G52 — Demonstrate an ability to adapt to people and situations

Official JAG competency wording: Demonstrate an ability to adapt to people and situations

Category: Life Survival

Source themes: flexibility, interpersonal skills, adjustment

Source: JAG Competencies Descriptions.docx.

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Reviewed OSEU and Wolakota interview connections

G52 — Demonstrate an ability to adapt to people and situations

Explore G52 · We’re Not All the Same - Lowell Amiotte - OSEU #2 · OSEU 2

Reviewed teaching connection (Supporting): The speaker’s emphasis on differences and respect supports adapting interactions without assuming that every person shares the same background or expectations.

Updated for Proposed August 9, 2024: Cultural differences and respectful interactions are explicit in the account; revised 2.4 addresses differences among Oceti Sakowin nations and other groups. Original JAG–interview approval retained.

If you travel a lot on Indian reservations, I've worked with the Navajo and the Hopi and the Kiowa, you know, just around the country, different people, Salish, Flatheads, and they're all different. And if you look at some of the artwork they have or the clothes they wear during their ceremonies and so on, you'll see that they're different. Another story, I went to the Smithsonian for the opening of the American Indian Museum, and to sit there and watch the variety of Indians and the way they were dressed and everything, it's just amazing. And I think if the children think that there's only one tribe or one type of Indian, that should be corrected. So I think that that should be kept in the curriculum, and it should be stressed that we're not all the same. We've all got differences, and let's respect all those differences. Respect is the number one virtue, I think, that Indian people, the older ones, try to get across to us.

Learn About: Why does Lowell Amiotte want differences kept visible in the curriculum?

Learn From: What could you change in a group interaction so another person has a better chance to participate?

05 Wolakota Project Video Transcripts and URLs.docx · WP-0081; video B7B7ur6eFcw; passage containing: We've all got differences. Teaching interpretation is separate from official wording and the interviewee’s account.

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.

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.

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.

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.

G52 — Demonstrate an ability to adapt to people and situations

Explore G52 · David Bald Eagle Tells About His Hollywood Career - OSEU 7 · OSEU 7

Reviewed teaching connection (Supporting): David Bald Eagle recalls explaining his wish to leave Hollywood to his agent and keeping a relationship open for future work. This supports G52 by inviting students to adapt a professional relationship during a transition.

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 played in two or three, and I'd worked with Disney for a while, and right on the set I just worked with them, and I was a gunslinger, you know, and then the smog started to bother me. It was just okay, but it started to bother me, just getting into my eyes and everything, just getting worse, so I told the agent that was with me, and she said, well, if it's better for you, if you want to quit, I'll still stay on as your agent, she said, but if we need you, we'll call you. So I said, I'm going home, and I just packed up my stuff, got in my car and took off. Didn't look back, I didn't look back, I just kept on coming. I got back home, and I went out to my dad's place, ranch, back at the old place, and told him about my eyesight and everything, and here the Hollywood called me and told me I could work from home.

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

Learn From: How could you adapt a professional relationship during a transition? 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-0055; https://www.youtube.com/watch?v=T4ALf0YGzWg; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

G52 — Demonstrate an ability to adapt to people and situations

Explore G52 · 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 G52 by inviting students to adapt to an unfamiliar social setting.

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 adapt to an unfamiliar social setting? 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.

G52 — Demonstrate an ability to adapt to people and situations

Explore G52 · 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 G52 by inviting students to adapt to institutional 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'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 adapt to institutional expectations? 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.

Plan with these recommendations and select more HSL chapters.

G52 — Demonstrate an ability to adapt to people and situations

Reviewed OSEU and Wolakota interview connections

G52 — Demonstrate an ability to adapt to people and situations

G52 — Demonstrate an ability to adapt to people and situations

G52 — Demonstrate an ability to adapt to people and situations

G52 — Demonstrate an ability to adapt to people and situations

G52 — Demonstrate an ability to adapt to people and situations

G52 — Demonstrate an ability to adapt to people and situations

Human Shaped Learning connection

Chapter 21: Embracing the Complexity of Human Development

Chapter 8: The Teacher's Role as a Learner

Chapter 16: Teaching Resilience

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