Official JAG competency wording: Demonstrate an openness to change
Category: Life Survival
Source themes: adaptability, flexibility, growth mindset
Source: JAG Competencies Descriptions.docx.
Open this competency in the learning workspace
Reviewed OSEU and Wolakota interview connections
G48 — Demonstrate an openness to change
Explore G48 · The Solutions Are at Home - Jesse Taken Alive - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): The speaker describes adapting to changes while retaining community knowledge and seeking the good of all. This supports a contextual discussion of change and constructive responses, without equating resilience with compulsory positivity.
Updated for Proposed August 9, 2024: The passage supports identity and strength through adaptation and community knowledge; it does not explicitly examine the two-worlds continuum required by revised 2.3. Original JAG–interview approval retained.
Of course, I always say this…we’ve always had to know how. We always lack the resources…whether it’s housing… schools…resources to hire teachers…we’ve always had to know how. It’s just a lack of resources that are challenging out there for us. And I say this in a respectful way to our friends out there in Washington D.C….while they talk about and provide the assessments…and say we need to study the situation more…a lot of times it’s common sense. They don’t have the solutions. The solutions are at home. The solutions are in our communities. And we’re at the juncture right now where we are saying it is ok to question the need for us to continue to study. And I respect that in itself…to be studied…or to study a situation. But the focus we have right now is to look at solution-oriented issues, discussions, circles if you will. Let’s do those types of things. The practical way of doing things…practice-based if you will…of doing things. And they’ve been with us for centuries. And now to see us change with the times…and we’ve been able to do that as Lakota. You look at history itself…they described us as “nomadic.” Our minds were nomadic…to understand how we can live…and not only survive…but live in the challenging climates we have here in the Northern Plains. So, through that, we have a little teaching…real simple…we say “The only work that’s there, is we pray that these changes we are dealing with right now, are going to be good for the all.” That’s the only work. And the prayer part is the work…and whatever we’re changing to…let it be for the good of all.
Learn About: What distinction does Jesse Taken Alive make between lacking knowledge and lacking resources?
Learn From: When a task becomes difficult, what existing knowledge or support could help you respond?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0136; video U3MWOWmXtYs; passage containing: we’ve been able to do that as Lakota.. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Oral History & Ledger Art - Donald Montileaux - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): His transition from hide painting to ledger art illustrates adapting a medium while sustaining purpose. Students can consider how a change in method need not erase the meaning of the work.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
And so oral history is very big for me, I mean, oral history is storytelling, and every time I show my piece of artwork, I have oral history, because all my drawings represent Lakota way of life,
Learn About: How does Montileaux connect an image with an oral account?
Learn From: How could you explain a visual product so an audience understands its intended meaning?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0035 · video ID 408QfQkyXhA · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · The Importance of Stories - Duane Hollow Horn Bear - OSEU 5 · OSEU 5
Reviewed teaching connection (Supporting): Openness to hearing a story again creates an opportunity to revise understanding. Students can consider what would make them reconsider an interpretation without requiring personal disclosure.
Updated for Proposed August 9, 2024: The revised standard retains the meaning supported by the cited interview passage. Original JAG–interview approval retained.
But we make decisions in our lives, and we have to be responsible for those decisions. So hear the stories, be open to them.
Learn About: What does Hollow Horn Bear connect with openness to stories and responsibility?
Learn From: How could a story inform a choice while leaving responsibility with the decision-maker?
05 Wolakota Project Video Transcripts and URLs.docx · WP-0189 · video ID j_KeSBj28Oo · cited transcript passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Heroes & Technology with Donald Montileaux pt 2 - OSEU 7 · OSEU 7
Reviewed teaching connection (Supporting): Donald Montileaux describes computers, the internet, websites, and virtual exploration as opportunities for learning beyond games. This supports G48 by inviting students to consider new ways of accessing information.
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.
There's opportunities that exist now that we never had when I was young, you know, like I'm 67 years old. But I think, like, the internet, you know, and, like, the computers, and there's, you don't have to be stagnant, you don't have to be isolated, because with those tools that you have, you can be worldwide. I mean, I got a website that's worldwide, you know, and I didn't. It's not because I did it, it's because the technology that's available out there did it. You know, so use it, utilize it, you know, you can go to your schools and get on it, you know. Don't just play the games, don't sit there and play games, challenge yourself to do something on it, you know, look at things. I travel the world, because I have MapQuest. I went to Rome last night, I was in Rome, you know, I've been on the street, because the technology's there to do it.
Learn About: What details in this passage support the speaker’s account of technology for learning? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider new ways of accessing information? 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-0033; https://www.youtube.com/watch?v=rYcZ1e-QY7Q; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Modern Conveniences - Irene Eagle Thunder-Skunk - OSEU 7 · OSEU 2
Reviewed teaching connection (Supporting): Irene Eagle Thunder Skunk compares remembered everyday life with newer transportation, payment, and household conveniences. This supports G48 by inviting students to consider responses to changes in everyday life.
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.
But when we were, you know, when we were kids, now people, I've been saying that when my kids come back from college, I was telling them, my grandkids, I said, now when people want to go someplace, they have a brand new car and they have cash cards and everything, they jump in there and they go wherever they want to go. Back in the days, we have to travel from our nation to Lord Blue. In the wintertime, in that wagon, our mom and dad and grandma and grandpa and us kids, and I said, we didn't, back in the days, there was no, everything was home cooked at home. We had cows and chickens and like that, you know, so we have our own milk and stuff. And our mom, my grandma, bakes bread and then we always have oatmeal and cornmeal, no such a thing as eggs or toast. We didn't have a refrigerator, we didn't have any lights, but we used the lantern.
Learn About: What details in this passage support the speaker’s account of change across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider responses to changes in everyday life? 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-0053; https://www.youtube.com/watch?v=B4wA1bhyvcA; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Joining the Lakota Community - Josie Bald Eagle - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Josie Bald Eagle describes arriving from abroad and learning about an unfamiliar community, its institutions, and places. This supports G48 by inviting students to consider changes involved in joining a new 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.
I came here… and I came into the Indian world. And then on the Indian reservation, I had no idea at all of what I was getting myself into. To me it was only the guy. I didn't care about his age. I never even thought about the age…and about America… I had no idea. So when I came here, most of my growing up has been here on the reservation. So, for me, what the people are going through here, is actually what I experienced with them. This is my first new pressure, my first thing… whatever happens on the outside…I had no idea till our kids grew up and I went… started to go and visit them. Then I learned about where to go in the United States… what’s an office… a courthouse. I had no idea. Nothing. Nothing about nothing. So, it's just like being reborn somewhere and…I'm open to that. I'm a good player, so.
Learn About: What details in this passage support the speaker’s account of learning a new community? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider changes involved in joining a new community? 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-0062; https://www.youtube.com/watch?v=u6vy98d3yhs; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Navigating Two Cultures for Change - Lowell Amiotte - OSEU #6 · OSEU 7
Reviewed teaching connection (Supporting): Lowell Amiotte describes navigating two cultures and working within policies and procedures to improve conditions for future generations. This supports G48 by inviting students to consider constructive change.
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've been in education for a long time and I had to work with a lot of those policies and procedures. And a lot of people fight them. And the reason I was selected to start with at Black Hills was because I could navigate between two cultures. And I kind of knew the policies and procedures to go by. I always thought that aim played a really big role. You know, the radical people thought they were so radical. But they would come in and point out a lot of things that were wrong. And then less radical people like me could look at those things and say, How are we going to improve them? Through the system rather than attacking the system. So policies and procedures are very important too. I think if they're not followed, you can see what happens just right here in the state if people violate the policies and procedures and don't follow them.
Learn About: What details in this passage support the speaker’s account of working for change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider constructive change? 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-0075; https://www.youtube.com/watch?v=krWq0E2wIyc; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Forces of Disintegration and Integration - Kevin Locke - OSEU #2 · OSEU 2
Reviewed teaching connection (Supporting): Kevin Locke describes resilience as a coping skill and reflects on rapid change and attention to disturbing news. This supports G48 by inviting students to consider adapting to change.
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.
These little children…they’re very resilient. You can see how malleable they are. We’re all that way. But of course as we get older, we become less resilient. I think this is a wonderful quality that we can retain, this resiliency. It’s a coping skill that the native people demonstrated very well…as far as adapting to different changes. Of course, we need that now more than ever because…we are at the stage of the greatest change in the history of mankind. Everything is accelerating. We can see this parallel process happening in the world. We can see there are forces of disintegration which are escalating. And this is what our attention…our attention is continuously drawn to that. You turn on CNN…every twenty minutes it rehashes these conditions in the world. And it must have an effect on people, even children.
Learn About: What details in this passage support the speaker’s account of resilience and change? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider adapting to change? 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-0096; https://www.youtube.com/watch?v=eESpUnmv-Dw; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · The Gifts of Language and Heritage - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes being a second-language learner and questioning the assumption that people can learn only one language. This supports G48 by inviting students to question a limiting assumption about learning.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
You know one of which of course is this Lakota language revitalization. That takes a lot of resiliency too. A lot of times people feel linguistically challenged. For instance, if you speak two languages it’s bilingual, but if you speak three what is that called? How about more than three? How about one? That’s American, right? We have that fossilized in our mind that we can only use one language. But the rest of the world isn’t like that. The rest of the world is very adaptable and can use many languages with facility. I like Lakota because I can use it. It’s great. I’m a second language learner. I’m not a native speaker of Lakota. I always thought I was all alone. And I think I was for many years. But now I can see that there is this movement. And to me, I’m relatively detached from whether Lakota language becomes fully revitalized. I think it would be nice.
Learn About: What details in this passage support the speaker’s account of language learning and resilience? What would you need to hear in the full interview before interpreting it?
Learn From: How could you question a limiting assumption about learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0097; https://www.youtube.com/watch?v=_Yr326dWw0E; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · Folk Arts - Kevin Locke - OSEU #3 · OSEU 3
Reviewed teaching connection (Supporting): Kevin Locke describes folk arts passed through communities and made relevant by subsequent generations. This supports G48 by inviting students to explore continuity and change in creative practice.
Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.
Our official designation is folk arts. And if you look at folk arts…these are things that all communities around the world…they all have their folk arts. It’s very broad. It’s like any kind of tradition that’s passed down from generation to generation within the community. That’s kind of a broad definition of folk arts. But the beautiful thing about folk arts is that these folk arts represent universal signs…or indicators…or expressions of the nobility of the human spirit. Over time, these folk arts are just passed down like that so the next generation will take it and pull out all those things that are beautiful and make it relevant to them. So it becomes refined over time. So these folk arts have universal currency.
Learn About: What details in this passage support the speaker’s account of arts across generations? What would you need to hear in the full interview before interpreting it?
Learn From: How could you explore continuity and change in creative practice? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.
05 Wolakota Project Video Transcripts and URLs.docx · WP-0098; https://www.youtube.com/watch?v=X9e0lg2OD6w; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
G48 — Demonstrate an openness to change
Explore G48 · After Treatment - April Fallis - OSEU 2 · OSEU 2
Reviewed teaching connection (Supporting): April Fallis describes returning from treatment, changing her own behavior, and wanting to be a better parent. This supports G48 by inviting students to consider challenges accompanying personal change.
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.
When I was in treatment, they told us that when you go home, everything is going to be different. You are going to be the one that made the change. So everything is going to be the same. So when I went home, I was like “Oh my gosh.” And you realize… you realize… I realized now I know what they were talking about, what they meant. When I was using, that didn’t mean nothing to me. So when I went away and I got ahold of myself…and I got a second chance…the grandfather’s gave me another chance to come back and to show my kids, who were still little, that I wanted to be a better parent… a better mother. And so, I started doing that…and I seen…that you can get tested… still to this day, ya know. I always told my kids… when I got out of treatment… I always told them… my life… and I told them that I cannot change them… I cannot tell what to do… them how to run their lives when they got older.
Learn About: What details in this passage support the speaker’s account of personal change and responsibility? What would you need to hear in the full interview before interpreting it?
Learn From: How could you consider challenges accompanying personal change? 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-0109; https://www.youtube.com/watch?v=EuHs2IzWGOM; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.
Human Shaped Learning connection
Chapter 8: The Teacher's Role as a Learner
Reviewed teaching connection: Reviewed connections: G48. Also supported by G48 competency. Model a question you are still exploring and invite student feedback on the learning process.
Human Shaped Learning with Front Matter.docx · Ch. 8, actual manuscript pp. 64–70; chapter opening and conceptual discussion
Chapter 16: Teaching Resilience
Suggested teaching connection: Suggested teaching connection for resilience, based on G48 competency. Explore how a fictional learner could adapt after a setback and identify supportive relationships.
Human Shaped Learning with Front Matter.docx · Ch. 16, actual manuscript pp. 120–126; chapter opening and conceptual discussion
Chapter 21: Embracing the Complexity of Human Development
Suggested teaching connection: Suggested teaching connection for flexible participation, based on G48 competency. Offer flexible pacing and varied ways to participate, respond, and demonstrate learning.
Human Shaped Learning with Front Matter.docx · Ch. 21, actual manuscript pp. 153–159; chapter opening and conceptual discussion
Plan with these recommendations and select more HSL chapters.