Multi-Text Study

Code Talker: A Novel About The Navajo Marines of World War Two

By: Joseph Bruchac

“If you are captured in battle, die before telling the enemy anything about the code! Even if they beat you, even if bamboo splinters are shoved under your fingernails,

you must keep quiet about our secret.”

Navajo Long Walk by Nancy M. Armstrong

Multi-Text Creator: Chad StevensMulti-Text Outline

of the Navajo Indians

Week 1Day 1: Stations on Navajo Indians (Page 4: Small Groups)

K-W-L on Navajos (Page 5: Individual)

Day 2: Title Prediction Sheet (Page 6: Individual)Cover Prediction Sheet (Page 7: Individual)

Day 3: Read Chapters 1-4 (p.3-22) Whole Group/IndividualBegin the Character Log (Page 8: Individual)

Day 4: Read Chapters 5-8 (p.23-44) Whole Group/IndividualVocabulary Activities (Page 9: Individual)Add to Character Log

Day 5: Read Chapters 9-14 (p.45-77) Whole Group/IndividualSynonyms and Antonyms Sheet (Page 11: Individual)Add to Character Log

Week 2Day 6: Read Chapters 15-18 (p.78-99) Whole Group/Individual

Word Recognition Sheet (Page 12: Individual)Add to Character Log

Day 7: Read Chapters 19-22 (p.100-119) Whole Group/IndividualDescriptive Summary Activity (Page 13: Individual)

Day 8: Begin the Code Talkers NovelIntroduce Book, Read Chapters 1-2 (p.5-18) Whole Group/IndividualCharacter Sketcher/Traits (Page 14-15: Individual)

Day 9: Read Chapters 3-5 (p.19-32) Whole Group/IndividualCharacter Log (Page 16: Individual)

Day 10: Read Chapter 6 (p.33-37) Whole Group/IndividualListen to FDR’s “Infamy” SpeechWriting Activity (Page 17: Individual)

Week 3Day(s) 11 & 12: Read Chapters 7-10 (p.38-67) Whole Group/Individual

Create Navajo Wanted Poster (Page 18: Individual)Vocabulary Activities (Page 19: Individual)

Day 13: Chapters 11-13 (p.68-94) Whole Group/IndividualNavajo Code Activity (Page 20: Small Groups)

Day(s) 14 & 15: Read Chapters 14-17 (p.95-119) Whole Group/IndividualVocabulary Words (Page 34: Individual)Discuss the 7 virtues of Bushido (Whole Group)Students Create Their Own Code (Page 35: Small Groups)

Week4Day 16: Read Chapters 18-20 (p.120-145) Whole Group/Individual

Day 17: Read Chapters 21-23 (p.146-171) Whole Group/IndividualWrite Letter to Home (Page 36: Individual)

Day 18: Read Chapters 24-26 (p.172-195) Whole Group/IndividualGoogle Earth Trip (Page 37: Whole Group)Word Search (Page 38: Individual)

Day 19: Read Chapters 27-29 (p.196-214) Whole Group/IndividualEnding the War Sheet (Page 39: Individual)

Day 20: Follow Up“I” Poem (Page 40-41: Small Groups)Web Quest (Page 42-44: Individual)

Additional Information

Why I Chose These Books (Page 45-47)

Additional Texts (Page 48-49)

NCSCOS Objectives (Page 50-52)

Rubric (Page 53-54)

Navajo Stations

(Learning about the Navajo Indians)

The class will be broken into five groups. Everyone will be given a K-W-L sheet. You are to fill out the K (Know) and W (Want to Know) columns on the sheet. Next, each group will be given a book about the Navajo Indians to read aloud. Pay close attention as each member of your group takes turns reading. After your group finishes reading the book, everyone in your group should write about new things they have learned about the Navajo Indians. This should be done in the L (Learned) column on your K-W-L sheet. Ample time will be given for each group to read their books, and for everyone to give specific details about what they’ve learned. The following books are to be used for this activity:

The Navajo, by Alice Osinski

The Navajo, by Natalie M. Rosinski

Southwest Indians, by Mir Tamin Ansary

Navajo, by Richard M. Gaines

The Navajo Nation, by Sandra M. Pasqua

KWL ChartBefore you begin your research, list some details in the first two columns. Fill in the last column after completing your research.

What do I Know? What do I Want to know?

What did I Learn?

Before You Read: Look carefully at the cover of the book. Write down your predictions about the following:

Setting (Time and Place): When and Where do you think this book takes place?______________________________

________________________________________________

Characters (The people, animals, or objects around which the action of the story is centered): Who do you believe the main characters in the book will be?_________________________________________________________________________________

Problem(s) & Solution(s) (What goes wrong in the story and how is it solved?): What do you predict will be the most significant problems in this book? How do you believe the problems may be solved?

____________________________________________________________________________________________________________________________________________________________________________________________________________________

Write down any other questions or predictions: ____________________________________________________________________________________________________________

Using the Title to Make Predictions

What do you think the title of this book means?

Why might the Navajos be taking a long walk?

Where do you think this long walk may occur? Could this be important and why?

Character LogAt the beginning of a novel, authors usually introduce the main characters. As we read, we will discover more about some of these characters and come to know many of them very well. Create a section in your notebook for characters-a character log. In this section you will record the name of each main character below and describe what you found out about each character as you read throughout the book. Note something that the character said, did, how the character acts, and looks. Wise One Strong Man Gentlewoman Kee Hasba

Small Burro Gray Dog Cpt. Kit Carson

Many Goats Long Earrings

Ganada Mucho

Jeff Little Mare Smoke Dawn Flower

Vocabulary ActivitiesVocabulary ActivitiesCh. 5-8Ch. 5-8

(Navajo Long Walk)(Navajo Long Walk)

You will complete the following chart with child-friendly definitions for these words. Then, you are invited to complete the daily vocabulary

activities to go with these words.

Word and Page

Meaning

tethered, p.23

contentment, p.26

coaxed, p.26flank, p.27adobe, p.30

scarcely, p.34

ravenous, p.36

rations, p.41ewe, p.41

Word Networks What people, things, situations, or words come to

mind when you think about the word mesa? Fill out the chart on the next page with your ideas.

Mesa

Synonyms and Antonyms:

(Navajo Long Walk, Chapters 9-14)Synonyms Word Antonyms

abundant (p.45)

abandoned (p.46)

vigorously (p.52)

floundering (p.54)

magnificent (p.61)

endearment (p.68)

astride (p.72)

Find your own examples from the reading

Word Recognition Sheet

(Navajo Long Walk, Chapters 15-18)

1. On page 80, the author refers to a soldier who had befriended Kee and his family. What does this mean? __________________________________________________________________________________________________

2. Page 83 uses the word coax to describe what Hasba does to her brother Kee. What would be another way of saying this? __________________________________________________________________________________________________

3. Why did the alkaline soil hinder the Navajos ability to successfully grow crops? (See page 86) __________________________________________________________________________________________________

4. Why do you think it was important that the Navajos had a great deal of resilience during their ordeal? __________________________________________________________________________________________________

5. Why do you think Kee’s enthusiasm helped get other Navajo boys to learn to swim? (See page 96) __________________________________________________________________________________________________

6. We see the word discouragement on page 84, and dismounting on page 89. What does the prefix-dis mean? __________________________________________________________________________________________________

Descriptive Summary using Reflective Thinking(Navajo Long Walk)

1. Why was it important for the Navajos to have an interpreter? Give at least two examples. ______________________________________________________________________________________________________

2. Compare how Kee felt when he was given Little Mare to a time that you received something really special. ______________________________________________________________________________________________________

3. Why was Mt. Taylor such a special place to the Navajos? ______________________________________________________________________________________________________

4. Page 111 uses the words anxious and impatient to describe how Kee feelings and emotions. Why do you think he felt this way? ______________________________________________________________________________________________________

5. Do you think Strong Man did the right thing by staying away from his family while they were held captive for over 4 years? Please explain why or why not. ______________________________________________________________________________________________________

6. Do you think the U.S. government’s experiment of removing the Navajos from their land was a just one? Explain. ______________________________________________________________________________________________________

Character Sketcher Your job as Character Sketcher is to think carefully

about your assigned character as you read. You will be given a passage with a page and paragraph where you can find information about your character. Reread the passage carefully. As you are reading, think about descriptive words that capture how your character acts or looks. You do NOT want to use words like good, bad, nice, and mean. Be sure to use your “Descriptive Character Traits” page for help.

In addition, you will create an artistic impression of your character. When you begin artistically representing your character, try to use any physical descriptions from the text to help you. Your “artistic impression” of the character will probably be on a separate piece of paper.

Character: Kii Yázhí’s mother

Page 5-6, paragraphs 2 & 3

Artistic Representation(Use the next page to illustrate the character.)

Character LogAs we read, we will meet some of these characters and come to know many of them very well. Create a section in your notebook for characters-a character log. In this section you will record the name of each character below and describe what you found out about each character as you read throughout the book. Note something that the character said, did, how the character acts, and looks. Some characters may have little information to go on, so feel free to be creative and write about what you think these characters may be like.

Kii Yázhí Gray Mustache Mr. Jacob Benally

Principal O’Sullivan Ned Begay (Kii) Tommy Nez

Samuel Manyhorses John Roanhorse Jesse Chee

Frank Shinn Carl Gorman Johnny Manuelito

John Benally Hosteem Mitchell Howard Billiman

Georgia Boy Bill Toledo Admiral Nimitz

FDR’s Speech Activity

We will listen to one of the most famous speeches ever given. Franklin Delano Roosevelt, the 32nd president of the United States, gave

this speech one day after the Japanese attack on Pearl Harbor. It was 12:30 p.m. on December 8th, 1941. The world had been shocked the previous day when the Japanese had made a sneak attack on Pearl

Harbor, killing over 2,400 people and crippling the Pacific Fleet of the United States Navy. This speech was given as a declaration of war

against Japan, and officially brought the U.S. into World War II. Listen to his speech and write about how it makes you feel. Here is the link to

an audio of the speech:

http://www.radiochemistry.org/history/nuclear_age/06_fdr_infamy.shtml

Your job is to create a Wanted Poster for the Navajos. *Remember that this poster is meant

to recruit Navajos into the military.*

Think about how the government may have made the idea of joining the Armed Forces an appealing aspect to a Navajo. The Navajo Nation was an extremely poor place in the early 1940’s, and very isolated from the rest of the world. The Pacific Ocean is vast and open, and most Navajos had never seen a body of water larger than a lake. These are ideas to keep in mind when creating

your poster.

Vocabulary ActivitiesVocabulary ActivitiesCh. 7-10Ch. 7-10

(Code Talker)(Code Talker)You will complete the following chart with child-friendly definitions for

these words. Use the empty spaces to add any words that you may not be familiar with.

Word and Page Meaning

enlist, p.39

Axis, p.39

enlisting, p.39

banzai, p.42

semper fidelis, p.47

awed, p.47

dismissive, p.48

jarheads, p.58

amphibious, p.62

sinister, p.63

Using the Navajo Code

Activity 1

To introduce students to the Navajo code, the class will try and decode a secret message using the actual Navajo code system. Students will be placed into small groups, and the following code will be written on the board:

BE/A-KHA/SHI-DA/SHUSH/AH-JAD/AH-JAH------A-KEH-DI-GLINI/TKIN/MOASI/D-AH/A-KHA/AH-LOSZ/TSAH-AS-ZIH

Tell students that this spells two words. These two words gave a great deal of hope to many different minority groups in America. This phrase was often signaled by the holding up of the first two fingers, what we often refer to now as the peace sign. The code spells DOUBLE VICTORY. Each Navajo word represents a single letter in the English language, and codes were relayed using this very system. This would be a great time to discuss the roles that minority groups played in the war, including those of the Navajo, women, and African-Americans. After briefing them about the code, give each group a copy of the Navajo code. (Only the first part of the code sheet will be needed for this activity.)

Activity 2

Now that students have an idea of how to use the code, have each group create their own short code related to the Navajo story. After the codes are created, instruct students to exchange codes and try and decode those of other groups. After the activity is complete, ask students to discuss the importance of such a code. Why was its secrecy so vital to its success? Why is it important to relay messages in such a way during combat? How do they think the Navajos felt about taking on such a task? Why was this code so special, and never broken by the skilled Japanese code breakers?

ALPHABET NAVAJO WORD LITERAL TRANSLATION

A WOL-LA-CHEE ANT A BE-LA-SANA APPLE A TSE-NILL AXE B NA-HASH-CHID BADGER B SHUSH BEAR B TOISH-JEH BARREL C MOASI CAT C TLA-GIN COAL C BA-GOSHI COW D BE DEER D CHINDI DEVIL D LHA-CHA-EH DOG E AH-JAH EAR E DZEH ELK E AH-NAH EYE F CHUO FIR F TSA-E-DONIN-EE FLY F MA-E FOX G AH-TAD GIRL G KLIZZIE GOAT G JEHA GUM H TSE-GAH HAIR H CHA HAT H LIN HORSE I TKIN ICE I YEH-HES ITCH I A-CHI INTESTINE J TKELE-CHO-G JACKASS J AH-YA-TSINNE JAW J YIL-DOI JERK K JAD-HO-LONI KETTLE K BA-AH-NE-DI-TININ KEY K KLIZZIE-YAZZIE KID L DIBEH-YAZZIE LAMB L AH-JAD LEG L NASH-DOIE-TSO LION M TSIN-TLITI MATCH M BE-TAS-TNI MIRROR M NA-AS-TSO-SI MOUSE N TSAH NEEDLE N A-CHIN NOSE O A-KHA OIL O TLO-CHIN ONION O NE-AHS-JAH OWL P CLA-GI-AIH PANT P BI-SO-DIH PIG P NE-ZHONI PRETTY Q CA-YEILTH QUIVER R GAH RABBIT R DAH-NES-TSA RAM R AH-LOSZ RICE S DIBEH SHEEP

S KLESH SNAKE T D-AH TEA T A-WOH TOOTH T THAN-ZIE TURKEY U SHI-DA UNCLE U NO-DA-IH UTE V A-KEH-DI-GLINI VICTOR W GLOE-IH WEASEL X AL-NA-AS-DZOH CROSS Y TSAH-AS-ZIH YUCCA Z BESH-DO-TLIZ ZINC

NAMES OF VARIOUS ORGANIZATIONS NAVAJO WORD LITERAL TRANSLATION CORPS DIN-NEH-IH CLAN DIVISION ASHIH-HI SALT REGIMENT TABAHA EDGE WATER BATTALION TACHEENE RED SOIL COMPANY NAKIA MEXICAN PLATOON HAS-CLISH-NIH MUD SECTION YO-IH BEADS SQUAD DEBEH-LI-ZINI BLACK SHEEP

OFFICERS COMMANDING GEN. BIH-KEH-HE (G) WAR CHIEF MAJOR GEN. SO-NA-KIH TWO STAR BRIGADIER GEN. SO-A-LA-IH ONE STAR COLONEL ATSAH-BESH-LE-GAI SILVER EAGLE LT. COLONEL CHE-CHIL-BE-TAH-BESH-LEGAI SILVER OAK LEAF MAJOR CHE-CHIL-BE-TAH-OLA GOLD OAK LEAF CAPTAIN BESH-LEGAI-NAH-KIH TWO SILVER BARS LIEUTENANT BESH-LEGAI-A-LAH-IH ONE SILVER BAR COMMANDING OFFICER HASH-KAY-GI-NA-TAH WAR CHIEF EXECUTIVE OFFICER BIH-DA-HOL-NEHI THOSE IN CHARGE

NAMES OF COUNTRIES AFRICA ZHIN-NI BLACKIES ALASKA BEH-HGA WITH WINTER AMERICA NE-HE-MAH OUR MOTHER AUSTRALIA CHA-YES-DESI ROLLED HAT BRITAIN TOH-TA BETWEEN WATERS CHINA CEH-YEHS-BESI BRAIDED HAIR FRANCE DA-GHA-HI BEARD GERMANY BESH-BE-CHA-HE IRON HAT ICELAND TKIN-KE-YAH ICE LAND INDIA AH-LE-GAI WHITE CLOTHES ITALY DOH-HA-CHI-YALI-TCHI STUTTER JAPAN BEH-NA-ALI-TSOSIE SLANT EYE PHILIPPINE KE-YAH-DA-NA-LHE FLOATING ISLAND RUSSIA SILA-GOL-CHI-IH RED ARMY SOUTH AMERICA SHA-DE-AH-NE-HI-MAH SOUTH OUR MOTHER SPAIN DEBA-DE-NIH SHEEP PAIN

NAMES OF AIRPLANES PLANES WO-TAH-DE-NE-IH AIR FORCE DIVE BOMBER GINI CHICKEN HAWK

TORPEDO PLANE TAS-CHIZZIE SWALLOW OBS. PLAN NE-AS-JAH OWL FIGHTER PLANE DA-HE-TIH-HI HUMMING BIRD BOMBER PLANE JAY-SHO BUZZARD PATROL PLANE GA-GIH CROW TRANSPORT ATSAH EAGLE

NAMES OF SHIPS SHIPS TOH-DINEH-IH SEA FORCE BATTLESHIP LO-TSO WHALE AIRCRAFT TSIDI-MOFFA-YE-HI BIRD CARRIER SUBMARINE BESH-LO IRON FISH MINE SWEEPER CHA BEAVER DESTROYER CA-LO SHARK TRANSPORT DINEH-NAY-YE-HI MAN CARRIER CRUISER LO-TSO-YAZZIE SMALL WHALE MOSQUITO BOAT TSE-E MOSQUITO

NAMES OF MONTHS JANUARY ATSAH-BE-YAZ SMALL EAGLE FEBRUARY WOZ-CHEIND SQUEEKY VOICE MARCH TAH-CHILL SMALL PLANT APRIL TAH-TSO BIG PLANT MAY TAH-TSOSIE SMALL PLANT JUNE BE-NE-EH-EH-JAH-TSO BIG PLANTING JULY BE-NE-TA-TSOSIE SMALL HARVEST AUGUST BE-NEEN-TA-TSO BIG HARVEST SEPTEMBER GHAW-JIH HALF OCTOBER NIL-CHI-TSOSIE SMALL WIND NOVEMBER NIL-CHI-TSO BIG WIND DECEMBER YAS-NIL-TES CRUSTED SNOW

VOCABULARY WORD NAVAJO LITERAL TRANSACTION ABANDON YE-TSAN RUN AWAY FROM ABOUT WOLA-CHI-A-MOFFA-GAHN ANT FIGHT ABREAST WOLA-CHEE-BE-YIED ANT BREAST ACCOMPLISH UL-SO ALL DONE ACCORDING BE-KA-HO ACCORDING TO ACKNOWLEDGE HANOT-DZIED ACKNOWLEDGE ACTION AH-HA-TINH PLACE OF ACTION ACTIVITY AH-HA-TINH-Y ACTION ENDING IN Y ADEQUATE BEH-GHA ENOUGH ADDITION IH-HE-DE-NDEL ADDITION ADDRESS YI-CHIN-HA-TSE ADDRESS ADJACENT BE-GAHI NEAR ADJUST HAS-TAI-NEL-KAD ADJUST ADVANCE NAS-SEY AHEAD ADVISE NA-NETIN ADVISE AERIAL BE-ZONZ STINGER AFFIRMATIVE LANH AFFIRMATIVE AFTER BI-KHA-DI (A) AFTER AGAINST BE-NA-GNISH AGAINST AID EDA-ELE-TSOOD AID AIR NILCHI AIR AIRDOME NILCHI-BEGHAN AIRDOME ALERT HA-IH-DES-EE ALERT

ALL TA-A-TAH (A) ALL ALLIES NIH-HI-CHO ALLIES ALONG WOLACHEE-SNEZ LONG ANT ALSO EH-DO ALSO ALTERNATE NA-KEE-GO-NE-NAN-DEY-HE SECOND POSITION AMBUSH KHAC-DA AMBUSH AMMUNITION BEH-ELI-DOH-BE-CAH-ALI-TAS-AI AMMUNITION AMPHIBIOUS CHAL FROG AND DO AND ANGLE DEE-CAHN SLANTING ANNEX IH-NAY-TANI ADDITION ANNOUNCE BEH-HA-O-DZE ANNOUNCE ANTI WOL-LA-CHEE-TSIN ANT ICE ANTICIPATE NI-JOL-LIH ANTICIPATE ANY TAH-HA-DAH ANY APPEAR YE-KA-HA-YA APPEAR APPROACH BI-CHI-OL-DAH APPROACH APPROXIMATE TO-KUS-DAN APPROXIMATE ARE GAH-TSO BIG RABBIT AREA HAZ-A-GIH AREA ARMOR BESH-YE-HA-DA-DI-TEH IRON PROTECTOR ARMY LEI-CHA-IH-YIL-KNEE-IH ARMY ARRIVE IL-DAY ARRIVE ARTILLERY BE-AL-DOH-TSO-LANI MANY BIG GUNS AS AHCE AS ASSAULT ALTSEH-E-JAH-HE FIRST STRIKER ASSEMBLE DE-JI-KASH BUNCH TOGETHER ASSIGN BAH-DEH-TAHN ASSIGN AT AH-DI AT ATTACK AL-TAH-JE-JAY ATTACK ATTEMPT BO-O-NE-TAH (A) TRY ATTENTION GIHA ATTENTION AUTHENTICATOR HANI-BA-AH-HO-ZIN KNOW ABOUT AUTHORIZE BE-BO-HO-SNEE AUTHORIZE AVAILABLE TA-SHOZ-TEH-IH AVAILABLE

BAGGAGE KLAILH (B) BAGGAGE BANZAI NE-TAH FOOL THEM BARGE BESH-NA-ELT BARGE BARRAGE BESH-BA-WA-CHIND BARRAGE BARRIER BIH-CHAN-NI-AH IN THE WAY BASE BIH-TSEE-DIH BASE BATTERY BIH-BE-AL-DOH-TKA-IH THREE GUNS BATTLE DA-AH-HI-DZI-TSIO BATTLE BAY TOH-AH-HI-GHINH BAY BAZOOKA AH-ZHOL BAZOOKA BE TSES-NAH BEE BEACH TAH-BAHN (B) BEACH BEEN TSES-NAH-NES-CHEE BEE NUT BEFORE BIH-TSE-DIH BEFORE BEGIN HA-HOL-ZIZ COMMENCE FROM BELONG TSES-NAH-SNEZ LONG BEE BETWEEN BI-TAH-KIZ BETWEEN BEYOND BILH-LA DI DOWN BELOW BIVOUAC EHL-NAS-TEH BRUSH SHELTER BOMB A-YE-SHI EGGS BOOBY TRAP DINEH-BA-WHOA-BLEHI MAN TRAP

BORNE YE-CHIE-TSAH BORN ELK BOUNDARY KA-YAH-BI-NA-HAS-DZOH(B) BOUNDARY BULL DOZER DOLA-ALTH-WHOSH BULL SLEEP BUNKER TSAS-KA SANDY HOLLOW BUT NEH-DIH BUT BY BE-GHA BY

CABLE BESH-LKOH WIRE ROPE CALIBER NAHL-KIHD MOVE AROUND CAMP TO-ALTSEH-HOGAN TEMPORARY PLACE CAMOUFLAGE DI-NES-IH HID CAN YAH-DI-ZINI CAN CANNONEER BE-AL-DOH-TSO-DEY-DIL-DON-IGI BIG GUN OPERATOR CAPACITY BE-NEL-AH CAPACITY CAPTURE YIS-NAH CAPTURE CARRY YO-LAILH CARRY CASE BIT-SAH CASE CASUALTY BIH-DIN-NE-DEY PUT OUT OF ACTION CAUSE BI-NIH-NANI CAUSE CAVE TSA-OND ROCK CAVE CEILING DA-TEL-JAY SEAL CEMETARY JISH-CHA AMONG DEVILS CENTER ULH-NE-IH CENTER CHANGE THLA-GO-A-NAT-ZAH CHANGE CHANNEL HA-TALHI-YAZZIE SMALL SINGER CHARGE AH-TAH-GI-JAH CHARGE CHEMICAL TA-NEE ALKALI CIRCLE NAS-PAS CIRCLE CIRCUIT AH-HEH-HA-DAILH CIRCUIT CLASS ALTH-AH-A-TEH CLASS CLEAR YO-AH-HOL-ZHOD CLEAR CLIFF TSE-YE-CHEE CLIFF CLOSE UL-CHI-UH-NAL-YAH CLOSE COAST GUARD TA-BAS-DSISSI SHORE RUNNER CODE YIL-TAS PECK COLON NAKI-ALH--DEH-DA-AL-ZHIN TWO SPOTS COLUMN ALTH-KAY-NE-ZIH COLUMN COMBAT DA-AH-HI-JIH-GANH FIGHTING COMBINATION AL-TKAS-EI MIXED COME HUC-QUO COME COMMA TSA-NA-DAHL TAIL DROP COMMERCIAL NAI-EL-NE-HI COMMERCIAL COMMIT HUC-QUO-LA-JISH COME GLOVE COMMUNICATION HA-NEH-AL-ENJI MAKING TALK CONCEAL BE-KI-ASZ-JOLE CONCEAL CONCENTRATION TA-LA-HI-JIH ONE PLACE CONCUSSION WHE-HUS-DIL CONCUSSION CONDITION AH-HO-TAI HOW IT IS CONFERENCE BE-KE-YA-TI TALK OVER CONFIDENTIAL NA-NIL-IN KEPT SECRET CONFIRM TA-A-NEH MAKE SURE CONQUER A-KEH-DES-DLIN WON CONSIDER NE-TSA-CAS THINK IT OVER CONSIST BILH (C) CONSIST CONSOLIDATE AH-HIH-HI-NIL PUT TOGETHER CONSTRUCT AHL-NEH TO MAKE CONTACT AH-HI-DI-DAIL COME TOGETHER

CONTINUE TA-YI-TEH CONTINUE CONTROL NAI-GHIZ CONTROL CONVOY TKAL-KAH-O-NEL MOVING ON WATER COORDINATE BEH-EH-HO-ZIN-NA-AS-DZOH KNOWN LINES COUNTER ATTACK WOLTAH-AL-KI-GI-JEH COUNTER ACT COURSE CO-JI-GOH COURSE CRAFT AH-TOH NEST CREEK TOH-NIL-TSANH VERY LITTLE WATER CROSS AL-N-AS-DZOH CROSS CUB SHUSH-YAHZ CUB

DASH US-DZOH DASH DAWN HA-YELI-KAHN DAWN DEFENSE AH-KIN-CIL-TOH DEFENSE DEGREE NAHL-KIHD DEGREE DELAY BE-SITIHN DEER LAY DELIVER BE-BIH-ZIHDE DEER LIVER DEMOLITION AH-DEEL-TAHI BLOW UP DENSE HO-DILH-CLA (D) WET DEPART DA-DE-YAH DEPART DEPARTMENT HOGAN DEPARTMENT DESIGNATE YE-KHI-DEL-NEI POINT OUT DESPERATE AH-DA-AH-HO-DZAH DOWN TO LAST DETACH AL-CHA-NIL DETACHED DETAIL BE-BEH-SHA DEER TAIL DETONATOR AH-DEEL-TAHI (OR) BLOWN UP DIFFICULT NA-NE-KLAH DIFFICULT DIG IN LE-EH-GADE DIG IN DIRECT AH-JI-GO DIRECT DISEMBARK EH-HA-JAY GET OUT DISPATCH LA-CHAI-EN-SEIS-BE-JAY DOG IS PATCH DISPLACE HIH-DO-NAL MOVE DISPLAY BE-SEIS-NA-NEH DEER IS PLAY DISPOSITION A-HO-TEY DISPOSITION DISTRIBUTE NAH-NEH DISTRIBUTE DISTRICT BE-THIN-YA-NI-CHE DEER ICE STRICT DO TSE-LE SMALL PUP DOCUMENT BEH-EH-HO-ZINZ DOCUMENT DRIVE AH-NOL-KAHL DRIVE DUD DI-GISS-YAHZIE SMALL DUMMY DUMMY DI-GISS-TSO BIG DUMMY

EACH TA-LAHI-NE-ZINI-GO (D) EACH ECHELON WHO-DZAH LINE EDGE BE-BA-HI EDGE EFFECTIVE BE-DELH-NEED EFFECTIVE EFFORT YEA-GO WITH ALL YOUR MIGHT ELEMENT AH-NA-NAI TROOP REPRESENTING OTHERS ELEVATE ALI-KHI-HO-NE-OHA ELEVATE ELIMINATE HA-BEH-TO-DZIL ELIMINATE EMBARK EH-HO-JAY GET ON EMERGENCY HO-NEZ-CLA EMERGENCY EMPLACEMENT LA-AZ-NIL EMPLACEMENT ENCIRCLE YE-NAS-TEH (E) ENCIRCLE ENCOUNTER BI-KHANH GO AGAINST ENGAGE A-HA-NE-HO-TA AGREED ENGINE CHIDI-BI-TSI-TSINE (E) ENGINE

ENGINEER DAY-DIL-JAH-HE ENGINEER ENLARGE NIH-TSA-GOH-AL-NEH MAKE BIG ENLIST BIH-ZIH-A-DA-YI-LAH ENLIST ENTIRE TA-A-TAH (E) ENTIRE ENTRENCH E-GAD-AH-NE-LIH MAKE DITCH ENVELOP A-ZAH-GI-YA ENVELOP EQUIPMENT YA-HA-DE-TAHI EQUIPMENT ERECT YEH-ZIHN STAND UP ESCAPE A-ZEH-HA-GE-YAH ESCAPE ESTABLISH HAS-TAY-DZAH ESTABLISH ESTIMATE BIH-KE-TSE-HOD-DES-KEZ ESTIMATE EVACUATE HA-NA EVACUATE EXCEPT NEH-DIH (E) EXCEPT EXCEPT NA-WOL-NE EXPECT EXCHANGE ALH-NAHL-YAH EXCHANGE EXECUTE A-DO-NIL EXECUTE EXPLOSIVE AH-DEL-TAHI (E) EXPLOSIVE EXPEDITE SHIL-LOH (E) SPEED UP EXTEND NE-TDALE MAKE WIDE EXTREME AL-TSAN-AH-BAHM EACH END

FAIL CHA-AL-EIND FAIL FAILURE YEES-GHIN FAILURE FARM MAI-BE-HE-AHGAN FOX ARM FEED DZEH-CHI-YON FEED FIELD CLO-DIH (F) FIELD FIERCE TOH-BAH-HA-ZSID AFRAID FILE BA-EH-CHEZ FILE FINAL TAH-AH-KWO-DIH THAT IS ALL FLAME THROWER COH-AH-GHIL-TLID FLAME THROWER FLANK DAH-DI-KAD FLANK FLARE WO-CHI LIGHT STREAK FLIGHT MA-E-AS-ZLOLI FOX LIGHT FORCE TA-NA-NE-LADI WITHOUT CARE FORM BE-CHA FORM FORMATION BE-CHA-YE-LAILH FORMATION FORTIFICATION AH-NA-SOZI CLIFF DWELLING FORTIFY AH-NA-SOZI-YAZZIE SMALL FORTIFICATION FORWARD TEHI LET'S GO FRAGMENTATION BESH-YAZZIE SMALL METAL FREQUENCY HA-TALHI-TSO BIG SINGER FRIENDLY NEH-HECHO-DA-NE FRIENDLY FROM BI-TSAN-DEHN FROM FURNISH YEAS-NIL (F) FURNISH FURTHER WO-NAS-DI FURTHER

GARRISON YAH-A-DA-HAL-YON-IH TAKE CARE OF GASOLINE CHIDI-BI-TOH GASOLINE GRENADE NI-MA-SI POTATOES GUARD NI-DIH-DA-HI GUARD GUIDE NAH-E-THLAI GUIDE

HALL LHI-TA-A-TA HORSE ALL HALF TRACK ALH-NIH-JAH-A-QUHE RACE TRACK HALT TA-AKWAI-I HALT HANDLE BET-SEEN HANDLE HAVE JO HAVE

HEADQUARTER NA-HA-TAH-TA-BA-HOGAN HEADQUARTER HELD WO-TAH-TA-EH-DAHN-OH HELD (PAST TENSE) HIGH WO-TAH HIGH HIGH EXPLOSIVE BE-AL-DOH-BE-CA-BIH-DZIL-IGI POWERFUL SHELL HIGHWAY WO-TAH-HO-NE-TEH HIGH WAY HOLD WO-TKANH HOLD HOSPITAL A-ZEY-AL-IH PLACE OF MEDICINE HOSTILE A-NAH-NE-DZIN NOT FRIENDLY HOWITZER BE-EL-DON-TS-QUODI SHORT BIG GUN ILLUMINATE WO-CHI (I) LIGHT UP IMMEDIATELY SHIL-LOH (I) IMMEDIATELY IMPACT A-HE-DIS-GOH IMPACT IMPORTANT BA-HAS-TEH IMPORTANT IMPROVE HO-DOL-ZHOND IMPROVE INCLUDE EL-TSOD INCLUDE INCREASE HO-NALH INCREASE INDICATE BA-HAL-NEH TELL ABOUT INFANTRY TA-NEH-NAL-DAHI INFANTRY INFILTRATE YE-GHA-NE-JEH WENT THROUGH INITIAL BEH-ED-DE-DLID BRAND INSTALL EHD-TNAH INSTALL INSTALLATION NAS-NIL IN PLACE INSTRUCT NA-NE-TGIN TEACH INTELLIGENCE HO-YA (I) SMART INTENSE DZEEL STRENGTH INTERCEPT YEL-NA-ME-JAH INTERCEPT INTERFERE AH-NILH-KHLAI INTERFERE INTERPRET AH-TAH-HA-NE INTERPRET INVESTIGATE NA-ALI-KA TRACK INVOLVE A-TAH INVOLVOE IS SEIS SEVEN ISLAND SEIS-KEYAH SEVEN ISLAND ISOLATE BIH-TSA-NEL-KAD SEPERATE

JUNGLE WOH-DI-CHIL JUNGLE

KILL NAZ-TSAID KILL KILOCYCLE NAS-TSAID-A-KHA-AH-YEH- KILL OIL GO AROUND HA-DILH

LABOR NA-NISH (L) LABOR LAND KAY-YAH LAND LAUNCH TKA-GHIL-ZHOD LAUNCH LEADER AH-NA-GHAI LEADER LEAST DE-BE-YAZIE-HA-A-AH LAMB FEAST LEAVE DAH-DE-YAH HE LEFT LEFT NISH-CLA-JIH-GOH LEFT LESS BI-OH (L) LESS LEVEL DIL-KONH LEVEL LIAISON DA-A-HE-GI-ENEH KNOW OTHER'S ACTION LIMIT BA-HAS-AH LIMIT LITTER NI-DAS-TON (L) SCATTER LOCATE A-KWE-EH SPOT LOSS UT-DIN LOSS

MACHINE GUN A-KNAH-AS-DONIH RAPID FIRE GUN

MAGNETIC NA-E-LAHI PICK UP MANAGE HASTNI-BEH-NA-HAI MAN AGE MANEUVER NA-NA-O-NALTH MOVING AROUND MAP KAH-YA-NESH-CHAI MAP MAXIMUM BEL-DIL-KHON FILL TO TOP MECHANIC CHITI-A-NAYL-INIH AUTO REPAIRMAN MECHANIZED CHIDI-DA-AH-HE-GONI FIGHTING CARS MEDICAL A-ZAY MEDICINE MEGACYCLE MIL-AH-HEH-AH-DILH MILLION GO AROUND MERCHANT SHIP NA-EL-NEHI-TSIN-NA-AILH MERCHANT SHIP MESSAGE HANE-AL-NEH MESSAGE MILITARY SILAGO-KEH-GOH MILITARY MILLIMETER NA-AS-TSO-SI-A-YE-DO-TISH DOUBLE MOUSE MINE HA-GADE MINE MINIMUM BE-OH (M) MINIMUM MINUTE AH-KHAY-EL-KIT-YAZZIE LITTLE HOUR MISSION AL-NESHODI MISSION MISTAKE O-ZHI MISS MOPPING HA-TAO-DI MOPPING MORE THLA-NA-NAH MORE MORTAR BE-AL-DOH-CID-DA-HI SITTING GUN MOTION NA-HOT-NAH MOTION MOTOR CHIDE-BE-TSE-TSEN CAR HEAD

NATIVE KA-HA-TENI NATIVE NAVY TAL-KAH-SILAGO SEA SOLDIER NECESSARY YE-NA-ZEHN WANT NEGATIVE DO-YA-SHO-DA NO GOOD NET NA-NES-DIZI NET NEUTRAL DO-NEH-LINI NEUTRAL NORMAL DOH-A-TA-H-DAH NORMAL NOT NI-DAH-THAN-ZIE NO TURKEY NOTICE NE-DA-TAZI-THIN NO TURKEY ICE NOW KUT NOW NUMBER BEH-BIH-KE-AS-CHINIGH WHAT'S WRITTEN

OBJECTIVE BI-NE-YEI GOAL OBSERVE HAL-ZID OBSERVE OBSTACLE DA-HO-DESH-ZHA OBSTACLE OCCUPY YEEL-TSOD TAKEN OF TOH-NI-TKAL-LO OCEAN FISH OFFENSIVE BIN-KIE-JINH-JIH-DEZ-JAY OFFENSIVE ONCE TA-LAI-DI ONCE ONLY TA-EI-TAY-A-YAH ONLY OPERATE YE-NAHL-NISH WORK AT OPPORTUNITY ASH-GA-ALIN OPPORTUNITY OPPOSITION NE-HE-TSAH-JIH-SHIN OPPOSITION OR EH-DO-DAH-GOH EITHER ORANGE TCHIL-LHE-SOI ORANGE ORDER BE-EH-HO-ZINI ORDER ORDNANCE LEI-AZ-JAH UNDER GROUND ORIGINATE DAS-TEH-DO BEGIN OTHER LA-E-CIH OTHER OUT CLO-DIH OUT SIDE OVERLAY BE-KA-HAS-TSOZ OVERLAY

PARENTHESIS ATSANH RIB

PARTICULAR A-YO-AD-DO-NEH PARTICULAR PARTY DA-SHA-JAH PARTY PAY NA-ELI-YA PAY PENALIZE TAH-NI-DES-TANH SET BACK PERCENT YAL MONEY PERIOD DA-AHL-ZHIN PERIOD PERIODIC DA-AL-ZHIN-THIN-MOASI PERIOD ICE CAT PERMIT GOS-SHI-E PERMIT PERSONNEL DA-NE-LEI MEMBER PHOTOGRAPH BEH-CHI-MA-HAD-NIL PHOTOGRAPH PILL BOX BI-SO-DIH-DOT-SAHI-BI-TSAH SICK PIG BOX PINNED DOWN BIL-DAH-HAS-TANH-YA PINNED DOWN PLANE TSIDI BIRD PLASMA DIL-DI-GHILI PLASMA POINT BE-SO-DE-DEZ-AHE PIG POINT PONTOON TKOSH-JAH-DA-NA-ELT FLOATING BARREL POSITION BILH-HAS-AHN POSITION POSSIBLE TA-HA-AH-TAY POSSIBLE POST SAH-DEI POST PREPARE HASH-TAY-HO-DIT-NE PREPARE PRESENT KUT PRESENT PREVIOUS BIH-TSE-DIH PREVIOUS PRIMARY ALTSEH-NAN-DAY-HI-GIH 1ST POSTION PRIORITY HANE-PESODI PRIORITY PROBABLE DA-TSI PROBABLE PROBLEM NA-NISH-TSOH BIG JOB PROCEED NAY-NIH-JIH GO PROGRESS NAH-SAI PROGRESS PROTECT AH-CHANH SELF DEFENSE PROVIDE YIS-NIL PROVIDE PURPLE DINL-CHI PURPLE PYROTECHNIC COH-NA-CHANH FANCY FIRE

QUESTION AH-JAH EAR QUICK SHIL-LOH QUICK

RADAR ESAT-TSANH (R) LISTEN RAID DEZJAY RAID RAILHEAD A-DE-GEH-HI SHIPPING POINT RAILROAD KONH-NA-AL-BANSI-BI-THIN RAILROAD RALLYING A-LAH-NA-O-GLALIH GATHERING RANGE AN-ZAH DISTANCE RATE GAH-EH-YAHN RABBIT ATE RATION NA-A-JAH RATION RAVINE CHUSH-KA (R) RAVINE REACH IL-DAY (R) REACH READY KUT (R) READY REAR BE-KA-DENH (R) REAR RECEIPT SHOZ-TEH RECEIPT RECOMMEND CHE-HO-TAI-TAHN RECOMMEND RECONNAISSANCE HA-A-CIDI INSPECTOR RECONNOITER TA-HA-NE-AL-YA MAKE SURE RECORD GAH-AH-NAH-KLOLI R-E-ROPE RED LI-CHI RED REEF TSA-ZHIN BLACK ROCK REEMBARK EH-NA-COH GO IN REFIRE NA-NA-COH REFIRE

REGULATE NA-YEL-N REGULATE REINFORCE NAL-DZIL REINFORCE RELIEF AGANH-TOL-JAY RELIEF RELIEVE NAH-JIH-CO-NAL-YA REMOVE REORGANIZE HA-DIT-ZAH REORGANIZE REPLACEMENT NI-NA-DO-NIL REPLACEMENT REPORT WHO-NEH GOT WORD REPRESENTATIVE TKA-NAZ-NILI TRIPLE MEN REQUEST JO-KAYED-GOH ASK FOR RESERVE HESH-J-E RESERVE RESTRICT BA-HO-CHINI RESTRICT RETIRE AH-HOS-TEEND RETIRE RETREAT JI-DIN-NES-CHANH RETREAT RETURN NA-DZAH CAME BACK REVEAL WHO-NEH (L) REVEAL REVERT NA-SI-YIZ TURN ABOUT REVETMENT BA-NAS-CLA (R) CORNER RIDGE GAH-GHIL-KEID RABBIT RIDGE RIFLEMAN BE-AL-DO-HOSTEEN RIFLEMEN RIVER TOH-YIL-KAL MUCH WATER ROBOT BOMB A-YE-SHI-NA-TAH-IH EGG FLY ROCKET LESZ-YIL-BESHI SAND BOIL ROLL YEH-MAS ROLL ROUND NAZ-PAS (R) ROUND ROUTE GAH-BIH-TKEEN RABBIT TRAIL RUNNER NIH-DZID-TEIH RUNNER

SABOTAGE A-TKEL-YAH HINDERED SABOTEUR A-TKEL-EL-INI TROUBLE MAKER SAILOR CHA-LE-GAI WHITE CAPS SALVAGE NA-HAS-GLAH PICK THEM UP SAT BIH-LA-SANA-CID-DA-HI APPLE SITTING SCARLET, RED LHE-CHI (S & R) RED SCHEDULE BEH-EH-HO-ZINI SCHEDULE SCOUT HA-A-SID-AL-SIZI-GIH SHORT RACOON SCREEN BESH-NA-NES-DIZI SCREEN SEAMAN TKAL-KAH-DINEH-IH SEAMAN SECRET BAH-HAS-TKIH SECRET SECTOR YOEHI (S) SECTOR SECURE YE-DZHE-AL-TSISI SMALL SECURITY SEIZE YEEL-STOD SEIZE SELECT BE-TAH-HAS-GLA TOOK OUT SEMI COLON DA-AHL-ZHIN-BI-TSA-NA-DAHL DOT DROP SET DZEH-CID-DA-HI ELK SITTING SHACKLE DI-BAH-NESH-GOHZ SHACKLE SHELL BE-AL-DOH-BE-CA SHELL SHORE TAH-BAHN (S) SHORE SHORT BOSH-KEESH SHORT SIDE BOSH-KEESH SIDE SIGHT YE-EL-TSANH SEEN SIGNAL NA-EH-EH-GISH BY SIGNS SIMPLEX ALAH-IH-NE-TIH INNER WIRE SIT TKIN-CID-DA-HI ICE SITTING SITUATE A-HO-TAY (S) SITUATE SMOKE LIT SMOKE SNIPER OH-BEHI PICK 'EM OFF SPACE BE-TKAH BETWEEN

SPECIAL E-YIH-SIH MAIN THING SPEED YO-ZONS SWIFT MOTION SPORADIC AH-NA-HO-NEIL NOW AND THEN SPOTTER EEL-TSAY-I SPOTTER SPRAY KLESH-SO-DILZIN SNAKE PRAY SQUADRON NAH-GHIZI SQUASH STORM NE-OL STORM STRAFF NA-WO-GHI-GOID HOE STRAGGLER CHY-NE-DE-DAHE STRAGGLER STRATEGY NA-HA-TAH (S) STRATEGY STREAM TOH-NI-LIH RUNNING WATER STRENGTH DZHEL STRENGTH STRETCH DESZ-TSOOD STRETCH STRIKE NAY-DAL-GHAL STRIKE STRIP HA-TIH-JAH STRIP STUBBORN NIL-TA STUBBORN SUBJECT NA-NISH-YAZZIE SMALL JOB SUBMERGE TKAL-CLA-YI-YAH WENT UNDER WATER SUBMIT A-NIH-LEH SEND SUBORDINATE AL-KHI-NAL-DZL HELPING EACH OTHER SUCCEED YAH-TAY-GO-E-ELAH MAKE GOOD SUCCESS UT-ZAH IT IS DONE SUCCESSFUL UT-ZAH-HA-DEZ-BIN IT IS DONE WELL SUCCESSIVE UT-ZAH-SID SUCCESS SCAR SUCH YIS-CLEH SOX SUFFER TO-HO-NE SUFFER SUMMARY SHIN-GO-BAH SUMMER MARY SUPPLEMENTARY TKA-GO-NE-NAN-DEY-HE 3RD POSITION SUPPLY NAL-YEH-HI SUPPLY SUPPLY SHIP NALGA-HI-TSIN-NAH-AILH SUPPLY SHIP SUPPORT BA-AH-HOT-GLI DEPEND SURRENDER NE-NA-CHA SURRENDER SURROUND NAZ-PAS (S) SURROUND SURVIVE YIS-DA-YA SURVIVE SYSTEM DI-BA-TSA-AS-ZHI-BI-TSIN SYSTEM

TACTICAL E-CHIHN TACTICAL TAKE GAH-TAHN TAKE TANK CHAY-DA-GAHI TORTOISE TANK DESTROYER CHAY-DA-GAHI-NAIL-TSAIDI TORTOISE KILLER TARGET WOL-DONI TARGET TASK TAZI-NA-EH-DIL-KID TURKEY ASK TEAM DEH-NA-AS-TSO-SI TEA MOUSE TERRACE ALI-KHI-HO-NE-OHA (T) TERRACE TERRAIN TASHI-NA-HAL-THIN TURKEY RAIN TERRITORY KA-YAH (T) TERRITORY THAT TAZI-CHA TURKEY HAT THE CHA-GEE BLUE-JAY THEIR BIH THEIR THEREAFTER TA-ZI-KWA-I-BE-KA-DI TURKEY HERE AFTER THESE CHA-GI-O-EH THE SEE THEY CHA-GEE (Y) THE Y THIS DI THE TOGETHER TA-BILH TOGETHER TORPEDO LO-BE-CA FISH SHELL TOTAL TA-AL-SO TOTAL TRACER BEH-NA-AL-KAH-HI TRACER

TRAFFIC DIAGRAM HANE-BA-NA-AS-DZOH DIAGRAM STORY LINE TRAIN COH-NAI-ALI-BAHN-SI TRAIN TRANSPORTATION A-HAH-DA-A-CHA TRANSPORTATION TRENCH E-GADE TRENCH TRIPLE TKA-IH TRIPLE TROOP NAL-DEH-HI TROOP TRUCK CHIDO-TSO BIG AUTO TYPE ALTH-AH-A-TEH TYPE

UNDER BI-YAH UNDER UNIDENTIFIED DO-BAY-HOSEN-E UNIDENTIFIED UNIT DA-AZ-JAH (U) UNIT UNSHACKLE NO-DA-EH-NESH-GOHZ UNSHACKLE UNTIL UH-QUO-HO UNTIL

VICINITY NA-HOS-AH-GIH THERE ABOUT VILLAGE CHAH-HO-OH-LHAN-IH MANY SHELTER VISIBILITY NAY-ES-TEE VISIBILITY VITAL TA-EH-YE-SY VITAL

WARNING BILH-HE-NEH (W) WARNING WAS NE-TEH WAS WATER TKOH WATER WAVE YILH-KOLH WAVE WEAPON BEH-DAH-A-HI-JIH-GANI FIGHTING WEAPON WELL TO-HA-HA-DLAY WELL WHEN GLOE-EH-NA-AH-WO-HAI WEASEL HEN WHERE GLOE-IH-QUI-AH WEASEL HERE WHICH GLOE-IH-A-HSI-TLON WEASEL TIED TOGETHER WILL GLOE-IH-DOT-SAHI SICK WEASEL WIRE BESH-TSOSIE SMALL WIRE WITH BILH (W) WITH WITHIN BILH-BIGIH WITH IN WITHOUT TA-GAID WITHOUT WOOD CHIZ FIRE WOOD WOUND CAH-DA-KHI WOUND

YARD A-DEL-TAHL YARD

ZONE BIH-NA-HAS-DZOH ZONE

Vocabulary ActivitiesVocabulary ActivitiesCh. 14-17Ch. 14-17

(Code Talker)(Code Talker)You will complete the following chart with child-friendly definitions for

these words. Use the empty spaces to add any words that you may not be familiar with.

Word and Page Meaning

maneuvers, p.100

preliminary, p.100

liberating, p.102

debarkation, p.103

reconnaissance, p.107

reinforcements, p.107

bombardment, p.113

droning, p.115

virtue

rectitude

benevolence

The Japanese Code of Bushidó

Discuss the 7 virtues of Bushidó:1. Rectitude2. Courage3. Benevolence4. Respect5. Honesty6. Honor7. Loyalty

Bushidó was the way of life of the Samurai, and means “Way of the Warrior”. This was an integral part of Japanese life for centuries. Discuss the positives and negatives of such a code, and point out how the Emperor used this to achieve his goals. Place students into small groups and have them create a code of honor with at least 7 rules for young men of today. Make these rules similar to those of the Samurai. What virtues should be emphasized, learned, and practiced?

Write a paragraph comparing the premier virtues of happiness and honor. Describe how emphasis on these virtues has shaped American and Japanese culture respectively.

Letter to Home

For this activity, students will reflect on what they have learned about life during the battles of the Pacific. They will assume the role of a Navajo code talker, and think about how each day brought upon new challenges for these soldiers. With worried family members back on the reservation, many soldiers wrote often to try and alleviate the fears of their loved ones. Since the Navajo code was kept secret from almost everyone, these letters were always subject to examination by superior officers. Parts of these letters were often blacked out in order to prevent the compromise of their mission.

Your task is to write a letter to your family. Remember, you are trying to help them feel better about your situation, and not cause more unnecessary worry. You have a lot to write about, but much of it can’t be spoken of at this time. For most Americans back home, the war seems almost over. However, you know that many more lives will be lost before victory can be achieved. What will you say to them and how will you express your thoughts?

Google Earth Trip

We are going to visit Google Earth and follow the steps of the Navajo Code Talkers during World War II. Our journey will begin on the Navajo Reservation, where we will take a look at Mt. Taylor, referred to by the Navajos as the southern most point of their homeland. From there we will fly to Camp Pendleton and Camp Elliott, where the Navajo Code Talkers were trained. From there we will visit Pearl Harbor, Guadalcanal, Saipan, Tarawa, Tinian, and Bougainville. We will take a close look at Iwo Jima, and its infamous Mt. Surabachi. Our trip will end with a fly over of the mainland of Japan.

World War IIr i s o i y c t r i a l t t a r

o h l o c n t a r s h s i w e j

s b d a i u u r r e n a j k e e

i h . i i e - y e h d o l e l e

e s a b e c r o f r i a e k u l

t n u r e n b e r g t r i a l s

h a a x i s p o w e r s . t a t

e m h s v . e . d a y e u o n a

r d u o n n h o b l y y s m c r

i m m s l i c a i a a a i i a o

v o i y s o l b s f w h l c s f

e i s n j o c a y e d a i b t d

t h c a n l l a t s i r k o e a

e t v m i l d i u s m i s m r v

r a b r i - y a n s u y l b s i

n d b e d u a i h i t l e r r d

o w s g n a y . i h c c t n w b

hitler midway stalin

FDR mussolini lancaster

atomic bomb Luke Air Force Base holocaust

d-day v.e. day jewish

star of david kristallnacht nurenburg trials

rosie the riveter navajo code talker ira hayes

germany allies axis powers

Ending the WarOn August 6, 1945, the United States dropped Little Boy on the city of

Hiroshima. This was the first atomic bomb used in war against another nation. Over 140,000 people were estimated to have been killed. Three days later, on August 9, a bomb nicknamed Fat Man was dropped onto the city of Nagasaki. An estimated 80,000 more Japanese people were killed this time. The Allies seen these droppings as a success, as did many Americans, because the Japanese Emperor was forced to seek terms for a surrender. Visit these sites and view pictures from the destruction created by such powerful weaponry:http://www.google.com/imgres?imgurl=http://www.cfo.doe.gov/me70/manhattan/images/HiroshimaAnimationLarge.gif&imgrefurl=http://www.cfo.doe.gov/me70/manhattan/hiroshima_animation.htm&h=325&w=586&sz=110&tbnid=_4ZLOCEXnS4JhM:&tbnh=75&tbnw=135&prev=/images%3Fq%3Dhiroshima%2Bbefore%2Band%2Bafter%2Bpictures&usg=__q35iaLUG1rAeOAUEdi7ZLEVAvms=&ei=XLAOS8n-OJCwtgf66u3eAg&sa=X&oi=image_result&resnum=2&ct=image&ved=0CAkQ9QEwAQ (Before and After pictures)

The following site contains many pictures of the destruction brought on by these bombs. Be sure to preview these before showing to your classroom.http://www.nucleardarkness.org/hiroshima/

Your job is to write about whether or not you feel the dropping of these bombs was necessary. Think critically about the war, its longevity, and the deaths resulting from the war up until this point. Did the Allies choose the right path? These bombs were supposed to be the weapon that would prevent future wars. How have they impacted the way that wars are fought today? Explain whether or not you believe the right decision was made. Give specific details.

“I Poem”

Students will be placed in groups of 4 or 5. Write an I Poem from the point of view of a Navajo code talker during World War II. Try to get inside

your character; help the reader identify with the character’s thoughts,

actions, emotions, and personality. Also, include personification and similes in your poem. Students may wish to use the format presented below, or you

can choose to use your own format.

FIRST STANZAI am (two special characteristics you have) I wonder (something you are actually curious about) I hear (an imaginary sound) I see (an imaginary sight) I want (an actual desire) I am (the first line of the poem repeated)

SECOND STANZAI pretend (something you actually pretend to do) I feel (a feeling about something imaginary) I touch (an imaginary touch) I worry (something that really bothers you) I cry (something that makes you very sad) I am (the first line of the poem repeated)

THIRD STANZAI understand (something you know is true) I say (something you believe in) I dream (something you actually dream about) I try (something you really make an effort to do) I hope (something you actually hope for) I am (the first line of the poem repeated)

Internet Workshop:Navajo Indians and the Secret Code

Your task is to complete an internet workshop about the Navajo Indians. The first site, http://twentytensnativeamericans.wordpress.com/southwestern-native-americans/ , focuses on various cultural aspects of the Navajo. You will explore this site to find the answers of questions 1-3.

After completion, you will explore the following site: http://www.navajocodetalkers.org/You will use this website to find the answers for questions 4-8. You are encouraged to take notes on any interesting facts you find that you may want to share with the class. Enjoy your exploration!

1. The Navajo Nation is home to the largest Native American reservation

in the United States. This land area spans across what three states?

________________________________________________________________________

____________________________________________________________

2. Where did Navajo Native Americans migrate into the southwestern

region of the United States from?

________________________________________________________________________

____________________________________________________________

3. Name some of the problems faced by Navajos since their arrival into

the United States.

________________________________________________________________________

____________________________________________________________

Additional comments:

When you visit the code talkers site, please take a moment to listen to the

introduction by president Keith Little. Afterwards, click on the Code Talker

Story link just above the video.

4. Who is the man who recognized the potential value of the Navajo

language, and then persuaded the military to begin the secret

program?

__________________________________________________________________

5. During World War II, coding machines would often take around 30

minutes to transmit and decode messages. About how long did it

usually take the Navajo code talkers to perform such actions?

__________________________________________________________________

6. In what battle did the Navajo code talkers relay over 800 transmissions

in just the first 48 hours?

__________________________________________________________________

7. The code was kept secret for many years. When did the secret code

become declassified?

__________________________________________________________________

8. The Navajo Code Talkers finally received the Congressional Medals of

Honor in what year? (Bonus question: Who was president at this time?)

__________________________________________________________________

Additional Comments:

Why I Chose These Books:

Navajo Long Walk by Nancy M. ArmstrongGrades 4+

One of the reasons I chose this book was because it is part of The Council for Indian Education Series. There is a lot of information here, and it centers on the story of a young boy and his family. Kee is his name, and he gives the reader a feel for what it would be like to be removed from your homeland and relocated in a strange place. The story gives us a good deal of insight into many of the cultural ways of the Navajo. It also tells the story of a less heralded forced march of Native Americans. The Long Walk is often overshadowed by the story of the Trail of Tears. This book gives the reader specific examples of the decisions that were forced upon this group of people. It also shows us the value of friendship, and how humans sometimes must do things they would rather not, simply for the betterment of their people.

Code Talker by Joseph BruchacGrade Level: 5+

I chose this novel for several reasons. One is that I really like the book myself, and Joseph Bruchac is a well respected author of Native American books. The main character of the story, Kii, is forced to leave his reservation and enroll in a school in which his native language is forbidden to be spoken. The story gives the reader a great feel for Navajo life in the late 1930’s. The irony of the story is how the United States would come calling on Kii, and his fellow Navajo, and ask them to perform a special job---speaking in their native language. Their journey would be a long and difficult one, but a very important one as well. Through their actions, Navajo Indians were able to regain some lost pride, and play a significant role in one of the most important wars ever fought on the earth’s soil. Students will enjoy this book, and learn about WWII in the process. Joseph Bruchac does a great job bringing some humor into an otherwise serious story.

The Navajo by Alice Osinski

The Navajo Nation by Sandra M. Pasqua

The Navajo by Natalie M. Rosinski

Southwest Indians by Mir Tamim Ansary

Navajo by Richard M. Gaines

All five of these books were chosen for their informational content. The grade levels are 3+. These books are short, but contain good information on the cultural life of Navajo Indians. These books are a great way to introduce this unit, and use in a small group setting. Each book also contains some great photographs to compliment the text.

Additional Texts

Sing Down the Moon by Scott O’ DellGrades 4+

This is a great book about a young Navajo girl who is captured by Spanish slave-raiders. She eventually makes her escape and returns to her family, only to find that they are being forced out of their homeland. This is a great story about the difficulties faced by the Navajos, mainly the slave-raiding and the Long Walk. The book is also the winner of the Newberry Honor.

Navajo ABC: A Diné Alphabet Book by Luci Tapahonso and Eleanor SchickGrades K+

This book is great for early learners. Each letter in the alphabet is given and associated with something familiar to the Navajo people. This book also has some beautiful pictures to supplement it.

Navajo Code Talkers by Andrew SantellaGrades 3+

This book is from the We The People series. This is an informational book that gives lots of facts about the Navajo code talkers. The book is full of historical photographs as well.

The Magic Weaver of Rugs by Jerrie OughtonGrades 2+

This book tells the story of a Navajo folktale. It is about the legendary weaving done by these people. The book has some creative pictures of the desert at night. The book has a poetry feel to it as the words flow smoothly.

How the Stars Fell into the Sky by Jerrie OughtonGrades 2+

Another Navajo folktale is told in this book. The story centers around First Women, who intends to write the laws of the human people in the sky via stars. Coyote tries to help her but grows impatient and sends stars flying into the sky, forever confusing her intended pattern.

North Carolina Language Arts Standard Course of Study: Grade 5

Unit Activity NC L.A. Objectives Grade 5These goals were met in a variety of ways. The students used dictionaries to look up and define new words. Through group readings, the students engaged in discussions about the text, and made decisions based on what they read. Key words were pulled from the text and students had to recognize what these words meant in the context of the story.

1.01 Expand and refine vocabulary through knowledge of prefixes, suffixes, roots, derivatives, context clues, and etymologies (word origins) to assist comprehension.

1.02 Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

1.03 Increase reading and writing vocabulary through:

wide reading. word study. word reference materials. content area study. writing process elements. writing as a tool. debate. discussions. seminars. examining the author's craft.

1.04 Use word reference materials (e.g., glossary, dictionary, thesaurus, on-line reference tools) to identify and comprehend unknown words.

At the beginning of the unit, students created a K-W-L about what they already knew and what they wanted to know. After reading some informational texts in small groups, students added to their K-W-L what they had learned. Students also used the cover and title of Navajo Long Walk to make predictions about the story. Also, an internet workshop was used to seek additional information and support answers found within the text. A character sketcher activity was used, as well as the creation of a wanted poster. These activities forced students to draw upon the knowledge gained from the text and create their own ideas

2.02 Interact with the text before, during, and after reading, listening, and viewing by:

making predictions. formulating questions. supporting answers from textual

information, previous experience, and/or other sources.

drawing on personal, literary, and cultural understandings.

seeking additional information. making connections with previous

experiences, information, and ideas.

from that knowledge.Students created a character log for both Navajo Long Walk and Code Talker. Throughout the text, students would add to their character log things that they had learned about them. There was also a character sketcher created for a character in the story. For the Code Talkers, students put themselves in the place of a Navajo marine and created a letter to send home. Students also listened to FDR’s Infamy speech and wrote a response to it.

3.01 Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:

analyzing word choice and content. examining reasons for a character's

actions, taking into account the situation and basic motivation of the character.

creating and presenting a product that effectively demonstrates a personal response to a selection or experience.

examining alternative perspectives. evaluating the differences among

genres. examining relationships among

characters. making and evaluating inferences

and conclusions about characters, events, and themes.

3.04 Make informed judgments about television, radio, video/film productions, and other electronic mediums and/or print formats.

3.06 Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).

North Carolina Social Studies Standard Course of Study Grade: 5

Unit Activity NC S.S. Objectives Grade 5Through our study of Navajos, we were able to identify ways in which these people adapted to and

1.06 Explain how people of the United States and other countries of North America adapt to, modify, and use their physical environment.

modified their environment in order to live.Students went on a web quest in which they identified when, where, and why Navajo Indians migrated from Canada and Alaska into southwestern United States. Students also examined the impact of World War II on Navajo Indians, and how the war changed their lives.

4.02 Explain when, where, why, and how groups of people settled in different regions of the United States.

4.05 Describe the impact of wars and conflicts on United States citizens, including but not limited to, the Civil War, World War I, World War II, the Korean War, the Vietnam War, Persian Gulf War, and the twenty-first century war on terrorism.

Rubric:Navajo Code Talkers Multi-Text Unit

Activity/CriteriaYour

Points/Total Points Possible

K-W-L All components are complete.

Good questions are composed for the W column. Response shows new learning in the L column.

/10Cover/Title Prediction Sheets

All components are complete. Thought is apparent in predictions made about the book. Learner shows some prior knowledge when answering.

/10(5 pts each)

Character Log(s) All characters have been examined and list is complete. An attempt has been made to discuss all characters in-

depth./30

(15 pts each)Vocabulary Activities (5 total)

All components are complete. Assignments are correct. Definitions are “child friendly”.

/25(5 pts each)

Word Recognition Sheet All components are complete. Assignments are correct. Thought is given when responding to questions.

/5

Descriptive Summary All components are complete. Reflective thinking was shown in answers. /5

Character Sketcher Accurate description is given with details. Artistic representation illustrates a good amount of effort. /8

FDR Speech Response Response demonstrates adequate thought. Response is reasonable in length. /7

Wanted Poster Artistic representation is thoughtful and creative. Poster illustrates creative ways to attract Navajos. /8

Navajo Code Activity Students demonstrated an ability to work well in small

groups. Coded messages related to the topic.

/10

Creating Code of Ethics Students demonstrated an ability to collaborate in a small

group setting. Code illustrates a reasonable amount of thought and effort.

/5

Letter to Home Letter demonstrates an understanding of the current

situation. Letter expresses ideas and thoughts faced by Navajos

during the Pacific campaign of WWII.

/5

Ending the War Paper A side is taken on whether or not the right decision was

made. /7

Reasons are given to back student’s decision.“I” Poem

Students demonstrate an ability to work in groups. Poem uses creative words and similes. Reader can adequately identify with the character.

/10

Internet Workshop All components of the workshop are complete. Responses are accurate. /10

Total Points Achieved /155