you consider considerate responses to relatives? 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 · Traditional Kinship Roles - Dr. Sherry Johnson & Dr. Nadine Eastman - OSEU #4 · OSEU 4

Reviewed teaching connection (Supporting): Sherry Johnson and Nadine Eastman describe kinship terms, strong relationships, and teaching roles at home and school. This supports Q130 by inviting students to learn about particular kinship practices without making them universal.

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.

Without the kinship you have nothing because the kinship ties are strong and to be claimed as a relative and for whatever you, whatever relative you want to make, those are the strongest ties you can have to a person. And to be, to address people with their kinship terms is much more powerful than anything else. And then we have specific roles that there's things that young girls should do and things that young boys should do and we explicitly teach that behavior. It's taught in the homes too but maybe not all of them and then we teach it in schools too. We have pretty good cultural teachers that talk about women's roles and men's roles as part of our community.

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

Learn From: How could you learn about particular kinship practices without making them universal? 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 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports D23 by inviting students to use writing to communicate a story.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

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

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0105; https://www.youtube.com/watch?v=sf9IP-srFl0; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

D24 — Communicate verbally

Explore D24 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports D24 by inviting students to share a story orally with 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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

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

Learn From: How could you share a story orally with an audience? 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 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports F37 by inviting students to explore identity through one’s story.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

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

Learn From: How could you explore identity through one’s story? 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 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports G58 by inviting students to consider trust in a learning community.

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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

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

Learn From: How could you consider trust in a learning community? 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 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports N122 by inviting students to listen respectfully to different experiences.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

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

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

H62 — Demonstrate how to work effectively with others

Explore H62 · Addressing OSEU 4 with Cheryl Medearis · OSEU 4

Reviewed teaching connection (Supporting): Cheryl Medearis describes building a community of learners and invites students to write and tell their stories. This supports H62 by inviting students to contribute to a supportive 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.

One of the most important things to me as an educator and to work with future educators and to work with inservice teachers is to help them understand that sense of community and what is kinship. And maybe we're not related by blood, maybe your students are and aren't, but to build that strong community of learners and for students to go back and know who their relatives are and to understand who their families are. And that's a real struggle in this day and age with families that are separated and split and children's names are changed in the court has had a devastating impact. So we have to really think about how we have students go back and know their story. I think that's one of the most powerful assignments that students have done in our class is write your story, tell your story. I do that as part of the class that I do... and it's like, oh really?

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

Learn From: How could you contribute to a supportive group? 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 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4

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

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

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

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

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

05 Wolakota Project Video Transcripts and URLs.docx · WP-0116; https://www.youtube.com/watch?v=5AnqXri2VkM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

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

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

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

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

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

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

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

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

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

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

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

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

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

Learn From: How could you reflect on family connections without assuming identical experiences? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Q130 — Demonstrate understanding of social and cultural diversity

Explore Q130 · Without Grandma & Grandpa - April Fallis - OSEU 2 · OSEU 4

Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports Q130 by inviting students to recognize differences in opportunities for cultural learning.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

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

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

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

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

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

Reviewed teaching connection (Supporting): April Fallis reflects on limited time with grandparents and the language and cultural learning she wished she had received. This supports H74 by inviting students to identify knowledge one wishes to learn.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

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

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

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

G51 — Demonstrate politeness and civility

Explore G51 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports G51 by inviting students to consider patient and considerate communication.

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.

So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.

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

Learn From: How could you consider patient and considerate communication? 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-0126; https://www.youtube.com/watch?v=HgnYgOz17vM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G58 — Identify ways to build mutual trust and respect

Explore G58 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports G58 by inviting students to identify behavior that sustains trust.

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.

So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.

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

Learn From: How could you identify behavior that sustains trust? 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 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports N122 by inviting students to recognize how communication affects 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.

So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.

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

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

K108 — Identify and demonstrate key communication skills

Explore K108 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports K108 by inviting students to consider tone and care as communication choices.

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.

So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.

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

Learn From: How could you consider tone and care as communication choices? 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 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4

Reviewed teaching connection (Exploratory): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports N120 by inviting students to discuss calm responses 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.

So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.

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

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

P123 — Explain the significance of respect for self, others, and rules

Explore P123 · Appreciating Life & Family - Delores Taken Alive - OSEU 4 · OSEU 4

Reviewed teaching connection (Supporting): Delores Taken Alive recalls a kind, patient home with communication and togetherness. This supports P123 by inviting students to explain respect through 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.

So we have real good life experiences. Growing up and disciplining us, we never knew what spanking was. We never knew what hitting was, nor yelling or screaming or any of that, you know, ways that, you know, make you feel bad. They are always so kind and loving. And after we have, you know, before my sister died, I always talk about our way of life, the upbringing. And we said, you know, did you ever remember being spanked or, you know, things that I mentioned? No. How about you? So I said, no. I don't ever remember. So that's how, you know, we, that's how we grew up. And I always think about, you know, our parents. How are they so patient? And they're so loving that, you know, we have not known any violent ways in our home. And we always, there's always communication. There's always togetherness because we grew up in a one-room log house.

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

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